Annual Report 2011
Content 3 President’s review 4 Satakunta University of Applied Sciences 5 Administration 8 Satakunta University of Applied Sciences in figures 12 Education 19 Studying 22 Continuing Education Centre 24 Internationality 26 Research, development and innovation activities 30 Higher education institutions in the Satakunta region 31 Publications
Satakunta University of Applied Sciences | Satakunnan ammattikorkeakoulu | Annual Report 2011 Editor and Layout: SAMK Communication Services | Translations: Jarmo Nousiainen | Photos: Photo agency Rodeo, Vida Studio / Veera Korhonen, Tomi Glad, Hanna Valtokivi, SAMK / photo library | Print: Brand ID | 1. edition 2012
President's review:
the year of change
The year 2011 was the last year that Satakunta University of Applied Sciences (SAMK) was maintained by the City of Pori. The City of Pori had maintained SAMK since 1997. The maintenance and the operating licence were transferred to Satakunta University of Applied Sciences Ltd at the beginning of 2012. Indeed, the year was strongly characterised by preparations for the change of maintaining organisation. The Government Programme and the included saving obligation directed at the universities of applied sciences gave rise to reflection also in the Satakunta region. The reform of the network and financing system of the universities of applied sciences aims at a savings of EUR 51 million from the 2011 level to the 2015 level. When the municipal part of the financing is added to this, education provided by the universities of applied sciences will be subject to savings of more than EUR 120 million. This means a savings of approximately 13%. In October, Satakunta University of Applied Sciences received the Ministry of Education and Culture’s feedback, according to which it has to cut the number of entrant places in 2013 altogether by 142. This cut covers only a part of the forthcoming savings obligations. The obligation to cut the number of entrant places mainly concerned the fields of technology, transport and culture. At the end of the year, SAMK already decided that, in 2012, no new students will be admitted to the degree programmes in Chemical Engineering, as well as Media and Communication Studies. We also continued efforts to target further cuts and savings. In 2011, two surveys were commenced, focusing on the possibilities of concentrating all academic activities to a single campus in Pori and Rauma, respectively. Intensification and modernisation of activities is the basis for these surveys. The earliest realistic time for the concentration of the activities is the year 2015. The year 2011 was the year in which our new research programme was actually put into place. The two main themes of the programme are “Energy and Environment of the Future” and “Intelligence for Industry and Services”. During the year, our research programme successfully met the challenges that had been placed on it in terms of effectiveness of research, transfer of competence and networking. Staff well-being was a particular development target during the year. The “Staff Well-being in Change” project was implemented in cooperation with the Satakunta Occupational Health Services. The project enabled the staff to stop and think about their health and physical condition and to participate in joint discussions with the work community. Financially, we remained on a sound basis in 2011, and the annual margin was clearly positive. The total number of awarded degrees increased, when compared to the previous year, and the graduates’ views on the quality of instruction slightly improved. On the national level, instruction provided by SAMK remained among the best. I wish to express my warm gratitude to our stakeholders, staff and students for their contributions to SAMK in 2011.
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Seppo Pynnä, President
SATAKUNTA UNIVERSITY OF APPLIED SCIENCES task and mission, vision, profile, values
TASK AND MISSION As the largest and most versatile centre of excellence in the region, Satakunta University of Applied Sciences (SAMK) is committed to act as a driver of regional innovation and as a promoter of internationalisation and entrepreneurship. Through constructive cooperation with other higher education institutions and development organisations operating in the region, it shall ensure the availability of academic basic and special expertise needed in the region by providing comprehensive, multiform educational options as well as research, development and innovation services.
VISION Satakunta University of Applied Sciences is a significant European higher education institution that generates human capital highly valued in working life.
Priority areas determined in SAMK’s strategy are knowledge-intensive entrepreneurship during studies, welfare expertise, environment and energy, innovative services and processes, as well as automation and mechanical engineering.
PROFILE AND PRIORITY AREAS SAMK focuses on the regional needs in a flexible manner as a versatile educator, as a driver of entrepreneurship and innovative solutions, as a promoter of regional internationalisation and as an entity implementing the research, development and innovation activities serving the needs of companies and corporations.
VALUES • We appreciate the human being. • We operate in an open and honest manner. • We generate the expertise needed by the surrounding society. • The results are based on our joint efforts.
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ADMINISTRATION municipal committee, internal executive board, incorporation, quality management, development
MUNICIPAL COMMITTEE OF SATAKUNTA UNIVERSITY OF APPLIED SCIENCES Pursuant to the Polytechnics Act, the management agreement and SAMK’s Regulations, the Municipal Committee comprises 11 members, of whom six are from Pori, two are from Rauma and one each from Harjavalta, Huittinen and Kankaanpää. The Municipal Committee’s term of office corresponds to that of the Municipal Council. The Municipal Committee meets when necessary. Members of SAMK’S Municipal Committee: Chairperson: Anttivesa Knuuttila, MEd Deputy: Markku Neiramaa, Pensioner Vice Chairperson: Anne Liinamaa, MEd Deputy: Marjaana Santavuo, Kindergarten Teacher Hanna Hildén, School Social Worker Deputy: Terhi Korpela, Student Erno Välimäki, Press Operator Deputy: Mauri Östervik, Student of Technology Markus Soini, Student Deputy: Konsta Ojanen, Teacher Kirsi Sandberg, Sewer Deputy: Minna Teeri, Practical Nurse Tuija Ketola, Nurse Deputy: Matti Salomäki, Prototype Specialist Aarno Korpela, MA Deputy: Hannu Haapasalo, Teacher Pentti Luodetlahti, MA Deputy: Katri Kujanpää, Head of Communications Kaarina Nurmi, Research Manager Deputy: Vesa Lakaniemi, Director of Education and Learning Sari Salo, Director of Administration Deputy: Elina Kautto, Municipal Lawyer
INTERNAL EXECUTIVE BOARD In accordance with the Polytechnics Act, internal administration is managed by the Board and the President. The Board shall have no more than 11 members, and is appointed by SAMK’s Municipal Committee for two years at a time. Other segments of management, full-time teachers, other full-time staff, fulltime students, as well as industry and commerce, and other segments of working life are all represented on the Board. Each member has a personal deputy. The Board is chaired by the President. Members of the Board: Representatives of SAMK’s management: Matti Lähdeniemi, Dean, Vice President Deputy: Esa Rahiala, Director of the Continuing Education Centre Päivi Jaatinen, Development Director Deputy: Eeva-Liisa Moisio, Dean Representatives of full-time teachers: Pirjo Niemistö, Senior Lecturer Deputy: Ilkka Kulmala, Senior Lecturer Representatives of other full-time staff: Marjo Lehto, R&D Planning Officer Deputy: Harri Salminen, Planning Officer Representatives of full-time students: Jarkko Viljanen, Student Deputy: Joonas Laukkanen, Student Emmi Holsti, Student Deputy: Suvi Veikkolainen, Student Representatives of industry, commerce and working life: Tapio Tolsa, Personnel Director
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Deputy: Janne Rautavuori, Director of Technology Jyri Korenius, Managing Director Deputy: Hannu Vähähyyppä, Managing Director Paula Asikainen, Administrative Head Nurse Deputy: Tarja Ujula, Head of Welfare Department for the Elderly SATAKUNTA UNIVERSITY OF APPLIED SCIENCES LTD Satakunta University of Applied Sciences Ltd started its operations in December 2010. In June 2011, the Finnish Government decided to grant the operating licence to Satakunta University of Applied Sciences Ltd as of 1 January 2012. The granted operating licence included the same content as the one previously granted to the City of Pori. Satakunta University of Applied Sciences (SAMK) has been maintained by the limitedliability company since the beginning of 2012. At the general meeting in the spring of 2011, the Board of Directors was appointed for the company. Anttivesa Knuuttila is the chairperson and Kaarina Nurmi the vice chairperson of the Board. In the early stages, Seppo Laaksonen acted as the Managing Director of the company in addition to his full-time work. Research Director DAgrF Juha Kämäri was elected as Managing Director in June. The Education and Research Committee acts as an advisory body for the Board of the company. The shareholders of the company are the municipalities of Eura, Eurajoki, Harjavalta, Huittinen, Kankaanpää, Kokemäki, Laitila, Nakkila, Pori, Rauma, Säkylä, Ulvila and Uusikaupunki, as well as the Rauma Chamber of
ORGANIZATION 2011 Municipal Committee
Board
Administrative Services
President/President’s office Management Group
Faculty of Business and Culture Degree studies, Research, Development & Innovation
Faculty of Social Services and Health Care
Communications Data Administration Finance and Administration International Relations Library and Information Services Planning and Development Student Administration
Faculty of Technology and Maritime Management
Degree studies, Research, Development & Innovation
Degree studies, Research, Development & Innovation
Faculty of Business and Culture Huittinen
Faculty of Social Services and Health Care Pori
Faculty of Technology and Maritime Management Pori
Faculty of Business and Culture Kankaanpää
Faculty of Social Services and Health Care Rauma
Faculty of Technology and Maritime Management Rauma
Faculty of Business and Culture Pori
Faculty of Business and Culture Rauma
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Continuing Education Center Professional Specialisation studies, Extension studies, Open studies
Commerce, Satakunta Chamber of Commerce and the Enterprise Association of the Satakunta Region. QUALITY MANAGEMENT SYSTEM SAMK’s operations are based on customer orientation, a conscious desire to provide highquality activities and to ensure continuous development, the utilisation of continuous evaluation and the maintenance of the quality management system. SAMK has an overall evaluation programme in which the quality targets have been set for steering processes, core processes and internal service processes alike. Implementation is monitored using the BSC indicators.
SAMK also has a system of audits carried out in three-year periods. The audits serve the purpose of recognising operational strengths, development aspects and deviations. In 2011, seven internal audits, as well as self-evaluations of degree programmes, were carried out. The Finnish Higher Education Evaluation Council has audited SAMK’s quality management system, and SAMK has passed the audit in March 2009. DEVELOPMENT OF OPERATIONS Operations were developed in 18 development groups: adult education, practical training, competence and occupational well-being of staff, internationality, sustainable development, language instruction, library services, quality
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management, supervision, thesis, well-being of students, accessibility of studies, SAMK and Student Union SAMMAKKO, financial processes, data administration, office processes, online instruction and Master-level degree programmes. SAMK also has a Council for Evaluation and Development of Education, a Council for Evaluation and Development of Research and an Enterprise Accelerator Council. Major development projects, such as the reform of curricula and the introduction of the SoleOPS system, were discussed in the Education Council.
SATAKUNTA UNIVERSITY OF APPLIED SCIENCES IN FIGURES finance, staff, students, completed degrees, publications
STAFF The annual coverage of SAMK’s operating income was positive. Income amounted to 40.7 million euro, i.e. 2.7 % more than in the previous year. Expenses amounted to 38.8 million euro. This exceeded the expenses in the previous year by 2.5 %. The largest item of expenditure, staff expenses, amounted to 27,5 million euro (This exceeded the expenses in the previous year by 0,3 million euro). Property expenses amounted to 3.9 million euro (This exceeded the expenses in the previous year by 0,2 million euro). Approx. 870,000 euro was used for investments.
AGGREGATE FUNDING OF OPERATIONS BROKEN DOWN INTO SOURCES OF FINANCE AND PERCENTAGES IN 2011
Administration and internal costs; 5,00%
Real estate; 10,20%
Teaching; 84,90%
OPERATIONAL EXPENSES BROKEN DOWN INTO ITEMS OF EXPENDITURE IN 2011
Other 4,20%
EU 4,90%
State 3,00% Trust 1,60% Maintainer 0,00%
SAMK has a special fund for evening out performance variations between operational years. The net change in this fund, which also takes account of the fund’s interest income, is the best indicator of SAMK’s financial standing. In 2011, the net change was +1,133,547 euro.
Basic funding 86,30%
CORE FUNDING: OPERATIONAL EXPENSES IN 2011 Purchases during accounting period; 1 564 018 €; 4 %
Contributions; 476 102 €; 1 %
Other expenses; 154 482; 0 %
Rents; 3 461 322 €; 9 %
Purchases of services; 5 635 503 €; 15 % Staff expenses; 27 471 611€; 71 %
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NUMBER OF STAFF AT SAMK STAFF The number of man-years at SAMK was 448. Of these, 337 man-years were carried out by permanent staff and 111 by temporary staff. Temporary staff mainly consists of substitutes, staff with fixed-term employment contracts and trainees.
2010
527
2008
541
0
100
200
300
400
500
Number of staff
NUMBER OF STAFF AS BREAKDOWN BY ADMINISTRATIVE SECTOR 140
109
100 80 63 60 40 20 0
99
131
129
120
Number of staff
During the Staff Day, awards were also given to the Teacher Teams of the Year as follows: The team in charge of the study module “Process Management” in the degree programme in International Business and Marketing Logistics: Arto Keskinen, Taina Lindström, Daniela Tanhua and Petteri Teppola. The team in charge of the course “Development of Multiprofessional Cooperation” in the degree programmes in Physiotherapy, Nursing and Social Services: Erja Leppänen, Leena-Stiina Airila and KirsiLeena Frigren. The team in charge of the course “Installation Design” in the degree programme in Electrical Engineering: Timo Viljanen and Petteri Pulkkinen.
534
2009
The year 2011 was a theme year for occupational well-being. It included the “Well-being in Change” campaign which comprised fitness tests, discussions on well-being and a Well-being Day in Aulanko. Exercise vouchers were also distributed to the staff members. Staff members submitted 20 initiatives during the year. The Initiative of the Year is rewarded during the annual Staff Day. Encouragement awards are given to other feasible initiatives.
448
Year
Work satisfaction of the staff is measured on a regular basis. In 2011, the measurements took place in the spring and in the autumn.
2011
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600
Students Zhao Ying and Jana Nurm, Business and Culture Rauma
STUDENTS WITH STUDY ENTITLEMENT, BROKEN DOWN INTO CAMPUSES IN 2011 (20.9.2011) Business and Culture Huittinen 375 Business and Culture Kankaanp채채 125 Business and Culture Pori 1089 Business and Culture Rauma 629 Social Services and Health Care Pori 1241 Social Services and Health Care Rauma 325 Technology and Maritime Management Pori 1460 Technology and Maritime Management Rauma (maritime) 264 Technology and Maritime Management Rauma (technology) 431 Continuing Education Centre 319 Altogether 6258 In 2010, altogether 6490 persons had study entitlement whereas the number had been 6487 in 2009.
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NUMBER OF DEGREE STUDENTS BROKEN DOWN INTO CITIES (20.9.2011) Pori 3746 Rauma 1693 Huittinen 375 Kankaanp채채 125 NUMBER OF COMPLETED DEGREES Every year, almost 1,000 students complete a degree at SAMK. In 2011, the number of graduates was 956 for SAMK as a whole. Compared to 2010, the number of graduates increased by almost 100. PUBLICATIONS In 2011, SAMK issued nine serial publications. Peer-reviewed scientific articles, non-peerreviewed scientific publications, publications directed at the professional community, public activities in the field of art and industrial art, theses, as well as other publications and presentations, are listed at the end of the Annual Report.
COMPLETED DEGREES IN ADULT EDUCATION
COMPLETED DEGREES, ENTIRE SAMK
2011
956
874
2009
915
2008
820
840
860
2009
122
157
2007
853 800
114
2008
944
2007
183
2010
Year
Year
2010
2011
880
900
920
940
960
118 0
980
20
40
60
80
NUMBER OF COMPLETED DEGREES IN YOUTH EDUCATION
Year
Year
774
2008
720
730
2009
25
40
2007
727 710
740
200
31
2008
747
700
180
51
2010
2009
690
160
2011
729
2007
140
COMPLETED MASTER’S DEGREES
722
2010
120
Degrees
Degrees
2011
100
750
760
770
16 0
780
5
10
15
20
25
30
Degress
Degrees
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35
40
45
50
55
EDUCATION faculties, applicants, applicant profile
SAMK offered 911 entrant places for youth education leading to a degree in 18 Finnishlanguage degree programmes and 109 entrant places in four English-language degree programmes. In adult education, entrant places were offered for the fields of nursing, rehabilitation counselling and planning, fine arts, business administration, construction engineering, social services, as well as retraining and upgrading of technical qualifications. The retraining and upgrading of qualifications aims to enhance the educational level of the technicians and holders of earlier vocational college diplomas in engineering to meet the demand in the labour market. As regards Master-level degree programmes, entrant places were offered for the fields of automation engineering, business management and entrepreneurship, health and welfare technology, rehabilitation, social services, health promotion, as well as entrepreneurship and business management.
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Faculty of Business and Culture CAMPUSES • Faculty of Business and Culture Pori • Faculty of Business and Culture Rauma • Faculty of Business and Culture Huittinen • Faculty of Business and Culture Kankaanpää
BACHELOR’S DEGREES • Innovative Business Services (in English) • International Business and Marketing Logistics (in English) • Business Administration • Business Information Systems • Fine Arts • International Business • Media and Communication Studies • Tourism
MASTER’S DEGREES • Business Management and Entrepreneurship (in English) • Entrepreneurship and Business Management
WORKING TOWARDS A NEW PROFILE As regards the basic operations in the Faculty of Business and Culture, 2011 can be described as a year of business as usual. On the other hand, the change of the maintaining organisation involved several adjustments that we, in retrospect, successfully managed, although we did not always think we would. Changes of this magnitude are always challenging in a large organisation. The Faculty of Business and Culture has schools in four locations: Pori, Rauma, Huittinen and Kankaanpää. The operations in these locations have been recently profiled so that the division of labour is clear, and there will be no overlapping activities in the future. These profiles will be introduced gradually by the autumn of 2013: innovative business services, financial administration and tourism business in Pori; international business and logistics in Rauma; business law, public administration and financing in Huittinen; sculpture and painting in Kankaanpää. Specialisation in these topics means that particular focus will be placed on them although there are other elements too. A profile is a kind of showcase for the operations. This reform goes hand in hand with the reform of the curricula, which steer and ensure the practical implementation of a profile. The largest changes will take place in the curriculum of the degree programme in Business Administration, and the other degree programmes will also be subject to a varying number of reforms and changes.These reforms will provide the students with new, interesting content that is updated on the basis of the needs of working life. Our aim is also to promote the smooth and meaningful progress of studies. If we want to put the objectives of our faculty in a nutshell, the best way to do this is to examine our motto. It describes the mindset and the operational spirit that we seek in our daily operations. We will attain our objectives with greater certainty if we are able operate in the manner described below as well as we can: ”We want a future where everyone is required to live in the present moment and where actions and defaults make a difference – where innovativeness and creativity are more important than the old structures and where the constructive breaking down of barriers is commonplace.”
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Jari Iisakkala, Dean
Faculty of Social Services and Health Care CAMPUSES • Faculty of Social Services and Health Care Pori • Faculty of Social Services and Health Care Rauma
BACHELOR’S DEGREES • Physiotherapy (in English) • Human Ageing and Elderly Services • Nursing • Physiotherapy • Rehabilitation Counselling and Planning • Social Services
MASTER’S DEGREES • Health and Welfare Technology • Health Promotion • Rehabilitation • Social Services
Eeva-Liisa Moisio, Dean PLENTY OF NEW DEGREES In the Faculty of Social Services and Health Care, 2011 was characterised by a strong climate of development. Development activities were further systematised, and responsibility for the development of degree programmes was increasingly transferred to the teachers in charge of the degree programmes. The role of the degree programme coordinators as the leaders of the development of degree programmes was enhanced. The success of the operations crucially depended on the commitment of the teachers of all degree programmes to the development of their respective programme. In 2011, priorities in the development of the Bachelor-level degree programmes included completion of studies within a given time frame, enhancement of the thesis process, development of practical training and training of supervisors in charge of practical training. Priorities in the Master-level degree programmes included shortening the time required for completing degrees, development of online instruction, increase in the ECTS credits earned for RDI projects and cooperation between higher education institutions. Development of other staff activities focused on the clarification of activities and further development of activities to support the core processes. Measured with the number of degrees awarded, the faculty was very successful. A total of 348 students of social services and health care graduated in 2011. Of these, 225 graduated in youth education, 103 in adult education and 20 in Master-level degree programmes. The number of ECTS credits earned for RDI projects also increased significantly, which is partly due to the enhancement of the thesis processes. Development of multiprofessionalism was an important aspect in the development of education. The faculty launched a large, horizontal development project that concerns practical training in the whole faculty. In 2011, piloting of the so-called clinic teacher model for students of nursing and physiotherapy was introduced. This project will continue and expand to comprise also the social services. Multiprofessionalism is also strengthened by practical training in the Soteekki service centre as part of the curriculum in all Bachelor-level degree programmes, which enables the students to learn entrepreneurial and multiprofessional working methods. Development of education is also significantly influenced by the development project on simulation teaching, which was launched by benchmarking and by training of the teachers involved in the project. The project aims to create a high-quality environment for multiprofessional learning where students in all degree programmes can practice customer situations of real working life in a simulated environment, in multiprofessional teams. Thus, development work will also be strong in years to come.
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Faculty of Technology and Maritime Management CAMPUSES • Faculty of Technology and Maritime Management Pori • Faculty of Technology and Maritime Management Rauma
BACHELOR’S DEGREES • Environmental Engineering (in English) • Automation Engineering • Chemical Engineering • Construction Engineering • Electrical Engineering • Industrial Engineering and Management • Information Technology • Logistics • Maritime Management • Mechanical and Production Engineering
MASTER’S DEGREES • Automation Engineering • Health and Welfare Technology
Matti Lähdeniemi, Dean NEW WORKING LIFE, NEW ENGINEER In 2011, there were 2,086 students in the Bachelor-level degree programmes in Engineering (youth and adult education). The number of students in the Master-level degree programmes was 69. In youth and adult education, 241 students completed a Bachelor’s degree, and 16 students completed a Master’s degree. Bachelor-level education started in the degree programmes in automation engineering, environmental engineering (in English), chemical engineering, mechanical and production engineering, logistics, construction engineering, electrical engineering, information technology, as well as industrial engineering and management. Master-level education started in the degree programmes in automation engineering, as well as health and welfare technology. Representatives of the faculty were involved in the development of new engineering education in the steering group for the nationwide “Inssi” project and in the development groups dealing with the learning process, educational structure and marketing communication. In the “Inssi” project, engineering education was developed in cooperation with experts in technology and transport, students and working life. Results were presented at the “Inssi” seminar in January 2011. Among the most notable results is the reform of the degree programme structure that will be further developed in 2012 and is also required for the Ministry and Education and Culture’s development activities concerning the universities of applied sciences. The project publications (“Insinöörikoulutuksen uusi maailma” vol. I–III) are downloadable in Finnish on the website of the project. Offshore education is interesting examples of regional educational needs. As a higher education institution in the Satakunta region that pays special attention to energy technologies, we have developed technologies and scientific and educational competence related to solar energy, e.g. in the form of the solar energy solutions for the new indoor swimming pool in Pori. The RYM-SHOK project, managed by the National Technology Agency of Finland (Tekes), Loura cooperation in the field of maritime management and the LED and EGMDSS projects rewarded during the National RDI Days, are examples of our dynamic project activities. We annually participate in the Automation Fair. Every spring, our students of construction engineering arrange a building fair as a specific project; the fair annually gathers 7,000–8,000 visitors. SAMK is also known for student entrepreneurship, which is presented in the recent publication “Yrittäjyyden asialla” created in cooperation between the higher education institutions in the Satakunta region.
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In the “Inssi� project, facilitation generated new ways of discussing the development of the educational structure.
Strategic partnership cooperation was a significant factor for the faculty in the recognition of competence and RDI needs in working life and in the incorporation of working life expertise into education. Partnership activities will continue, and they will be developed in the fields of our horizontal university of applied sciences. Internationality was increasing. In 2011, 22 students participated in student exchanges and 30 students in trainee exchanges. There were 34 incoming exchange students, as well as trainees from Italy and China. Sixteen persons participated in teacher and staff exchanges, and 49 persons attended research, development and innovation projects, researcher exchanges and seminars. The corresponding numbers of incoming teachers and staff were 9 and 31 respectively. Furthermore, visitors from a Belgian partner institution participated in courses at SAMK.
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APPLICANTS The number of primary applicants for youth education leading to a Bachelor’s degree was 2.27 per entrant place. The number of applicants for adult education leading to a Bachelor’s degree increased compared to the previous year; there were 4.16 primary applicants per entrant place. The number of applicants and entrant places for Master-level degree programmes also grew. The number of primary applicants was 1.91 per entrant place. In the joint application procedure in the spring, the number of applicants increased by 10.5% for youth education leading to a degree, by 13.2% for adult education leading to a degree and 38.8% for Master-level degree programmes, compared to the previous year. The most popular degree programmes in youth education were Physiotherapy and Social Services, measured with the number of primary applicants per entrant place. Compared to the previous year, Maritime Management and Fine Arts were the degree programmes that increased their popularity the most. In adult education, Social Services and Business Administration were the most popular programmes. Applicants for Master-level degree programmes showed the greatest interest in Health Promotion, as well as Health and Welfare Technology. APPLICANT PROFILE Applicants for youth education applying through the joint application procedure in the spring were asked to participate in a survey during the entrance examination. This survey indicates that the majority of applicants were female (66%) and had completed the matriculation examination (63%). Of the applicants, 66% were from the Satakunta region, 12% from Southwest Finland, and 11% from the Tampere region. The geographical location was the most important factor for applying for SAMK, followed by the comprehensive educational options and the high quality of education and research. The majority of applicants for adult education leading to a Bachelor’s degree were female (76%), and most of them lived in the Satakunta region, Southwest Finland or the Tampere region. For the fourth year in a row, the most common basic education was a vocational qualification (51%), and most of the applicants were employed (77%). Flexibility surpassed geographical location as the most important criteria for applying.
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The majority of applicants for Master-level degree programmes were female (65%) employees from the Satakunta region (77%), holding a Bachelor’s degree from a university of applied sciences. The geographical location and the flexibility of the studies were the most important criteria for applying.
STUDYING online studying, student union SAMMAKKO, employment situation, OPALA
A Bachelor’s degree can be completed at SAMK either in youth education, which takes the form of full-time studies, or in adult education, in which case the studies can be completed in addition to a regular job by way of multiform learning. Applications for a Master-level degree programme can be submitted by those with work experience of three years after completing the Bachelor’s degree. The degree may be complemented with professional specialisation studies, which are available in various fields. Studies can also be completed at SAMK in the form of open studies. This way, it is possible to gather ECTS credits for future degree studies. ONLINE STUDYING AS PART OF EVERYDAY OPERATIONS SAMK introduced the procedural instructions for the implementation of online instruction. The Finnish Online University of Applied Sciences, online instruction and online learning are already
established elements of everyday operations. Of SAMK’s students, 188 were studying at the Finnish Online University of Applied Sciences and completed 714 ECTS credits in total. In 2011, the students of SAMK earned 31,363 ECTS credits through virtual studies. The web conferencing solution, Adobe Connect, used in addition to the Moodle learning environment, was used increasingly during 2011. It is used comprehensively in lecturing, thesis supervision and tutor discussions. A seminar on online instruction, entitled “Learning in the Cloud”, was arranged for teachers by SAMK in cooperation with the Online Instruction Working Group of the higher education institutions in the Satakunta region. SoleOPS / HOPS SoleOPS is a browser-based tool for planning instruction and teachers’ working hours. With it, it is possible to prepare the curricula for
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arriving student groups, educational options, implementation plans, course descriptions and teachers’ working hour plans. SoleOPS is used for planning instruction in all degree programmes at SAMK. For degree programme coordinators and teachers, SoleOPS is a source of information on the educational options during the academic year, course implementation plans and teachers’ working hour plans. For students, the system offers an easy way to access all of SAMK’s educational options and the information on their personal studies, from the curricula up to the implementation plans of individual courses. Course feedback is an important part of the feedback system concerning education. In 2011, students gave feedback on 14,418 courses in total. As of August, feedback was given through the new SoleOPS system.
Jyri Sallinen, SAMMAKKO’s Chairperson
SAMMAKKO The Student Union SAMMAKKO looks after the students’ interests in all the campus cities of SAMK. Altogether, SAMMAKKO represents approximately 6,500 students at SAMK as well as at regional and national levels.
2011 WAS A RECORD-BREAKING YEAR SAMMAKKO’s number of members was the highest in the history of the Student Union: it was over 2,700 in the autumn of 2011. Also, the turnout percentage, 24.3%, in the autumn’s representative council election was the highest of all time, and among the highest percentages in the whole of Finland. The most significant student events of the year – Wapprobatur and Kurnajaiset – were attended by more people than ever before. The introduction of the Student House Saikku in the spring was the highlight of the year. In particular, lunches offered by Saikku became immensely popular during the year, but Saikku also turned out to be an excellent venue for dozens of events of different sizes and styles. As regards the supervision of the students’ interests, SAMMAKKO made strong contributions and gave a number of opinions in the working groups of SAMK and the higher education institutions in the Satakunta region. Tutor training was arranged for the second time with partly English-language content, and for the fifth time in Silokallio, Kullaa, gathering also more than 100 SAMMAKKO tutors this time.
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At the national level, SAMMAKKO was actively involved in the activities of the Union of Students at Finnish Universities of Applied Sciences (SAMOK). The most visible example of this was the “Student Financial Aid Must Be Indexed!” campaign built around the parliamentary election. In 2011, SAMMAKKO’s Board consisted of Chairperson Jyri Sallinen, Vice Chairperson Emmi Holsti and members Sini Myllykoski, Annamari Lähteenmäki, Heini Oksman, Minna Alenius, Scott Leopold, Antti Laine (until the end of August), and as of beginning of August Mirella Koski and Tuomas Jalava. The Student Union has the following employees: Secretary General Juha Lamminen, Clerical Secretary Mari Lengman, Secretary for Organisational Affairs Marianne Honkasalo and, as of March, Secretary for Tutor Affairs Sini Ahola. Furthermore, Chairperson of the Representative Council Jarkko Viljanen and Vice Chairperson Julia Alin participated in the daily operations and decision making of the Student Union.
EMPLOYMENT SITUATION The OPALA survey of graduates, conducted by the Finnish Ministry of Education, provides information on the employment situation of the graduates at the time of graduation. At the graduation stage, of those with a job, 44.3% moved to another employer, 21.1% continued in the same duties at the same workplace, and 8.0% commenced in new duties at the same workplace. In 2011, 15.1% of students at the graduation stage were unemployed, which is 5% less than in the previous year. Students graduating from the social and health care sector enjoyed the best employment situation. More than half (63.8%) of the graduates from Master-level programmes continued at the same workplace. Of the graduates, 10.6% commenced in new duties at the same workplace, and 4.3% started or continued to work as entrepreneurs. A completely new job awaited 12.8% of graduates, and 4.3% were unemployed.
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CONTINUING EDUCATION CENTRE
The Continuing Education Centre launched professional specialisation studies in eight different fields, of which the professional specialisation studies in Animal Physiotherapy are still unique in Finland. In total, 251 students completed professional specialisation studies in Business Administration, Technology, Fine Arts, Social Services and Health Care during the year. Compared to the previous year, the number ECTS credits earned with open studies decreased slightly. Of the locations of study, Huittinen’s share of ECTS credits particularly increased: students completed 216 ECTS credits in total. In 2010, they had completed 44 ECTS credits. At the “Friday Highlights” seminars, the audience was confronted with topics such as joy of work, troublesome co-workers at the workplace, laws applicable to social media, as well as happiness and attitude. As in the previous years, a series of seminars was arranged for entrepreneurs in cooperation with the Enterprise Association of the Satakunta Region, and representatives of family businesses gathered at the invitational seminars coordinated by the Continuing Education Centre and arranged by the Family Business Network in the Satakunta region.
Mikko Kuustonen, a well-known Finnish musician and talk show host, has also refined his views on time, calmness and influencing. He gives lectures and arranges seminars focusing on these topics throughout Finland, also at SAMK’s “Friday Highlights” seminar.
22
GOOD EMPLOYMENT SITUATION FOR PEOPLE ENTITLED TO FLEXICURITY In recent years, 33 persons entitled to flexicurity have studied in individual programmes. Their studies have consisted parts of both professional specialisation studies and parts of various degree studies, which has supported the professional
ECTS CREDITS EARNED WITH OPEN STUDIES
2011
COMPLETED PROFESSIONAL SPECIALISATION STUDIES
1460
2010
2011
251
1722
2009
207
2512 Year
Year
2010
2008
2009
371
2128
2007
2008
1594 0
500
1000
1500
2000
2500
3000
434
2007
493
ECTS Credits 0
100
200
300
400
500
Students
development and employment of the participants. As regards employment, the latest available data indicate that, of the 28 persons who completed their study period, 13 are employed and 11 have applied for further training. Five persons entitled to flexicurity are still pursuing studies. Eight persons entitled to flexicurity applied for degree programmes at SAMK, and three of them have already graduated. FROM SURVEYS OF COMPETENCE TO TRAINING SESSIONS The number of enterprises involved in the OSTU competence project rose to 40 by the end of 2011. The participating enterprises have made extensive surveys of competence, and on the basis of their results, training designed to meet the needs has been arranged. The duration of the project has been prolonged until the end of 2012, which makes the training sessions available to hundreds of participants during the project period.
JOINTLY PURCHASED TRAINING AND BUSINESS TRAINING With the existing framework agreements of the Continuing Education Centre, it is possible to arrange labour market training related to recruitment and staff development, jointly purchased by the employer and the government. In 2011, jointly purchased training was again arranged in various fields in cooperation between the Satakunta Centre for Economic Development, Transport and the Environment and enterprises in the region. Of the self-financed, tailored business training sessions, the most popular training modules, in quantitative terms, focused on ventilation and air conditioning, as well as Office 2010. APPRENTICESHIP AND APPRENTICESHIPTYPE TRAINING A one-year training module was financed by the Apprenticeship Centre of the Satakunta region and arranged to meet the needs of superiors in
23
local authorities. The module was attended by 26 persons working as superiors. The first group of students attending tertiary apprenticeship-type training graduated. This training, Gerontological Nursing (30 ECTS), was carried out in cooperation between universities of applied sciences.
INTERNATIONALITY
In 2011, altogether 116 international degree students were studying at SAMK. Most international degree students came from China (22), Nigeria (10), Estonia (9) and Russia (8). The number of international degree students is increasing. DEVELOPMENT OF INTERNATIONALITY THROUGH STRATEGIC PARTNERSHIPS SAMK has concluded two strategic partnership agreements with which internationality is developed and deepened even more comprehensively than before. The two important partners of SAMK are Hogeschool Zuyd in Maastricht, The Netherlands, and Dundalk
Institute of Technology in Ireland. All of our faculties have significant cooperation with both, in the form of student and teacher exchanges, as well as RDI and other development projects. Cooperation with Dundalk, related to instruction, will be deepened with long-term teacher exchanges: a teacher from Dundalk will be working at SAMK for a whole year. SAMK emphasised the development of cooperation with Asia during the year and coordinated the student exchanges through the India network of the Finnish universities of applied sciences with two Indian higher education institutions. SAMK is also one of the most active
NUMBER OF OUTGOING EXCHANGE STUDENTS (OVER 3 MONTHS)
VOLUME OF INSTRUCTION PROVIDED IN A FOREIGN LANGUAGE 900
274 252
800
842
851
2010
2011
770
250 200
201
193
700
653
194
571
600 ECTS credits
Outgoing exchange students
300
Finnish universities of applied sciences as far as cooperation with US institutions. Furthermore, we developed Nordic cooperation with Novia, Turku and Vaasa universities of applied sciences, and cooperation between the higher education institutions in the Satakunta region with the Pori University Consortium, the Diaconia University of Applied Sciences and the University of Turku’s Department of Teacher Education in Rauma. In order to develop cooperation, we arranged an International Week in the spring of 2011, attended by approximately 30 representatives of foreign higher education institutions.
150 100
500 400 300 200
50
100
0 2007
2008
2009
2010
0
2011
2007
Year
2008
2009 Year
24
NUMBER OF INCOMING EXCHANGE STUDENTS (OVER 3 MONTHS) 200
180
180
159
Exchange students
160
132
129
140
130
120 100 80 60 40 20 0 2007
2008
2009
2010
2011
Year
INSTRUCTION PROVIDED BY INTERNATIONAL EXPERTS 900
SAMK’S STAFF PARTICIPATING IN EXCHANGES 250
851
213
800
500
Number of staff
Lessons
600 449 376
400 300 200
186
200
700
150 119 100
189
183
65
60
2007
2008
50 100 0 2007
2008
2009
2010
0
2011
Year
2009 Year
25
2010
2011
RESEARCH, DEVELOPMENT AND INNOVATION ACTIVITIES
SAMK’s research, development and innovation (RDI) activities are based on the anticipation of changes and the recognition of weak signals on regional, national and international levels. RDI activities are carried out to meet the research, development and innovation needs of companies and corporations. Priority areas determined in SAMK’s strategy are knowledge-intensive entrepreneurship during studies, welfare expertise, environment, energy, innovative services and processes, as well as automation and mechanical engineering. RESEARCH PROGRAMME UNTIL 2013 The scientific framework for the RDI activities is provided by the confirmed research programme for 2010‒2013. The thematic areas based on the programme are “Energy and Environment of the Future” and “Intelligence for Industry and Services”. SAMK’s RDI activities in 2011 were characterised by an increase in funding and strengthening of versatility and internationality. User-driven research strengthened along with the research programme, highlighting issues such as accessibility and well-being. The user-driven approach is expected to bring out new research departures and to increase both the interest and the effectiveness of the regional RDI activities. Examples of the largest research projects include the project “Energy, Intelligence, Competitiveness and Cooperation through the Development of the Innovation Environment”, focusing on the transfer of competence (budget: approx. EUR 750,000) and “SolarForum” related to the
SAMK’ PRIORITY AREAS STEER THE RESEARCH ACTIVITIES BASED ON THE NEEDS OF WORKING LIFE
BUSINESS COMPETENCE
Automation and mechanical engineering
REGIONAL DEVELOPMENT
Environment and energy solutions
Innovative services and processes
Welfare expertise
Knowledge-intensive entrepreneurship during studies
ANTICIPATORY INTERACTION
CUSTOMER-ORIENTED RESEARCH
theme Energy and Environment (budget: approx. EUR 400,000). During the year, 40 cooperation agreements were concluded with companies and public bodies. They can be roughly divided into three main categories: solar energy, accessibility and computational intelligence.
26
Satakunta University of Applied Sciences is also well represented in the quality assurance and development work related to the RDI activities of higher education institutions through the development network AMKTutka of the Finnish universities of applied sciences. The purpose of
this network is to promote the performance and effectiveness of RDI activities, the innovation processes and the internationality of RDI activities. In 2011, SAMK’s research programme met the expectations placed on it in terms of effectiveness of research, transfer of competence and networking. COMMON TOPICS AT SATAKORKEA Satakorkea is a horizontal entity constituted by the higher education institutions in the Satakunta region. It provides students with versatile competence and a new kind of expertise, offers information and high-quality RDI services and supports entrepreneurship and business operations. Common topics at Satakorkea are related to competence in energy, entrepreneurship, experiences, services, health and well-being and to the development of flexible learning opportunities under the topics Competent Satakunta, Affluent Satakunta and Accessible Satakunta. ENTERPRISE ACCELERATOR AS THE FLAGSHIP OF KNOWLEDGE-INTENSIVE STUDENT ENTREPRENEURSHIP SAMK has played an active role in the quality assurance and development work related to entrepreneurial growth. For example, we act in the entrepreneurship and innovation network FINPIN, whose task is to strengthen and promote competence- and innovation-based entrepreneurship at the universities of applied sciences. The development of joint quality thinking will, in future, translate into stronger RDI
activities and better visibility; hence, it is important to be at the core of the development work.
months of 2012, 14 new enterprise accelerator agreements were already concluded.
In over ten years, SAMK’s Enterprise Accelerator has activated more than 200 agreement-based enterprise processes, of which nearly all have led to the establishment of a functioning enterprise. The impact on employment is close to 300. In 2011, 31 enterprise accelerator agreements were concluded. Of these, 14 commenced concrete operations as enterprises run by students and based on academic competence. The trend seems to be increasing: during the first three
The annual events of the Enterprise Accelerator include the Entrepreneurship Seminar, which in 2011 focused on local activities. A book on the promotion of entrepreneurship was published at the seminar. SAMK’s Enterprise Accelerator Entrepreneur of the Year was elected during the annual Staff Day in August. In 2011, this award was given to communications entrepreneur Leena Roskala.
27
Leena Roskala, the Enterprise Accelerator Entrepreneur of 2011, says it is not easy to become a worthy communications and advertising agency in the Satakunta region, but she almost always enjoys her work.
28
Year
NEW ENTERPRISE ACCELERATOR ENTERPRISES
2011
14
2010
14
2009
17
2008
15
2007
9
0
2
4
6
8
10
12
14
16
18
Enterprises
FINPIN, the entrepreneurship network of the Finnish universities of applied sciences, acknowledged SAMK’s Enterprise Accelerator activities at its annual seminar in the autumn of 2011. THE YEAR OF GROWTH FOR RDI ACTIVITIES In 2011, the total volume of the project base at Satakunta University of Applied Sciences was approx. EUR 9 million. Of this, the actual outcome in research, development and innovation activities was EUR 4.5 million, which is 16% more than in the previous year. The growth is visible in all fields. Customer funding amounted to approx. EUR 600,000. The number of RDI partners was over 800, and that of international network partners doubled and was over 300. Seventeen international projects were implemented. In 2011, publishing activities were extensive on international and regional levels alike. Approximately 120 international and national publications and presentations were produced during the year.
The activities are based on customer-oriented cooperation and the staff’s solid basic competence. Of the researchers involved in the research programme, 11 held a doctorate in 2011. The number of man-years was 63.7, i.e. seven more than in the previous year. The increase was visible in all fields. Projects involved 1,280 students, which is approximately 450 more than in 2010. The number of RDI staff was 218, i.e. 50 more than in 2010. A significant, triple increase took place in the number of ECTS credits earned for RDI projects, which was now 12,360 ECTS. The change was the most notable in the Faculty of Business and Culture. When project-based theses are added to the ECTS credits earned for projects, the average number of ECTS credits per student was 4.5. At SAMK, 87% of the theses were project-based. The year 2011 was a year of growth for research, development and innovation activities and provided a good basis for further expansion in 2012.
29
HIGHER EDUCATION INSTITUTIONS IN THE SATAKUNTA REGION
Satakorkea Satakunnan korkeakoulut
SATAKORKEA Satakorkea is constituted by the higher education institutions in the Satakunta region: the Pori Unit of Diaconia University of Applied Sciences, Satakunta University of Applied Sciences, university units of the Pori University Consortium and the University of Turku’s Department of Teacher Education in Rauma. Cooperation largely takes place in development groups, whose activities are coordinated by a management group. Satakorkea had a part-time planning officer in 2011. Satakorkea’s strategy for 2011–2015 was completed at the beginning of the year. According to the strategy, cooperation takes place in the following areas: education, instruction, RDI activities, marketing and communication and, associated with these, library and information services, internationalisation of students, staff and working life cooperation, as well as career and recruitment services. Diaconia University of Applied Sciences (Diak) and Satakunta University of Applied Sciences (SAMK) together arrange education leading to a Master’s degree. Master-level degree programmes in Health Promotion and Social Services commence every other year in cooperation between these two institutions.
In instruction, cooperation between business administration and economic sciences is already significant: several compulsory and elective courses are carried out in cooperation between SAMK and the University of Turku’s School of Economics. In the future studies carried out in cooperation will already be more visible from the curricula. Cooperation has also increased in the social and health sector. Cooperation takes place between Diak, SAMK, Turku School of Economics and the University of Tampere. Turku School of Economics, the University of Tampere and SAMK have together implemented the Welfare Management Studies within the Master’s Degree Programme in Welfare Management. Flexible learning environments have made it easy for students of different higher education institutions to participate. In spite of the available educational options, student mobility in the social and health sector is still low. Student mobility requires very active and targeted marketing and recruitment, as well as cooperation concerning compulsory courses. In the field of technology, one joint course in electronics was carried out in cooperation between Tampere University of Technology and SAMK. Cooperation also takes place in instruction in languages, environmental research and cultural studies. www.satakorkea.fi PROMOTING ENTREPRENEURSHIP The higher education institutions in the Satakunta region aim to encourage the students and educate them for entrepreneurship. Part of each student’s entrepreneurship studies is covered by the flexible study possibilities.
30
Entrepreneurial education is particularly visible in studies where there is cooperation with companies and corporations. It also leads to the establishment of real-life enterprises. The higher education institutions promote the cooperation between micro companies, growth companies and higher education institutions. The aim is to create new enterprises, to strengthen the business operations of the enterprises and to utilise innovation processes in order to enhance competitiveness. In the autumn, Satakorkea’s Entrepreneurship Group produced a book on the promotion of entrepreneurship.
A PLACE FOR CONNECTING AND MEETING Created in cooperation with Satakorkea, Apparaatti offers companies and students support provided by higher education institutions and expert sparring for developing and marketing new products and services. Students thus have an unconventional opportunity for demonstrating their competence and learning something new. Companies can develop their operations in horizontal cooperation. www.apparaatti.fi
PUBLICATIONS
SAMK’S SERIAL PUBLICATIONS
A Peer-reviewed scientific articles
Series A, Research Papers
A1 Original article in a scientific journal
Eila Minkkinen. Monikulttuurisuus Satakunnassa:
Hyttinen, H. & Kanerva, A-M. 2011. Iäkkään lonkkamur-
PK-yritysten näkökulma ulkomaalaisiin työnhakijoi-
tumapotilaan ohjaus – systemoitu kirjallisuuskatsaus.
hin ja työntekijöihin.
Tutkiva Hoitotyö 9(2), 12–20.
Erja Kuurila. Mitä teille kuului vuonna 2010? Sa-
Hyttinen, H. & Hirvonen, E. 2011. Lonkkamurtumapo-
takunnan ammattikorkeakoulusta vuosina 1995–
tilaan ohjaus – mittarin kehittämisprosessi. Gerontologia
2009 valmistuneille ja heidän työnantajilleen suun-
1, 27–34.
nattu seurantatutkimus.
Ketamo, H. 2011. Sharing Behaviors in Games and So-
Sari Teeri & Marita Koivunen (toim.). Tulevaisuuden erityisosaaminen erikoissairaanhoidossa. Osaprojekti Satakunnassa.
Ásgeirsson, E.I., Kyngäs, J., Nurmi, K. & Stølevik, M. 2011. A Framework for Implementation-Oriented Staff Scheduling. In: Proc of the 5th Multidisciplinary Int. Scheduling Conf.: Theory and Applications (MISTA), Phoenix, USA. Ketamo, H. 2011. Sharing Behaviors in Games. In proceedings of The 5th European Computing Conference (ECC ’11), Paris, France, 28.– 30.4.2011,
cial Media. International Journal of Applied Mathematics
Series B, Reports
A4 Article in a congress publication
and Informatics, Vol. 5(1), 224–232.
120–125. Ketamo, H. 2011. Mapping the learning: How to build and apply semantic maps about learning process.
Nurmi, K. & Kyngäs, J. 2011. Days-off Scheduling for a
NDLA, Norsk Digital Learning Arena, Annual meeting,
Bus Transportation Staff. International Journal of Innova-
Kristiansand, Norway, 30–31.8.2011.
tive Computing and Applications, Vol. 3(1).
Ketamo, H., Nurmi, K. & Kallama, K. 2001. User
Nurmi, K., Kyngäs, J. &, Post, G. 2011. Driver Roste-
Generated AI in Sports Education. In: Proc. of the 5th
ring for Bus Transit Companies, Engineering Letters, Vol.
Series C, Study Material
European Conference on Games Based Learning,
19(2), 125–132, IAENG, Hong Kong.
Athens, Greece.
Kirsi Uola (toim.). Safe Return To Port: Bridge Con-
Post, G., Ahmadi, S., Daskalaki, S., Kingston, J.H., Kyn-
ference 2011.
Kuusinen, J. 2011. The evaluation of accessibility
gäs, J., Nurmi, K., Ranson, D. & Ruizenaar, H. 2011.
and usability in Home for All –project. AAATE 2011,
An XML Format for Benchmarks in High School Time-
Maastricht.
Series D, Other Publications Saija Mustaniemi (toim.). Sata lämmintä sydäntä. Jonna Seppälä (toim). Vuorotyö – Shift Work. Tomi Kuusimäki (toim.) Art360. Kuvataiteen uusien liiketoimintamallien ja manageroinnin kehittämishanke. Anne Sankari (toim.). Penkki! Harri Joensuu, Marika Malho, Henry Merimaa &
tabling, Annals of Operations Research, Springer, USA.
Kyngäs, J. & Nurmi, K. 2011. Shift Scheduling for a Large
Sallinen, M., Kukkurainen, M-L & Peltokallio, L. 2011. Fi-
Haulage Company. In: Proc of the 2011 International
nally heard, believed and accepted – Peer support in the
Conference on Network and Computational Intelligence
narratives of women with fibromyalgia. Patient Education
(ICNCI), Zhengzhou, China.
and Councelling. (e-published 17.3.2011) doi:10.1016/j. pec. 2011.02.011.
Nurmi, K., Goossens, D. & Kyngäs, J. 2011. Scheduling a triple round robin tournament for the Finnish national
Sallinen, M., Kukkurainen, M-L., Peltokallio, L. & Mik-
ice hockey league for players under 20. In: Proc of
kelsson, M. 2011. “I’m so tired of being tired“- Fatigue
the IEEE Symposium on Computational Intelligence in
as experienced by women with fibromyalgia. Advances
Scheduling, Paris, France.
in Physiotherapy 13, 11–17.
Anne Sankari. Karjaranta - ympäristössä tapahtuu.
Nurmi, K. & Kyngäs, J. 2011. Solving Scheduling Problems for Business Use using Computational Intelligence. In: Proc of the 4th International Workshop on
Advanced
Wuhan, China.
31
Computational
Intelligence
(IWACI),
Nurmi, K., Kyngäs, J., Leinonen, M. & Kyngäs, N. 2011. Automated Staff Scheduling using Computational Intelligence. In: Proc of the 19th Automation Conference, Helsinki, Finland. Nurmi, K., Kyngäs, J. & Post, G. 2011. Staff Scheduling for Bus Transit Companies, Lecture Notes in Engineering
D Publications directed at the professional community D1 Article in a professional journal Gratschew, M. & Nurmi, K. 2011. Computational Intelligence Research. Kever-Osaaja –verkkolehti 1/2011.
and Computer Science: Proceedings of The International
Hirvonen, E. 2011. Arkiajattelua. Polyfonia 1, 10. Ko-
MultiConference of Engineers and Computer Scientists,
lumni.
Hong Kong.
Hirvonen, E. & Ala-Luopa, M-L. 2011. Satakuntalaista and
kumppanuutta. Syöpäyhdistyksen ja ammattikorkea-
experiences in Finland. In: Hogeforster, M. (Hrsg.).
koulun (SAMK) kumppanuus. Satakunnan syöpäsano-
2011. Bildungspolitische strategien heute und morgen
mat 5/2011.
rund um das Mare Balticum, 159–180. Reviewed by the
Kärki, A., Hirvonen, E., Sallinen, M., Teeri, S. & Sävel, J.
editorial board. Baltic Sea Academy, Hamburg. ISBN
2011. An active actor in regional development. Public
978-3842359215.
Services Review: European Union. Issue 2, 340–341.
Sandelin, S. & Karirinne, S. 2011. Intelligent Renewable
Kuusinen, J. 2011. Suomalaisen dokumenttielokuvan
Energy Solutions in the Satakunta Region, Finland –
kujanjuoksu. Journalisti 7, 22.
Sandelin,
S.
2011.
The
education
system
Enterprises and Higher Education Unit Cooperation Models. In: Baltic Sea Academy – Max Hogeforster (Hrsg.) 2011. Energy Efficiency and Climate Protection around the Mare Balticum, 128–143. Reviewed by the editorial board. Baltic Sea Academy e.V. Baltic Sea Academy, Hamburg. ISBN 9783844800982.
Lehtio, A., Ohrankämmen, P. & Pihlanko, J. 2011. Kokemuksia elohopeahöyrylampun korvaavien valonlähteiden käytöstä kevyenliikenteenväylällä. Sähkö & Tele -lehti 4, 30-35. Sähköinsinööriliitto ry. Julkaistu myös verkossa. Viitattu 5.7.2011. http://www.sil.fi Myllymaa, T. 2011. Vapaaehtoistoiminta on arvokasta.
B Non-peer-reviewed scientific publications
Järjestösanomat 2011. Renfors, S-M. & Salo, V. 2011. Opiskelijan omat palve-
B3 Non-peer-reviewed article in a congress publication
lukokemukset palveluosaamisen opetuksen perustana.
Kärki, A.
2011. Do we need MLD? Lymphedema
Tiikkainen P., Karttunen S-L., Routasalo P., Räsänen R.
therapy: Current evidence of best practice. Keynote in
& Teeri S. 2010. Gerontologisen hoitotyön haasteet ikä-
23rd International Congress of Lymphology, 23.9.2011,
palveluissa. Premissi 6, 17–19.
Malmö, Sweden. Kärki, A. 2011. Surgical or Non-surgical Treatment: Against Each Other or Together? Roundtable in 23rd International Congress of Lymphology, 22.9.2011, Malmö, Sweden.
32
Ammattikasvatuksen aikakauskirja 1, 33–41.
D2 Article in a professional handbook, guidebook or professional information system, or material for a textbook Kainu, A-P. & Lähdeniemi, M. 2011. Satakunnan ammattikorkeakoulun yrityskiihdyttämö –Korkeakouluosaamiseen perustuva yrittäjyys. Yrittäjyyden asialla, 37–44.
Nokkala, S. & Hirvonen, E. 2011. Selviämishoitoyksikön hoitotyön erityisosaaminen ja osaamistarpeet erikoissairaanhoidossa. Teoksessa Teeri, S. & Koivunen, M. 2011. Tulevaisuuden erityisosaaminen erikoissairaanhoidossa: osa-projekti Satakunnassa. Satakunnan ammattikorkeakoulu. Sarja B, Raportit 1/2011.
ISBN 978-951-633-076-4 (painettu) ISBN 978-951-
Nurmi, K. 2011. Satakunta – Yrittäjyyskasvatuksen edel-
633-077-1 (pdf).
läkävijä. Teoksessa Lähdeniemi, M. et.al. (toim) 2011.
Kärki, A. 2011. Sosiaali- ja terveysalan korkeakoulutus
Yrittäjyyden asialla. Satakunnan ammattikorkeakoulu.
osana järjestötyötä. Teoksessa Holopainen, A. (toim.)
Nurmi, K. & Lundell, T. 2011. Apparaatti – Satakunta-
2011. Järjestötyötä oppimassa ja kehittämässä. Helsin-
laisten ideoiden koneistamo. Teoksessa Lähdeniemi, M.
ki: Humanistinen ammattikorkeakoulu. ISBN 978-952-
et.al. (toim.) 2011. Yrittäjyyden asialla. Satakunnan am-
110-5.
mattikorkeakoulu.
Laine, K. 2011. Avoin innovaatiotoiminta ammattikor-
Rautava-Nurmi, H. 2011. Järjestöosaajana työmarkki-
keakoulun ja kumppanien vuorovaikutuksessa, Yrittäjyy-
noille -projektista työhyvinvointia. Teoksessa Holopai-
den asialla, 21–26. ISBN 978-951-633-076-4 (painettu)
nen, A. (toim.) 2011. Järjestötyötä oppimassa ja kehit-
ISBN 978-951-633-077-1 (pdf).
tämässä. Helsinki: Humanistinen ammattikorkeakoulu.
Lipponen, T., Mikkonen-Ojala, T. & Parkkinen, T. 2011.
ISBN978-952-110-5.
Opiskeluhyvinvointiryhmät opiskelun tukena. Teokses-
Sallinen,
sa Vuokila-Oikkonen, P., Halonen & A-E. (toim.) 2011.
and participation in developing technology in
Rakentamassa ammattikorkeakouluyhteisöä. Diakonia-
service house environment. Brukarmedverkan och
ammattikorkeakoulu. B Raportteja 48, 107–127. Lähdeniemi, M., Rautava-Nurmi, H. & Valtokivi, H. 2011. Johdanto julkaisuun Yrittäjyyden asialla, 10–11. ISBN 978-951-633-076-4 (painettu) ISBN 978-951-633-0771 (pdf). Minkkinen, E. 2011. Puhetta ulkomaalaisista satakuntalaisissa yrityksissä: Analyysi pk-yritysten henkilöstöhallinnosta vastaavien haastattelupuheesta. Teoksessa N. Nissilä & N. Siponkoski (toim.) Käännösteoria, am-
M.
2011.
Ethics,
users’
perspectives
välfärdsteknologi -konferenssi 6.10.2011, Tukholma, Ruotsi. Teoksessa Winther-Wehner L. (toim) 2012. Etik ock välfärdsteknologi, Inspirationshäfte nr 1. Nordens Välfärdscenter. Varpelaide, H. 2011. SoMe Moodle - miten Moodle-sivu uudistuu sosiaalisen median avulla. ITK2011 Interaktiivinen tekniikka koulutuksessa. Uutuuden viehätystä, ideoiden kierrätystä. Hämeenlinna: Hämeen kesäyliopiston julkaisuja, sarja B, 76.
mattikielet ja monikielisyys. VAKKI-symposiumi XXXI. Vaasa 11.–12.2.2011. N:o 38. Vaasa: Vaasan yliopiston käännösteorian, ammattikielten ja monikielisyyden tutkijaryhmän julkaisut, 248–259. http://www.vakki.net/publications/no38_fin.html
33
D5 Textbook, professional handbook or guidebook or dictionary
F Public activities in the field of art and industrial art
Hongisto, V., Haapakangas, A., Koskela, H., Keränen,
F1 Published, independent artistic work
J., Oliva, D., Hakala, J., Häggblom, H., Koskinen, V., Sandberg, E., Hyönä, J. & Kokko, J. 2011. Sisäympäristön vaikutusten kokonaisvaltainen tutkimus avotoimisto-
Railo, E. 2011. 50 vuotta ja 8000 vedosta, Poriginal galleria, Pori, yksityisnäyttely.
laboratoriossa. Sisäilmastoseminaari 16.3.2011, Espoo.
Railo, E. 2011. Kuukauden taiteilija, Galleria G, Helsinki,
Sisäilmayhdistys. Raportti 29.
yksityisnäyttely.
Lähdeniemi, M., Kimari, R., Mertanen, O. & Keskitalo,
Railo, E. 2011. Matkakuvia, Finlandiatalo, Helsinki, Vuo-
J. 2011. Insinöörikoulutus uudistuu. HAMKin julkaisuja
den luontokuva –tapahtuma.
3/2011. Teoksessa Juhani Keskitalo (toim). Insinööri-
Ryhänen, H. 2011. Fear!Fear? Vestfossen Kunstlabo-
koulutuksen uusi maailma III – INSSI-hanke kilpailukykyä
ratorium, Vestfossen, Norja, 23.5.–30.8.2011, näyttely.
parantamassa, 21. ISBN 978-951-784-540-3. Lähdeniemi, M., Rautava-Nurmi, H. & Valtokivi, H.(toim.) 2011. Yrittäjyyden asialla. ISBN 978-951-633-076-4 (painettu) ISBN 978-951-633-077-1 (pdf). Minkkinen, E. 2011. Monikulttuurisuus Satakunnassa. Pk-yritysten näkökulma ulkomaalaisiin työntekijöihin ja työnhakijoihin. Satakunnan ammattikorkeakoulu, Sarja
Ryhänen, H. 2011. Gallerie 21, Malmö, Ruotsi, 24.2.– 23.3.2011, näyttely. Ryhänen, H. 2011. Mäkilähtö, Lönnströmin taidemuseo, Rauma, 1.10.2011– 22.1.2012, näyttely. Ryhänen, H. 2011. Out of the Blur, Kunst Gallerie Fürth, Fürth, Saksa, 30.3.–1.5.2011, näyttely.
A, Tutkimukset 2/2011. Pori: Satakunnan ammattikor-
Ryhänen, H. 2011. Out of the Blur. Milan, Silvana, Italy.
keakoulu.
Teosluettelo.
Porkkala, J. 2011. Portfolio – vaihtoehtoisia valokuvame-
Ryhänen, H. 2011. Suruparvi ja Suursyömäri, Retretti,
netelmiä. Toinen painos. Blurb. www.blurb.com
Punkaharju, 1.6.– 28.8.2011, näyttely.
Sirkka, A. 2011. Final Report of the IPA Twinning Light project HR/2008/IB/SO/01TL “Rising the knowledge and skills of nurses and midwives and harmonization educational curricula with Directive 2005/36/EC”. National Institute of Health and Welfare, Finland & Ministry of
F2 Public partial implementation of an artistic work Karsikas, U. 2011. Vuorotyö. Näyttelykatalogi 2011,
Health, Croatia.
Satakunnan ammattikorkeakoulu. Sarja D, Muut julkai-
Sirkka, A. 2011. Results achieved for nurse education.
633-068-9 PDF, ISSN 1457-0718.
Rising the knowledge and skills of nurses and midwives and harmonization educational curricula with Di-
sut 1/2011. ISBN 9778-951-633-067-2.ISBN 978-951-
Railo, E. 2011. Uusi Lehti, Galleria G, Helsinki, ryhmä-
rective 2005/36/EC – Twinning Light project HR/2008/
näyttely.
IB/SO/01TL, Final Conference presentation on 08 July
Railo, E. 2011. Vuorotyö, SAMKin kuvataiteen opettajien
2011, Ministry of Health, Zagreb, Croatia.
yhteisnäyttely, Seinäjoen taidehalli.
34
Railo, E. 2011. Suomen luonto, Suuri kesänäyttely, Galleria Karajan, Inkoo, ryhmänäyttely.
Koivisto, A., Merilampi, S. & Kiili, K. 2011. Mobile exergames for preventing diseases related to childhood obesity. The
4th
International
Symposium
on
Applied Sciences in Biomedical and Communication
G Theses
Technologies (ISABEL), Barcelona, Spain.
G5 Article-based doctoral dissertation
Leino, M. & Laine, K. 2011. Partnering between
Kyngäs, J. 2011. Solving Challenging Real-World
higher education and industry. Abstract for the FINPIN
Scheduling Problems. Ph.D. dissertation, Dept. of In-
CONFERENCE 2012, Entrepreneurial Universities,
formation Technology, University of Turku, Finland, 2011.
25–27.4.2012, Muenster, Germany.
Merilampi, S. 2011. The Exploitation of Polymer Thick
Merilampi, S., Björninen, T., Koivisto, A., Ukkonen, L. &
Films in Printing Passive UHF RFID Dipole Tag Anten-
Sydänheimo, L. 2011. Modification of printed wearable
nas on Challenging Substrates. Akateeminen väitöskirja.
strain sensors by PTF ink particle content adjustment.
Tampereen teknillinen yliopisto. Julkaisu 967.
The 4th International Symposium on Applied Sciences in Biomedical and Communication Technologies (ISABEL), Barcelona, Spain.
Scientific presentations (no full-text publications)
Minkkinen, E. 2011. Puhetta ulkomaalaisista satakunta-
Javanainen-Levonen, T. & Karinharju, K. 2011. Adapted
nosta vastaavien haastattelupuheesta. Esitys XXXI VAK-
Physical Activity in the training of professionals in social
KI-symposiumissa 11.–12.2.2011, Vaasan yliopisto.
services and health care. Workshop in the Nordic Movement-Participation-Community -conference, Bredsten, Denmark.
Luettavissa:
http://www.handivid.dk/sub-
pages/Idraet/Nordisk_konference2011english_workshopssummary.html Kainu, A-P. & Laine, K. 2011. Service Innovation for SMEs in Collaboration with Higher Education. Abstract for the Presentation paper FINPIN CONFERENCE 2012, Entrepreneurial Universities, 25–27.4.2012, Muenster, Germany. Ketamo, H. 2011. Pelit oppimisessa. ITK -conference, 5–8.4.2011, Hämeenlinna, Finland.
laisissa yrityksissä. Analyysi pk-yritysten henkilöstöhallin-
Mäkitalo, E., Javanainen-Levonen, T. & Kärki, A. 2011. Bachelor’s theses in physiotherapy education supporting regional development in APA. Oral presentation in the 18th International Symposium on Adapted Physical Activity, France, Paris. Nurmi, K. 2011. Staff Scheduling Optimization. Finnish Operations Research Society (IFORS) Seminar, Helsinki, Finland. Puttonen, M. 2011. Practitioner’s teaching objective: Vocational Students’ Daily Rhythmic and Metacognitively Managed Learning Behaviours via Software Exercises. Introduction to the practitioner’s basic work tools and
Ketamo, H. & Rynkä, T. 2011. Itseohjautuva oppimateriaali
means in the use of software managed behavior moni-
– tuloksia ja kokemuksia. ITK -conference,
toring recording and training means. The CultWell In-
5.–8.4.2011, Hämeenlinna, Finland.
ternational Conference, 21.–24.9.2011, Turku, Finland.
35
Pöyri, M. & Ketamo, H. 2011. Facebook-sovellus nuorten työllisyyden ja rekrytoinnin edistämisessä. ITK -conference, 5–8.4.2011, Hämeenlinna, Finland.
OTHER PUBLICATIONS Elo, A. 2011. Experiences Gained by Nursing Students in the Use of Electronic Medication Passport. Nordic
Rintala, T.-M., Jokela, K. & Luukkanen, M. 2011. Diabe-
Forum for Nursing Teachers; Developing Pharmacology
teshoitotyön kehittäminen oppimistehtävien kautta. Vai-
Education in the Undergraduate Nursing Curriculum,
kuttavat oppimisympäristöt terveysalalla. Ensimmäinen
9.–11.11.2011, Rovaniemi, Finland.
terveysalan koulutuksen kansallinen konferenssi 30.– 31.5.2011, Helsinki. Metropolia AMK, Turun yliopisto. Sallinen, M. 2011. Violence and abuse in the narratives of women with fibromyalgia. WCPT-kongressi. Amsterdam, Hollanti. (On-line julkaisu: Physiotherapy 2011, supplement WCPT proceedings 2011). Sandelin, S., 2011. Experience with vocational training structures in Finland. Increase of attractiveness of vocational training. Conference, 30.9.2011, Panevezys,
kehoitopassin käytöstä. Sairaanhoitajapäivät, Helsinki. Hirvonen, E. 2011. Ihmisiin kohdistuvien vaikutusten arviointi ja Porin Veturitallin alueen herkät ihmisryhmät. Terve Kunta -päivät, 15.11.2011, Pori. Kainu, A-P. 2011. Supporting starting entrepreneurs, effects of business incubators . Presentation. International Week 7.–11.3.2011, Hogeschool Saxion, Netherlands. Kangasperko, M. 2011. Seminar Health Awareness,
Lithuania. Sandelin, S. & Karirinne, S. 2011. Intelligent Renewable Energy Solutions in Satakunta Region, Finland – Cooperation
Elo, A. 2011. Hoitotyön opiskelijoiden kokemuksia E-lää-
Models
for
Enterprises
and
Higher
16.3.2011, Bangaloren yliopisto, Intia (Dayananda Sagar Institutions). Karirinne, S. 2011. Epäluuloille kyytiä! Aurinkoenergia
Climate
toimii täälläkin! Esitys. Energiasäästömarkkinat Raati-
Protection around the ’Mare Balticum‘, 11.5.2011,
huoneenpuistossa (Maailman ympäristöpäivän tapahtu-
Hamburg, Germany.
ma), 03.06.2011, Pori.
Education
Units.
Energy
Efficiency
and
Törne, M. & Petäkoski-Hult, T. 2011. Home for All
Karirinne, S. 2011. SolarForum. Developing a business
– absence of grounds for disqualification in life. XI
environment. Presentation. The 2nd Research Forum
Congress of European Federation for Research in
with Changzhou University, 17.5.2011, Pori, Finland.
Rehabilitation, Riva Del Garda, Italy.
Karirinne, S. 2011. Solar Energy Future – Potential for high tech expertise. Presentation. CO2Free Seminar, 29.06.2011, Joensuu. Koivisto, H. 2011. Lastiturvallisuus; oppisopimustyyppinen korkeakoulutettujen 30 op opinnot. Avaustilaisuus, 27.1.2011, Helsinki. Koivisto, H. 2011. Luotsauksen kehittämisen työryhmä, SAMKin simulaattorien esittely, 14.3.2011, Helsinki.
36
Koivisto, H. 2011. NTS:n hallituksen kokous, 25-vuotis-
Laine, K. & Koskinen, J. 2011. Opetussuunnitelma –
juhlaseminaari, SAMKin esittely, 2.2.2011, Kööpenhami-
kuin armeijan ohjesääntö? Ammatillisen opettajakoulu-
na, Tanska.
tuksen seminaari, 1.12.2011, Pori.
Lähdeniemi, M. 2011. AMK-tutka, TKI-toiminnan tu-
Lehtiö, A. & Perkiö, T. 2011. Replacing Mercury
loksellisuus. Ammattikorkeakoulujen TKI-päivät 16.–
Discharge Lamps for Street Lighting. International
17.2.2011, Pori.
Conference on Innovative Technologies, IN-TECH 2011 Proceedings, Bratislava, Slovakia.
Lähdeniemi, M. 2011. Quality Assurance of Higher Education – Case Finland. Audits in evaluating higher education. Presentation. The 2nd Research Forum with Changzhou University, 16.5.2011, Pori, Finland. Lähdeniemi, M. 2011. RDI and Entrepreneurship – Satakunta University of Applied Sciences. Esitys 8.4.2011, Dundalk, Irlanti. Lähdeniemi, M. 2011. Tutkimus, kehittäminen ja innovaatiot. Alueellisen tutkimuspolitiikan painotukset –strategiatyöpaja, 30.9.2011, Pori. Lähdeniemi, M. 2011. Universities of Applied Sciences and Knowledge Intensive Entrepreneurship as a part of the Finnish innovation chain. AMKTutka benchmarking visit, 14.12.2011, Dublin City University, Ireland. Lähdeniemi, M., 2011. Koulutusrakenne – uuden mallin kehittäminen ja hakukohteiden määrittely. INSSIseminaari, 19.1.2011, Tampereen ammattikorkeakoulu, Tampere. Lähdeniemi, M. 2011. UAS in Finland. AMKTutka benchmarking visit, 15.12.2011, Institute of Athlone, Ireland.
Martikainen, H. 2011. UniMET: Engaging the National Maritime Authorities. European Conference on Maritime Education and Training, 16.11.2011, London, UK. Pohjus, A. 2011. Hiljainen tieto esiin ja talteen. Osaamisen johtaminen – Fakta-lehden seminaari Talentumin seminaarisarjassa, Helsinki. Renfors, S-M. 2011. Potential buyer’s evaluation of perceived sales quality in the sales situation of complex services. Research Seminar in Tourism Business, Finnish University Network for Tourism Studies, 19.–20.1.2011, Helsinki. Sallinen, M. 2011. Narratives on life events, functioning and fibromyalgia. Suullinen esitys. Jyväskylän yliopiston terveystieteen laitoksen VII tieteen päivä, 7.5.2011, Jyväskylä. Sallinen, M. 2011. Elderly people’s perspectives on developing technology in service house environment. Future Housing Workshop, 16.11.2011, Gävle, Sweden. Salo, O., Sallinen, M. & Teeri, S. 2011. Ethical issues
Laine, K. 2011. Ammattikorkeakoulu yritysten inno-
in development of technology as expressed by elderly
vaatio- ja verkostokumppanina. Esitys ”Metropolia
service-house residents. Kuntoutuksen ajankohtaispäivä,
Meets Business” Innovaatiojohtamisen seminaarissa
25.11.2011, Satakunnan ammattikorkeakoulu, Pori.
30.3.2011.
Sandelin, S. 2011. Experience with vocational training
Laine, K. 2011. Korkeakoulu innovaatioiden edistä-
structures in Finland. Increase of attractiveness of
jänä.
vocational training. Conference, 30.9.2011, Panevezys,
Esitys Akavan Innovaatioseminaarissa Porissa
21.3.2011.
Lithuania.
37
Sandelin, S. 2011. Knowledge management and networking in a water utility. Presentation. The 2nd Research Forum between Satakunta University of Applied Sciences and Changzhou University, 18.5.2011, Pori, Finland. Sandelin, S. 2011. Hiljainen tieto vv-laitoksella. Vesihuollon johtaminen ja kehittäminen (PD) -ohjelmassa. TTY Täydennyskoulutuskeskus EDUTECH, 11.11.2011,Tampere. Seppänen, P. 2011. Regional Collaboration Models. Esitys. Bremenin Kansainvälisyysviikko. Sirkka, A. 2011. Professional Nursing. Rising the knowledge and skills of nurses and midwives and harmonization educational curricula with Directive 2005/36/EC – Twinning Light project HR/2008/IB/ SO/01TL. Presentation on 04 May 2011 in teacher seminar at the University of Rijeka, Medical Faculty, Rijeka, Croatia. Teräsvirta, A. 2011. Building and Process Integration of Low-Temperature Solar Thermal Energy. Aalto Energy Day Seminar, 29.11.2011, Espoo, Finland.
38
Satakunta University of Applied Sciences facts: • Cities: Huittinen, Kankaanpää, Pori and Rauma • Campuses: 9 • Students: approx. 6300 • Staff: approx. 450 • Bachelor Degree Programmes: 25 • Master Degree Programmes: 8 • Degree Programmes in English: 5 • Degrees awarded year 2011: 956 • Degrees awarded totally: over 13 000 • Established in 1997
Satakunta University of Applied Sciences Satakunnan ammattikorkeakoulu www.samk.fi