1 CURRICULUM /14 DEGREE PROGRAMME IN INTERNATIONAL BUSINESS Bachelor of Business Administration CURRICULUM 210 ECTS Credits Length Approved by the Academic Board of JAMK 14 January 2010
2 CURRICULUM /14 INTRODUCTION BASES FOR CURRICULUM PLANNING DEGREE PROGRAMME DESIGN AND PERSONS IN CHARGE LEARNING OUTCOMES Development of the Competences Flexible Implementation Contacts with the World of Work Integration of R&D&I and Education Entrepreneurship as Part of the Degree Programme Internationality ASSESSMENT OF THE DEVELOPMENT OF COMPETENCES RECOGNITION AND ACCREDITATION OF PRIOR LEARNING...13
3 CURRICULUM /14 INTRODUCTION JAMK University of Applied Sciences has adopted competence- and learning-based curricula in all its degree programmes. The focus in this approach is on an individual student's learning process. The development of the students competences is supported by study guidance and assessment of the development of the competences. The focus areas in the implementation of education are the development of flexibility, enhanced integration of teaching and R&D projects, the development of entrepreneurship, and internationalisation. This description of the Degree Programme consists of the bases for curriculum planning, the development process of the curriculum of the Degree Programme, the persons in charge of the process, and the description of the development of the competences produced by the Degree Programme. 1 BASES FOR CURRICULUM PLANNING The degree-awarding education is based on the basic educational mission as defined in the Finnish legislation on universities of applied sciences, the Bologna Declaration, the European Qualification Framework, the Finnish Government Programme, the development plan for education and research of the Finnish Ministry of Education, and the regional anticipation of educational needs in accordance with e.g. the Functional Labour Market Programme. JAMK s curriculum development is based on level descriptions that comply with the European Qualification Framework (EQF) and the National Framework for Qualifications and Other Learning Report (OPM 2009:24) According to the Report, every student who has completed a university of applied sciences degree has a wide and advanced understanding of his/her field of education in terms of theory, central concepts, methods and principles, and he/she is able to assess them in a critical way. understands the scopes and limits of professional task areas and disciplines. possesses advanced skills that show his/her ability to manage and apply information and to find creative solutions required in a specialised profession, science or art to tackle complicated or unforeseen problems. is able to manage complicated professional operations or projects and to carry out specialist tasks independently in his/her field of work. is able to make decisions in unforeseen operational environments. has the basic qualities to be able to operate as an independent entrepreneur. in addition to the ability to assess and develop his/her own competences, is able to take responsibility for the development of other persons or groups. Is capable of lifelong learning. is able to communicate both orally and in writing to both professional and general audiences. is able to communicate in international environments and to interact in the second official language in Finland and in a minimum of one foreign language.
4 CURRICULUM /14 The aim of the Qualification Framework is to support lifelong learning and flexibility in higher education in the EU area. Lifelong learning is promoted by enhancing cooperation between the various levels of education, and by taking the qualifications of the previous level into consideration in the curricula. The qualification level of the Bachelor s Degree awarded by the Finnish universities of applied sciences is 6, and the level of the Master's Degree is 7 (See Table 1). TABLE 1. Description of the qualification level of Bachelor s Degrees in the European higher education area (Based on the recommendation of the European Parliament and Council dated 23 April 2008). Level 6 Bachelor Level Learning Outcomes Knowledge Skills Competences Advanced knowledge Advanced skills Ability to manage and take of one s own field of demonstrating mastery responsibility for complex work or study, involving and innovation required technical or professional a critical understanding to solve complex and activities or projects in of theories and unpredictable problems unpredictable work or study principles in one s own field of contexts. Ability to take work or study. responsibility for managing the professional development of individuals and groups The policies outlining the education provided by the Degree Programme reflect the choices made in response to JAMK's strategy for , the unit's pedagogic action plan where applicable, the policies concerning the development of the region and the relevant field of work, and the measures required by JAMK's Quality Assurance System. The educational development takes place in accordance with JAMK's ERP System. The bases for curriculum planning are described in a separate Curriculum Guide (approved on 21 August 2007), the final version on 20 September 2007). 2 DEGREE PROGRAMME DESIGN AND PERSONS IN CHARGE The following aspects have been taken into consideration in designing the Degree Programme. 1) International quality requirements 2) National policies concerning the development of education 3) Regional development focuses 4) ARENE s (Rectors Conference of Finnish Universities of Applied Sciences) general competence descriptions for the education provided by the Finnish universities of applied sciences 5) Proposals, where applicable, for the descriptions of the National Framework for Qualifications (results of ARENE s NQF Work Group) The curricula and learning goals are created as a combination of international influences, Bologna Process requirements, and regional needs of industry and student feedback following the mission of JAMK. The responsible person is the head of programme in open cooperation with staff mebers. Industry representatives are involved through our organisational and individual networks. The total amount of networks consists of more than 70 companies in Central Finland. The advisory
5 CURRICULUM /14 board of the School of Business and Services Management is also involved in the curriculum development process. We structure the programme together with working life. The list of organisations includes public organisations, development companies, start-up and small and medium-sized companies operating in international markets, and also global players. The learning process is project-based and implemented in close cooperation with the industry. International coaching practices (Supercoaching, Launch Pad) have a strong influence on the engineering of the learning process. The person in charge of the overall learning process is the Head together with the staff members. Lecturers are responsible for the learning process of their own courses. The Head is responsible for tutoring at a general level. Practical training, theses and projects are assigned specific persons responsible for tutoring. The design of the Degree Programme is based on supporting the students' learning process, which is an important consideration in planning competence areas and defining assessment criteria. The person in charge of designing the Degree Programme and the learning process is the Head of Degree Programme Matti Hirsilä, The new students are assigned a Career Tutor, who is responsible for study guidance and practical matters, and also a Peer Tutor from among senior students. 3 LEARNING OUTCOMES The generic competences and practical skills of the students who graduate from JAMK University of Applied Sciences are as follows (ARENE): 1) Learning competence 2) Ethical competence 3) Communicative and social competence 4) Development competence 5) Organisational and societal competence 6) International competence The Degree Programme in International Business of JAMK s School of Business and Services Management is a progressive, international degree programme which takes a hands-on practical approach to training professionals for the global marketplace. We provide the best quality learning environment, in order to compete with and surpass the standards and philosophies of competing institutions, through the use of advanced teaching techniques, cutting-edge technology, a global focus, and a determination to succeed. As a result, the students are able to assist growth-oriented, innovative companies to succeed in the international marketplace.
6 CURRICULUM / Development of the Competences The learning goals of the programme are divided into six themes: business operations, business tools, strategic planning, business modelling, and specific business skills. In the Business Operations module, the students are able to identify business processes, draw relevant economic conclusions, make professional business calculations in order to recognise business opportunities, communicate effectively, and give business presentations. Upon completion of the Business Tools module, the students are able to recognise business opportunities, organise business operations and manage projects, make feasibility studies, outline business plans, make marketing plans, organise sales, and make financial calculations for the purpose of business shaping and making earnings. The Strategic Planning module equips the students with the skills needed to collect and analyse vital market information and financial information, to recognise business opportunities, outline strategic scenarios to shape businesses, and organise human resources. Upon completion of the Business Modelling module, the students are able to apply marketing and management skills to develop business operations in an international environment, and to make financial calculations and earnings forecasts. The Specific Business Skills module develops students abilities to recognise opportunities, shape business, and make earnings in specific business sectors or for their own enterprises.
7 CURRICULUM /14 1. Subject-specific Competencies Subject-specific competencies Degree programme in International Business International Business Awareness Description of the competence Ability to outline and evaluate the key patterns and trends in international business activity, the different approaches to internationalisation, the influence of increasing globalisation, international trade systems and financial relations and the role of several principal institutions (e.g. WTO, EU, IMF, World Bank) in international business. Ability to assess the impact of these trends of the international business environment on his own activities as well on the business policy. Intercultural Adaptability Ability to assess the differences between national, organisational and occupational cultures and to outline strategies for adapting to these differences in e.g. human resources management, marketing and intercultural communication. Identification of the relevant dimensions of cultures and development of self-awareness of one s own cultural background. Ability to adapt one s behaviour to the standards of other cultures and to maintain an international network essential to one s tasks. International Operations Management Ability to assess processes and make decisions involved in developing international, i.e. export/import operations, focussing on supply chain management, and to explain the meaning and application of key logistical concepts. International Marketing Management International Strategic Management Ability to perform a country-analysis on macro, industry and micro level, to conduct an international market survey in order to assess foreign market opportunities and competition. Ability to formulate market-entry strategies, to draft an international marketing plan and to implement, co-ordinate and control the international marketing (and sales) programme and projects. Ability to create, develop and maintain profitable customer relationships. Ability to use conceptual and visionary skills to contribute to the development, evaluation and implementation of the internationalisation strategy of a company. Ability to pro-actively seek and commercially evaluate business opportunities for both new and existing products. Risk-taking ability in order to optimise business profit. Ability to write and defend a business plan for a (start-up) company. Ability to perform a variety of cost and revenue calculations and to transform these data into information needed for decision making and the budgeting process. Ability to contribute to and evaluate key accounting summaries and investment opportunities.
8 CURRICULUM /14 Organisational Development Ability to research and analyse relevant international business problems, to propose policy goals and objectives, and to prepare alternative solutions in order to optimise business and human resources processes, and in order to strengthen the synergy between strategic, structural and cultural aspects of the organisation. Business Opportunity Recognition Ability to draw conclusions from international trends Skills in collecting and analysing relevant market data for decision making Ability to identify market pull and technology push in the global marketplace Ability to identify different types of businesses (service/product & local/national/global) and skills to choose the optimal business model Ability to identify global major markets for different industries & specific cases New Business Development Ability to identify the possibilities for spin-offs & new business development in existing companies Skills to outline new businesses for new ventures Ability to utilise Technology Adaption Life Cycle (TALC) in planning and decision making Ability to express business models using Chasm terminology Ability to identify the possibility of a leading position in the global markets for specific business fields Earnings Logic Ability to identify and apply different earnings logics in specific business environments based on different business models Ability to choose optimal ways of earnings/harvesting at different stages of the growth of businesses: ownership, revenues, profits, licensing, and taxation optimization included
9 CURRICULUM /14 2. Generic Competencies Generic competencies Degree programme in International Business Communication and Co- Operation Skills Abstract, Analytical and Critical Thinking Research and Development Skills Entrepreneurial Thinking Description of the competence Ability to express oneself fluently and correctly in English and in a second language, both in speech and writing. Ability to use several communication tools as well as utilising media and information communication technology. Ability to listen to others and lead discussions, express one s ideas, make proposals, draft reports, advertisements, and give presentations using audio-visual aids. Ability to take initiative and a leading role within a (project) team in order to reach a defined goal. Sensitivity to different situations and flexibility in communication style. Ability to define, assess and analyse complex situations with criticism. Ability to work creatively, initiatively and proactively. Ability to make decisions. Ability to develop alternative solutions to problems that are neither straightforward nor subject to standard procedures, and to assess the effects. Ability to apply and utilise information to solve problems. Utilizing these skills in planning and implementing management projects. Ability to conduct quantitative and qualitative surveys. Ability to apply relevant scientific insights, theories and concepts, to combine several subjects, to gather information and draw conclusions in a methodical and reflective manner. Ability to act carefully and punctually and to produce output that is literate, numerate and coherent. Ability to complete assignments thoroughly, at one s own initiative, creatively, according to the schedule, and in the best way possible. Development of internal entrepreneurship. Ability to apply business theory to practical business operations. Perception of entrepreneurship as one alternative in one s own professional field. Learning Skills and Self- Ability to assess different learning styles and capability to
10 CURRICULUM /14 Efficacy Ethical Responsibility choose the most efficient one. Ability to assess and reflect on one s own strengths and weaknesses during the learning process. Ability to make use of relevant techniques to monitor personal performance. Willingness to accept feedback and use it for developing activities. High self-esteem, ability to take initiative and work independently. Understanding and appreciation of the laws, values and other ethical, normative and social issues related to professional practice. Awareness and acceptance of one s responsibility for global sustainable development. The courses, their schedules and the competences that accumulate during the education are described in the Study Guide. 3.2 Flexible Implementation From 2010 onwards, the regulation (Ministry of Education) of the degree-awarding education provided by universities of applied sciences will be based on the number of degrees and calculatory student numbers. The centralised division of education into youth and adult education will be abolished, and this will allow universities of applied sciences to make flexible arrangements required by both students and the world f work. Partial degrees will be possible, and the students registered as Open Studies students will be given limited eligibility to degree-awarding education. This means that both the education structures and the implementation of the curricula will become more flexible. As from 2011, the curricula will have a modular structure, which will allow students to make individual choices and build individual study paths. Part of this restructuring will already be implemented in the programmes that start in The development of competences will be possible through flexible learning methods, such as virtual studies, utilisation of social media, conversion of work experience into learning modules, and alternative ways of demonstrating one s competence. The recognition and accreditation of prior learning will be part of this process and defined in the Degree Regulations in a studentoriented way. The students will have to demonstrate that they have the competence(s) defined as the objective of the course concerned. At the same time, the functionality and sufficiency of guidance required by the individualisation of studies and the cumulative development of competencies will be secured. The studies begin with a set of first year studies which is a holistic year of business studies in cooperation with a case company. Especially during the first year a lot attention is paid group an
11 CURRICULUM /14 individual tutoring including multicultural features. The second year offers our students a solid basis for international business. The third year is reserved for the personal development plans includeing wide range of modules offered by our international partners. Together with our third year specialisation modules High Tech Management and Global Operations management the programme offers entreprenerial path for those students who have serious plans to start their own businesses. Together with JAMK preincubator we offer a third year specialisation (25 cr) for these purposes. The programme also offers space for flexible personal study plans for students who during their studies are building their career in sports (ice hockey, football etc). Open JAMK is offered especially for immigrants to start their studies and maybe later will aplly to the programme. 3.3 Contacts with the World of Work In the Degree Programme in International Business, we pay a lot of attention to the contacts with working life throughout the studies. The programme will provide our graduates with the competencies they need to develop business and to be competitive in the global marketplace. During the first year, the students learn the challenges of business based on real-life cases. During the second and third years, they will take an active role in various projects assigned by companies, including the practical training and bachelor s thesis. The Bachelor s Theses are practically oriented and connected with various cooperation and development projects and assignments, thereby strengthening the students' contacts with the world of work. 3.4 Integration of R&D&I and Education The students develop their research, development and innovation competences gradually throughout their learning process. From the very beginning, learning and teaching aim at providing the students with the ability to acquire research-based information, to use it and to process it. At a later stage of the learning process, all the students participate in JAMK's own or external research or development projects. Most of the Bachelor's Theses are based on the development needs arising in the world of work. JAMK University of Applied Sciences has shared multiprofessional R&D&I Centres of Expertise. Further information on the Centres of Expertise, as well as other forms of JAMK s R&D&I activities can be found on JAMK s web pages. An expert team is in charge of the R&D&I Centres of Expertise. Bachelor's Theses and possible other learning projects, especially towards the end of the studies may, on the basis of the expert team s consideration, be integrated in the development of the R&D&I Centres of Expertise. Optional professional studies and practical training may also be completed in projects. Entire courses or learning assignments connected with courses may be completed in applied research and development projects implemented in cooperation with companies and organisations.
12 CURRICULUM /14 According to our mission statement the student is able to assist growth-oriented, innovative companies to succeed in the international marketplace. This means that an R&D approach is the focus of the whole programme. Project learning, company projects and case studies create a solid basis for integrating R&D activities with educational processes including bachelor s thesis. All students are required to complete at least 10 credits of actual company projects during their studies. Instead of working in a company, the students can continue cooperation with the companies in the form of projects. In the High Tech Management option, R&D activities play a crucial role The staff members are encouraged to market R&D services for the local industry. The students are integrated in these projects. 3.5 Entrepreneurship as Part of the Degree Programme The objective of entrepreneurial studies is that the students know the basics of entrepreneurship and the possibilities that entrepreneurship offers. They recognise entrepreneurship as a career option and the possibilities supporting entrepreneurship in their own studies. All JAMK students may apply for a possibility to complete part of their studies in JAMK s Business Incubator. The Business Incubator has three groups, to which students from the various units are selected as entrepreneurs or entrepreneur candidates. The first two groups consist of existing entrepreneurs and students who already have a business idea. They may establish a company or continue e.g. a family business. The third group is a launch pad for those students who have a strong intention to establish a company and entrepreneurial characteristics but who have no business idea yet. In the Business Incubator, the students are able to continue developing their entrepreneurship, which can form the core of their studies. Personal/group-specific guidance and learning in practice are essential elements in the Incubator. A total of credits may be completed in JAMK s Business Incubator The students internationalisation is also actively supported through Born Global thinking. It is also possible to complete practical training with an entrepreneurial emphasis, e.g. by developing one s own company or working for a cooperation partner. The students can also strengthen their entrepreneurial competences by selecting suitable entrepreneurial courses from JAMK's interdisciplinary courses. We actively promote the entrepreneurship of our students. New business development and competence in running small companies are in the focus of the programme. A student with a serious business idea can integrate the third-year Specific Business Skills module, the practical training and the bachelor s thesis to develop the business idea. JUA s business incubator services are also available to students. These plans for these studies are individually tailored during the second year of study.
13 CURRICULUM / Internationality The students can acquire international competences during their studies in accordance with their personal study plans by completing part of their studies abroad or through various forms of internationalisation at home. International degree and exchange students create a multicultural and genuinely international study atmosphere. International lecturers and experts bring international special expertise into the Programme. The language and cultural studies and courses implemented in English, as well as various projects enhance the students international competences. The students may complete part of their degree abroad in the form of studies or practical training. The studies completed abroad are included in the students' personal study plans and they are planned in cooperation with the Career Tutor and International coordinators to ensure that they can be fully accredited in accordance with the principles of the ECTS System. JAMK has a large number of international partner universities, and the cooperation agreements with them give JAMK students a lot of possibilities to study abroad. Internationalisation is in the core of the programme. The whole educational process is conducted in English. The contents of the modules have a strong international flavour, including pedagogical principles, methods, course books, and other materials. All students are required to spend at least one semester abroad, either in the form of studying or working. The programme offers double degree programmes with three partner universities from Russia, France and Germany. 4 ASSESSMENT OF THE DEVELOPMENT OF COMPETENCES The term competence refers to the ability to integrate knowledge, skills, experiences, value conclusions and social networks. The competences of the Degree Programme are described as generic and programme-specific competences. The competence profiles that the students compile for themselves at the beginning of their studies are used to assess their competences in the early stages of the studies in relation to the generic and programme-specific competences. The development of the competences is monitored in the discussions with the students concerning their personal study plans. During their studies, the students assess the development of their own competences and update their personal study plans accordingly. The aim is to find the areas where the competences need strengthening. At the graduation stage, the students' analyses of their own competences facilitate their job searching process. The following competence level criteria facilitate the assessment of the development of competences. 1) Basic-level Competence (1-2) 2) Intermediate-level Competence (3) 3) Advanced-level Competence (4-5)
14 CURRICULUM /14 The grading scale used in assessing the courses and the competence areas is 1-5 or "Pass". The starting point is each student s competence at the initial stage of studies, assessed in relation to the learning outcomes of the degree programme. The students assess their own competence at the beginning of their studies and can apply for the accreditation of their prior learning. A discussion on personal study choices is also conducted with the students. The students assess the development of their own competences in the course of the programme, based on which the Personal Study Plan is updated. The aim is to identify the areas in which competence should be further strengthened. The students own competence analysis facilitates their job application process on graduation. To enable the assessment of competence development, criteria for the following competence levels (grades) have been specified for each course/competence area: Identifier (1-2) Analyser (3-4) Developer (5) 5 RECOGNITION AND ACCREDITATION OF PRIOR LEARNING At the beginning of the studies, all the students compile a personal competence profile, which can be used in the recognition and accreditation or prior learning in relation to the learning outcomes of the Degree Programme. Based on the competence profile, the students have a discussion with their Career Tutor concerning their personal study choices. The students have the right but no obligation to apply for accreditation on the basis of prior learning. The students are responsible for providing evidence on their competences. The ways of providing evidence are agreed upon with the person responsible for the competence area concerned, and the decision on accreditation is made by the Head of Programme. Prior learning that meets the competence criteria of higher education can be accredited as part of the degree. Accreditation may take place by replacing courses or competence areas by studies completed elsewhere, or by including prior learning in the degree. The students may also demonstrate competences acquired through unofficial or everyday learning in skills demonstration tests. The practices concerning the recognition and accreditation of prior learning are described in the Degree Regulations and the process is described in detail in JAMK s ERP System.
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