Page 1


International edition 2019

World-class education, bright minds, and innovative tools

Match made in HAMK, Finland

Finland What a great place to study!


Computer Applications HAMK’s answer to the need of our society


Time to Study! The world is changing rapidly. That is why individuals need new possibilities for lifelong learning and flexible competence development. This of course means that education should be current every day. Here at Häme University of Applied Sciences, HAMK, we build our education models and research activities according to these elements. We are also driven by the attitude and belief that the next generation deserves a better and more sustainable world. We hope that this is what you can see and feel during your studies at HAMK. In the future, students expect to have a learning environment that is completely different from the one that we are now used to. At the same time, students have a broad range of new skills that we are not yet able to put into use. With its different types of study models (8–16, 18–100 and 24/7), HAMK is responding to future requirements. Our modules have been developed in close cooperation with the labour market. In addition, real-life projects commissioned by employers form a central part of studies. Teachers have good relationships with employers in their relevant fields. Our education has versatile pedagogical solutions with a strong international touch and employers are involved in planning and implementing the modules.  Our research units (Bioeconomy, Professional Excellence, Sheet Metal Centre and Smart Services) cover the entire region and produce applied research to increase the vitality and well-being of the society. Research is guided by profiled research programmes, built in close and open cooperation with business and industry. Education is closely connected to research by study modules. This enables students to have fluent possibilities for their research in applied sciences. We warmly welcome you to join research groups and programmes operating in our study fields. This is a huge opportunity for you to build up-to-date competences. HAMK offers students a multifaceted learning environment meeting the latest requirements and providing excellent opportunities for building one’s own competence and skills. We are developing HAMK so it is even better placed to meet the needs of our students and the diverse society in which we live. Let the world be better place for all. Welcome to HAMK! Text by Pertti Puusaari, Rector, Janne Salminen, Vice Rector, and Heidi Ahokallio-Leppälä, Vice Rector.



Real life stories about studying at HAMK HAMK Stories international edition is a magazine filled with exciting insights into studying at Häme University of Applied Sciences and student life in Finland. We will also share some experiences from our HAMK alumni and stories on our degree programmes. In this edition we have included research articles from HAMK Unlimited publication platform which portray our global research activies. But first, let’s take a look at maybe the world’s best kept secret, Finland.

Finland, highest quality in education and research


Text: www.studyinfinland.fi Our national education policy, excellent basic education and competitive student admission underpin the high standards in Finnish higher education. The Finnish attitude to studying follows an approach that benefits the individual: students are challenged and encouraged to think for themselves. Teaching in our universities is based on research and the institutions’ specific expertise. These high-quality study programmes combine in-depth research with the needs of your future career.


At universities of applied sciences (UAS) research & development is the basis for teaching. Co-operation with local industries boosts learning outcomes as the education is shaped to answer the needs and expectations of both industry and commerce. The professors that guide you on your way are approachable experts in their fields.


Finland is a peaceful Nordic country located in northern Europe.


Kuopio HAMK campuses are located in Southern Finland, just a 0.5 - 1.5 hour drive from Helsinki-Vantaa Airport. Jyväskylä



Valkeakoski Lepaa Evo Lahti Forssa Mustiala

Hämeenlinna Riihimäki

Turku Helsinki




What a great place to study! Finland is a Nordic country situated in northern Europe. Finland represents both the Nordic democracy and its way of life as a member of the European Union. Equality is the essential driving force in our society. In Finland, we have one of the most advanced education systems in the world. As a result of our innovative mindset and investment in education, we are blessed with a high standard of living and quality of life. • • • • • • •

Quality of higher education in Finland is the third best in the world. Finland is also ranked high in the OECD Programme for International Student Assessment (PISA). Finland has an excellent infrastructure and a well-functioning society. Finland is the most stable country in the world. Finland is the safest country in the world. Protection of the environment is important in Finland. We breathe the cleanest air in the world. Most Finns speak good English, therefore students can communicate with locals with ease. Finland is the home of many international companies like Angry Birds, Super Cell, Linux, Kone and UPM. In Finland we have four beautiful seasons and nature is everywhere!

Häme region Häme is one of the historical regions in Finland and is located in the southern Finland, close to the largest cities of the country. Due to its location, Häme is easy to reach. The region lies only about an hour’s drive or train trip from the capital and other cities of the southern Finland. Hämeenlinna is the capital of southern Finland and the country’s oldest inland town. The population of the Häme area is over 168 000.

Quick facts about Finland • • • • • • •


Population: 5.5 million Capital: Helsinki (642,000 habitants) Languages: Finnish, Swedish, Sámi Religion: Evangelical-Lutheran (73%) Currency: EURO Time Zone: UTC+2 Government: Parliamentary Republic


Home of world-class education Text: www.educationfinland.fi Finland is a country where people believe in education. Even today there is a broad national consensus that Finland’s wellbeing is and will be based on knowledge and expertise. The current Government has set an ambitious vision for 2025: Finland will be a country where everybody wants to learn more all the time. It is good to know that the good results of Finnish education system were not achieved overnight. It has taken decades and many reforms to take the Finnish educational system where it is now. Finland has developed the education in a systematic way in a broad cooperation with stakeholders. We are willing to share the ideas and know-how we have gained in the process but we do not believe the system can be copied as such to another country.

Finnish Education System

Universities of Applied Sciences

Duration in years





DOCTORAL DEGREES licentiate degrees

4 – 5


MASTER’S DEGREES Work experience 3 years



1 – 3


BACHELOR’S DEGREES Universities of Applied Sciences Work experience

Further vocational qualifications

5 4

Specialist vocational qualifications


1 – 3

MATRICULATION EXAMINATION General upper secondary schools

VOCATIONAL QUALIFICATIONS Vocationals Institutions and apprenticeship training Work experience









Additional basic education


1 – 9 EQF ISCED classifi- classification cation

BASIC EDUCATION (comprehensive schools) 7 – 15-year-olds Pre-primary education, 6-year-olds

ISCED classification: 0 Primary education 1 Primary education or first stage of basic education 2 Lower secondary or second stage of basic education

3 (upper) secondary education 4 Post secondary education 5 First cycle of tertiary education 6 Second cycle of tertiary education

Finnish universities of applied sciences are multidiciplinary institutions of professional higher education. There are 25 universities of Applied Sciences in Finland in this moment. The studies aim to provide the knowledge, skills and attitudes required in the global labour market. Universities of applied sciences award bachelor-level degrees and masterlevel degrees. In all fields of study, the curriculum comprises core and professional studies, optional studies, work placement and a thesis.



Adeyinka Abass is HAMK’s alumni and the liaison in the HAMK-Konecranes Co-operation

Born to be a professor Adeyinka Abass had some clothes, books and his favourite food with him when he left his teary fiancée and family behind at Lagos airport. Buzzing Nigerian Orile-Agege suburb changed into cold, clean and quiet Riihimäki. I came here in Finland in 2010. During the first few months I was comparing everything to how it was in Nigeria. I was also surprised to find out that my first phone Nokia was from Finland. I always thought it was made in the USA. Anyway, as soon as the school in HAMK Riihimäki started we had orientating studies about Finnish culture and different ice-breaking activities with fellow students. There were twenty of us, Chinese, Nepalese, Estonian and so on, and also one Finnish guy who wanted to study in English. We would meet each other at homes and bars and go to movies, housewarming parties and such. We were quite talkative and loud and social. We are still good friends with most of the group. Some fellow rookies also wanted to learn iceboarding, skiing and do other sports. I may look like I excercise, but deep down I


have always been a nerd. I like to read and also listen to audio books. The topics that are of interest to me are mostly about engineering, humanity, psychology and philosophy. Life outside books I work full time at Konecranes in Finland now. My speciality is mechanical engineering and strength analysis, so I work mainly with computers, doing calculations. My dream is to encourage young people. That is the thing that really is propelling me. That is why I am working as a liaison in the HAMK-Konecranes Cooperation. At Konecranes they think that HAMK is a great resource for them, as it produces agile, quick and fresh thinking. The students can get interesting projects to attend to. I am an interpreter between

the two parties, and in doing that, I train the students for real life. You cannot learn everything from books. We have super nice projects with the students. The questions that they ask are like “Is this design ok or not?” and “How do I sell this and get the price right?” or “What is the profit?” and so on.

My dream is to encourage young people. That is the thing that really is propelling me. That is why I am working as a liaison in the HAMK-Konecranes Co-operation.

When I was a teacher at HAMK the questions were more personal. I kind of miss that time. I became very close to the students. Anyway, the company wants to sell products and make profit. I always tell the new students that it will not be easy, but it is possible. Family My parents run their own small businesses from home. My father is a printer and my mother runs a small shop. My brother is lecturing about engineering in Nigeria, but we don’t discuss work much. So, we were middle-class by Lagos standards, but my parents could not support my studies abroad. My three sisters all live in the UK and they supported me. I also had my own savings from working as a private teacher of mathematics for high school students in Lagos. My wife is a kindergarten teacher. We got married in 2015. She came here from Nigeria last year and nine months later we had our little baby girl. My wife wants to start studying computer sciences after finishing her maternity leave and maybe continue with Finnish language too. Her studies in Finnish were interrupted by the baby. The Kyushu University in Fukuoka, Japan, will be the university for my PhD. In 2015 I was invited as a special research student to Kyushu University and thought “Well, let’s go there!” I received a scholarship from Aalto University and went there for 5 months. Maybe I made a good impression on the professor, because I didn’t break their laboratory or anything, so now they are welcoming me back. We plan to stay here in Finland. I can work on my PhD here, and when my working schedules at Konecranes allow, we will go to Japan for some months. Drive and Passion I love teaching and I feel like I have this special bond with HAMK. I studied at Aalto University too, but it did not feel the same there. Maybe it was because I was not teaching and nobody was asking me any questions. Here in HAMK I feel I still have a good social life and a real connection with people.

My master plan to start the PhD studies next year is to study 2 hours, work 7.5 hours and then study 2 hours again on weekdays. I want to prove that it is possible to work and study at the same time. I like challenges. My philosophy is push it to the max. I completed my four years of studies at HAMK in two and a half years. I had no time to miss my parents, because I had this drive and passion for studies. I also worked delivering newspapers in the night. Last year I visited Germany on a work trip for training. Maybe I will go to India later. Working on my PhD will also provide me with connections all over the world. My former students still ask me questions, like “Should I do Masters or what?” They still consult me, even from abroad. The Dream In my opinion the universities should focus more on entrepreneurship. I feel it is important to provide training in how to build a company. It is about work, experience and money. Already five weeks of training can make a big difference. You make yourself first, and after that you can help others too. I myself feel like I haven’t even started my life yet. I am still gathering tools for it. Anyway, in the future, maybe in twenty years time, I see myself as a professor somewhere, having coffee with my students and answering their questions. If I had a magic wand I would start an institution for young people. It would be free and they could learn everything there. Then they could start their own businesses, maybe in Nigeria, maybe somewhere in Africa. My role models have always been my teachers and I have always dreamt of being a professor. Maybe it´s in my DNA! I am thirty-one years old now, so there is time. My brain is still active. Words & photography © Taina Värri


PRACTICALLY ORIENTED STUDIES Electrical and Automation Engineering

Bulza Krajkova and Santeri Norppa learned a great deal during their workplacement in makerspace BONEVET

Work Placement in Kosovo Text: Veera Sciacca, Photo: BONEVET, Kosovo Bulza Krajkova and Santeri Norppa are 3rd year electrical automation engineering students at HAMK. Bulza is native to Kosovo and after her first year at HAMK she was looking for a work placement for the summer and was referred to a company called BONEVET in Kosovo by fellow students at the Valkeakoski campus. Students from HAMK had done work placements at the same company before and their internship programme came highly recommended. She asked her classmate Santeri Norppa to join her and they both sent their CVs to BONEVET and they got accepted. Bulza was particularly pleased with being able to spend the summer in Kosovo as well as gain experience in her chosen field. Santeri was excited to take on a new challenge and work for a first makerspace company in Kosovo. BONEVET regarded HAMK students highly and were extremely welcoming to Bulza and Santeri and they quickly felt at home. Both Santeri and Bulza worked as mentors for children aged 3 to 17, who took classes in innovation. They taught science through experiments, such as 3D modelling and printing. They rehearsed and prepared their lessons before arriving in Kosovo.


One of the most memorable works was a smart mirror. A mirror, which also displayed the time, local news and weather, and took a picture and sent it to a smart phone. They both agree that they learned a great deal during their work placement. Santeri and Bulza also got involved in fixing a 3D printer and many other exciting projects. During their work placement, BONEVET celebrated the launch of their electric car. There was a release event for the car and Bulza and Santeri got a taste of event planning. It was unforgettable experience for our students and great publicity for the company. Bulza and Santeri worked very hard during their work placement, sometimes long hours to finish a project but they enjoyed every minute. After work they would socialise with colleagues and organize BBQs together. The experience in Kosovo and at BONEVET was a success on both parts. Bulza and Santeri were asked to return the following summer, however they were engaged elsewhere. Since then Bulza has become a HAMK ambassador at high schools in Kosovo and they are currently back at hard work at the Valkeakoski campus. Their most recent work involves alternative energy sources, such as solar energy.

NEW DEGREE PROGRAMME Computer Applications

According to Tommi Lahti, there is great career prospects in various job roles at the field of programming.

Computer Applications

– HAMK´s answer to the need of our society There is a vast demand for software developers in Finland and around the world. There are many open vacancies yet not enough skilled workforce. The need for programmers will be ever growing due to the rapid digitalisation of our world. Our computer applications degree programme is our answer to the need of our digital society. Why Computer Applications? The field of programming is exciting and appealing with great career prospects in various job roles. Studies consist of inventing and creating applications, but also modern and accurate topics like Artificial Intelligence, VR and AR. Being able to use the latest technology will stand out on our graduates CVs and prepare them for the demands of our digital world.

Why to study computer applications in Finland? Finland is a leading country in information technology and many new technologies are tested, developed and applied here. We have fantastic networks with IT companies and our students will learn from their working-life examples, which prepares them for their future careers.

Who should apply? Anyone who is interested in programming. You don´t need to be a mathematician, but logical thinking and problem-solving skills will be an advantage. Having a programming background is not necessary, however it will help you along in your studies.

Text: Veera Sciacca, Tommi Lahti and Lasse Seppänen

Take a look to our newest English degree programme, Computer Applications: Students will graduate with a Bachelor of Business Administration (BBA) degree. We cover many general topics in IT. The first two years are focused on programming. Later on in your studies you can choose your specialization. The options include in example big data, artificial intelligence or AR/VR. We also provide you with studies in entrepreneurship from an IT company perspective. As a result you will have the required skills and knowledge to work in a range of different fields all over the world. Computer Applications (BBA) consists of 3.5 years of studies, which combine lectures and real workplace connections, meaning

that every student will spend a large part of their studies at an actual companies learning by doing. In the beginning of the studies, we expect the students to be interested in problem solving and be a logical thinker. Software development is nowadays teamwork, therefore you will have many projects where you will collaborate with other students and partner companies. Understanding clients and user needs is essential. In order to best support businesses we study making applications and systems easily accessible for the users. This may not always be as straightforward as one might

think but the work requires a great deal of planning, patience, client understanding, understanding your responsibilities within the business and various other IT skills. You will develop all these competences during your studies. There is a vast demand for software developers in Finland and around the world. There are many open vacancies yet not enough skilled workforce at the labor market. The need for programmers will be ever growing due to the rapid digitalisation of our world. Our Computer Applications degree programme is our answer to the need of our digital society.



Students are learning marketing in practice while promoting HAMK worldwide.

Marketing Ring – opportunity to practise your marketing skillset Text: Anastasiia Danilova In the first year of studies, I went on the interview arranged by Eveliina Toivonen and Harri Tuomola. It was successfull for me and for 15 more students from around 40 more participants. The reason for applying to the Marketing Ring was willing to challenge myself, improve presenting skills, know more about Finnish schools and Finnish education system, and just be active in student life. Marketing Ring is a course, where students apply marketing knowledge to various practical situations while promoting HAMK and Valkeakoski degree programmes. Students become comfortable in real life promotion situations and develops their planning and time management skills. Students will earn three credits of this. Our main activities started in October. I visited three


schools (will probably visit one more in January) and went to one Study in Finland fair in Russia (yes, you even have opportunity to go abroad!) At Study in Finland fair, one engineering student, Eveliina and Terhi (HAMK staff) and I were promoting HAMK, making contacts and just were having fun. We collected more than 50 emails, and that means more than 50 potential students just from Russia! What you needed to do there is just to be at the stand, smile, and attract people. School visits are also fun; you are going with the group of four students (3 Finns, 1 foreigner). In the school, you have with you a power point presentation, your team and your background experience. All you need is to tell guys from school how

wonderful HAMK is! Tell them about work opportunities they will have after they will graduate, tell them about Valkeakoski campus, about your curriculum and activities. Nothing difficult! What did this course give to me: • • • • • • •

Improved English and Finnish Experience in presenting for audience of teenagers General experience in marketing Higher self-esteem Self-confidence New friends Further opportunities

Apply for it, go to the interview, impress teachers by your individuality and win. I can say without any hesitation that this course is one of the most unforgettable!

MASTER STUDIES Business Management and Entrepreneurship

“The students do most of their studies in teams and individually and we meet face to face only once a month”

Getting ahead with the Master’s thesis process in Poster seminar Text and photos: Terhi Tammivirta The degree programme in Business Management and Entrepreneurship is a Master’s degree programme intended for persons who wish to develop their international competences and know-how in international business.

and the rest listen. In this way, we can also have a bigger number of presenters and thesis topics during one day. The presenters and the audience have to focus much more”, explains Pirjo Valokorpi, one of the lecturers in Master’s business programme.

As a part of this 90 ECTS credit programme, the students write a Master’s thesis, the aim of which is to develop and demonstrate the students’ ability to apply research data, use selected methods for analysing and solving workplace problems and to carry out demanding specialist tasks. The thesis process is quite extensive, since it is 30 ECTS credits of the entire programme and students will complete it individually. The task is demanding, not to say the least, but also rewarding for the students.

The thesis topics of the group ranged very widely, from a marketing plan for an online shop to development of the start-up environment of a city. All the topics were something that the students were very interested in, and many of the topics were related to the companies they were working for.

An event called Poster seminar was held during a contact day for the first year BME students in January. In the event, the students got to present the progress they’d had with their thesis topics. Around 30 students took part. The seminar was organised so that multiple students were presenting at the same time, and the rest of the group were moving from one presenter to the next giving their comments and feedback. Also the teachers participated by giving each presenter valuable advice and suggestions on how to move forward with their thesis processes. “This way of holding a seminar is much more interactive and involves all the participants in a more effective way, compared to the traditional style of holding a seminar, where just one presenter speaks

”This is a very intimate and intensive event. The students do most of their studies in teams and individually and we meet face to face only once a month. Therefore, it is nice to do it properly and in very close contact when we do actually meet. This way we get to know the people much more personally and get a different kind of contact with the students”, says Pirjo Valokorpi. In the students’ opinion, the event was challenging with all the intensive presentations that took the whole day, but it was also successful in many ways. Everybody got helpful feedback on how to progress on their thesis processes. For example, some of the topics were too wide for one thesis, and needed some narrowing down. But the event was successful and helpful in other ways too. Some of the students found possible future business partners from among their classmates!


INTERNATIONAL EXPERIENCE Mechanical Engineering and Production Technology

” It is fair to say that HAMK provides a lot of additional opportunities which is possible to realize via various exchange activities.”

Double degree – adventurous and interesting experience Text and photo: Maksim Vinogradov I was a tutor and worked mostly with exchange students. I met so many people from different continents, countries, cities, universities. Due to the time that we spent together I understood that exchange studies is a very adventurous and interesting experience. I found out a lot about other people’s education and lives. Therefore, I decided to go to Denmark. Why Denmark? There were so many options: Europe, England, Malaysia, South Korea, Japan, America… but I have found that in Denmark they have product design courses which we lack at HAMK. Actually, exchange is a perfect opportunity to diversify or change your curriculum. As a result, my specialty has been augmented with design. Moreover, I took part in a Double Degree programme which means that I will also get a diploma from the Danish university. My year in VIA University College was fascinating and complicated. VIA is the largest polytechnic university in Denmark, and there are a lot of foreign students. The campus in Horsens is also well equipped and has high level laboratories and workshops. We were doing a lot of international development projects with prototypes, reports which were associated of course with sleepless nights. Here international is a key word because teachers were trying to mix us all the time, so that we work with people that we do not know. The university campus is relatively big compared to Riihimäki campus. They have a special team of students that organises a lot of exciting events such as exhibitions, trips, master classes, competitions, parties and other nice things. In other words, you will always have a possibility to rest after hard studies. At the same time, Denmark is also a great country from the perspective of activities. You will definitely


find something for yourself. For example, five times I took part in volunteering on famous music festivals. By the way, information about it I got from the university’s networks. Also, it is important to mention traveling. Denmark is a very beautiful country. I honestly can say that I have been everywhere there. Besides that, I went to Poland, Sweden, Faroe Islands, Germany, Norway and Netherlands. All these trips were cheap enough, you just need to check discounts, especially, for students. There is one more important aspect in studies abroad – applications, filling documents and visa routine. It means a lot of deadlines, responsibility and expenses. However, all these expenses were covered with a scholarship and university is willing to help you with it. Furthermore, it is a migration experience which is always useful to have. VIA’s dormitory is rather expensive, but it is possible to find a cheaper option in private sector. For the time that I have spent in Denmark I also have found an internship in Poland, and next six months I am going to spend working in Warsaw. To conclude, it is fair to say that HAMK provides a lot of additional opportunities which is possible to realize via various exchange activities. All you need is to search for them and be interested in your future. Of course, you can spend four years living in your cosy room nearby your university. It is always easier to stay in a place where you know everything and everyone. Nevertheless, abroad experience doesn’t give you a chance to pause your life and stick like spaghetti usually do without butter. But you cannot imagine how did I miss saunas there…


Success in Construction Exercise Competition, PERI – HAMK students did well PERI Construction Exercise is an international competition for construction students. The competition prepares participants for practical work in their professional future. HAMK’s students Ivan Levchenko and Kirill Zhdanov managed well in last year’s competition: they were ranked 6th in this competition – as well being the first team outside Germany or Austria taking a prize place. Working on a real construction project deepens and consolidates knowledge of theoretical content. The practical tasks streches and encourages the participants, especially in relation to work preparation and formwork technology. The use of PERI formwork systems is also part of the exercise. PERI systems are encountered in the following career on many construction sites in the world.

Ivan and Kirill met PERI Suomi Ltd Oy's MD Pekka Ylänne, Development Manager Georg Mestsaninov and HR Business Partner Kati Hirvikoski in PERI Finland headquarters, Hyvinkää. The meeting included company presentation, tour in storage facilities, prize-giving and many good discussions. PERI Suomi Ltd Oy congratulated Ivan and Kirill about their magnificent work and success.

"I was working as a trainee in Lakhta Center, St. Petersburg where I got to know PERI products. After a while we had some interesting discussions with PERI staff, and I got information about PERI's Construction Exercise." Ivan tells about how the project started. Soon he realized he can't do it alone – there was a lot to do. The exercise was made for groups of 1-5 person, so, he wanted to find a friend to his team. He asked Kirill who decided to take the challenge: "Ivan came to me with a thought that only together we can succeed, working as a highly organized and strong team. I said we complement each other by different skills and knowledge." Kirill continues. "First we got a very comprehensive information package from Germany. We were surprised of the amount of information and started to study PERI systems and the project given in the exercise. This took a lot of time: our start was more challenging due to different training programmes in Finland." Ivan and Kirill explain. "Briefly, the task was to compare systems and create cost-effective solutions to the project given. We calculated costs and modified drawings again and again.” Kirill tells about their project. In total, Ivan and Kirill sent 35 drawings to the competition. "The last days before due date we practically didn't sleep at all. We had to get it done the way we wanted. And it was worth it." Ivan and Kirill are, of course, happy of their success and 1000€ prize in competition. Nevertheless, they would have wanted to do better: "We would have liked to get the chance to go to Weissenhorn (PERI's Headquarters in Southern Germany) to present our exercise, as five best teams got." Kirill Zhdanov and Ivan Levchenko 13


Research-based professional teacher education Text: HAMK’s School of Professional Teacher Education The teachers’ profession is highly valued in Finland. According to a recent study, the profession of a vocational teacher is the ninth valued profession in Finland right after the specialists in the field of health care. Vocational education and training (VET) is popular and around 50% of young people start their studies in vocational upper secondary schools. VET teachers have various career prospects and a wide range of duties. The traditions of VET in Finland are strong. Professional and vocational teacher education is widespread and there is a national professional and vocational teacher education scheme in Finland. Professional teacher education, professional special needs teacher education and professional study counsellor education are constantly developing and responding to the challenges facing the field of education, the business world and teacher trainees, but also wider prospects such as sustainable development. Professional teacher education is competencebased; the teacher’s competence is a combination of knowledge, skills and attitudes towards teaching work. The approach to professional teacher education is investigative and developmental. Continual development and adaptation of working methods are at the core of all operations. Teaching processes include pedagogical research and participation, active working methods and student-centredness. In recent years, teacher education has been the focus point of the national development agenda. HAMK has a strong national role as a developer


and innovator in the field of professional teacher education as well as in the field of higher education. HAMK has a leading role in two nationwide teacher education development projects and we have had a strong input in the Teacher Education Forum set by the Ministry of Education and Culture. The Professional Excellence Research Unit works in close connection with the School of Professional Teacher Education. The experts of the unit work actively in dozens of development and research projects in Finland and worldwide. The research unit develops assessments and forecasts as well as produces customer-oriented research. It promotes the development and management of researchbased skills at the individual, team and community levels. The main areas of focus of the research unit are professional competence for the future, competencebased teacher education, excellence, competence management and leadership, new learning methods, digital competence and global capacity building issues. The research and development activities are closely linked to the reformation of teacher education and the needs of teacher trainees. It is also an important source of information and point of reference when reacting and predicting the challenges of teachers. Research-based operations provide teacher students, teachers and teacher educators an insight to the grounds of up-to-date scientific knowledge and give new tools to answer to the challenges of the future. In Finland, it is important that teachers in all fields use the latest research and evaluations to develop themselves and their institutions. We at HAMK are committed to this view.

HAMK’s Global Presence –  Evidence-based Co-creation Text: Maaret Viskari, Essi Ryymin and Nana Niskanen The Finnish expertise in the fields of teacher by providing professional development programmes, education, forestry and bioeconomy, nursing, consultation and development projects, as well as technology and entrepreneurship are well-known joint research. around the world. As a multidisciplinary higher education institution, Häme University of Applied Thailand Sciences (HAMK) is able to provide both degree How to develop nursing education to meet the awarding education, as well as professional needs of the world of work in Thailand? HAMK exdevelopment and continuing education programmes perts have worked with the Ministry of Public Health, for educators and professionals. HAMK Global medical colleges and universities from Thailand to Education team serves clients globally and co- educate competent registered nurses and healthcreates suitable evidence-based professional care workers. The central themes include pedadevelopment programmes, and applies a variety of gogical development in such fields as clinical nursresearch methods for supporting the quality of the ing practice, simulation pedagogy, and the use of process. One of the frame of references in use is virtual reality and gamification in nursing education. the Design-Based Implementation Research, DBIR (Fishman, Penuel, Allen & Haugan Cheng 2013). We Indonesia work closely with ministries, provincial and state level Making sustainable use of natural resources, for the governmental institutions, non-profit organisations, benefit of local communities, through entrepreneurglobal development banks, and networks of ship and education capacity building, that is the education providers. challenge set to the programme HAMK is building for the Forestry Service of one of the Indonesian DBIR is a model at the intersection of educational provinces. The issue of making use of natural repolicy, research and practice, which is concerned sources such as forests, in such way that the wealth with building capacity to change educational creation does not compromise the well-being of fusystems. DBIR seeks to foster the creation of ture generations, and taking into account the whole scalable and sustainable educational innovation scope of possible revenue sources, is a common through new combinations of research and practice challenge globally. Empowering and giving the adpartnerships (Fishman et al., 2013; Penuel, Fishman, equate development tools to the persons who daily Cheng & Sabelli 2011). act on the ground is the approach HAMK and the Indonesian authorities are trusting on in this project. DBIR requires, that educational practitioners, researchers and designers, service producers and Brazil customers, work together to design, implement and Gira Mundo Finlândia pedagogical development assess new practices for learning. Strong ties are programme for teachers is designed in cooperaneeded especially in professional development tion with the Federal State of Paraíba, Brazil usprogrammes that are aiming educational reforms. ing the Design-based Implementation Research In these initiatives the transfer of complex method. The programme aims to develop teachinformation, and the diffusion of innovation and ers’ professional identity, pedagogical skills, lifereform implementation require context-sensitive and long learning skills and support the state governdialogical approach as well as mutual commitment ment in education reform. The Brazilian teachers to process facilitation and assessment. have a two-month intensive training in Finland and a compulsory development project in their The Global Education R&D team gathers a lot local context, in their own educational institutions. of data within the educational programmes, for example, by surveys, in-depth interviews, group Fishman, B.J., Penuel, W.R., Allen, A.-R. & Haugan Cheng, B. (Eds.) (2013). and individual learning diaries, data banks on Design-Based Implementation Research: Theories, Methods, and Exemplars. virtual learning environments, social media and by National Society for the Study of Education, 2. Teachers College: Columbia observations of educational reforms in authentic University.  learning environments. The data analysis, research results and their implementation in service design Penuel, W.R., Fishman, B.J, Cheng, B. H., & Sabelli, N. (2011). Organizing are openly debated with partners and customers. research and development at the intersection of learning, implementation, HAMK supports organizations in reforming education and design. Educational Researcher, 40 (7), 331-337. 



Article: Tapio Väisänen

Everybody wins in a customer-oriented module project In a module-based learning model, careful planning of learning assignments is the key to success. The short duration of the project gives students insight to what it is like to work at a hectic project pace. As of 2014, Häme University of Applied Sciences (HAMK) has a module-based study structure. Studies are divided into modules, each worth 15 credits, in which key information and skills of the study field are learned. In this model, the independent study entities are combined to form larger entities which support each other. One module lasts eight weeks, and students participate in one module at a time. Often, there is a module project serving as the common thread to support learning. A team of around three teachers is in charge of the implementation of the module. For instance, the following benefits are obtained in the module model: • • • •

Students will understand the links between different subject areas more easily. Students are able to concentrate on one module at a time. Modules can consist of larger learning assignments than just individual courses or study entities. Team work between teachers is more fruitful and motivating than when working alone.

The short duration of the modules teaches students to adopt a business-like mentality, as business schedules are typically very tight. Case: Workshop Automation In spring 2017, a module called Workshop Automation was conducted in the English-taught degree programme in Mechanical Engineering and Production Technology at the Riihimäki campus of Häme University of Applied Sciences. The learning objectives were strongly tied to the programming and use of numerically controlled machine tools. The starting point was to get actual production units from companies. A previous collaboration with a Hyvinkää-based company called Elkome Installaatiot


Oy sparked the idea that their products might include fabricable parts that are challenging enough. Elkome Installaatiot Oy was interested in the project, and the project was agreed on. Together with the company, a few aluminium parts were selected to be manufactured during the project. The company delivered images and 3D models to HAMK. These parts were manufactured for future use, ie there was no acute need or tight timing requirements for them. Instead, they would be used for future assemblies. This was an excellent situation for HAMK as perfect delivery reliability cannot always be guaranteed in student projects. The project was initiated with students already during the first week of the module. The students were divided into small groups of around four people. Each group received their own assignment. First, the 3D models received from the company were imported into the software that was used to generate the toolpaths needed for milling. During the first few weeks, the students generated toolpaths for parts and, at the same time, studied matters related to numerical control (NC) programming. When the groups were finished with the NC programs, they moved to the mechanical engineering laboratory to mechanise their parts. The teachers of the module supported and helped the groups both with NC programming and machining the parts. Experiences As a result of the project, finished parts, the quality of which varied from one group to another, were delivered to Elkome Installaatiot Oy. Some parts were eligible for installation, other parts had defects. The principle of learning from mistakes functioned well during the project. For companies, this type of project is relatively uncomplicated. After the kick-off meeting, no efforts were required from the company, and the next meeting concerned deliverables and closing the project. Elkome Installaatiot Oy was satisfied with the collaboration and is willing to be involved in projects like this also in the future. “In addition, we familiarised ourselves with some other forms of services provided by Häme University of Applied Sciences, and there is a

Picture: Tapio Väisänen with mechanical engineering students in Riihimäk’s campus labortory

possibility that the collaboration will be broadened in the future,” comments Mikko Tammiranta from Elkome Installaatiot Oy. From the students’ point of view, a customeroriented project promotes learning and brings an entrepreneur-like approach to studies. Already during studies, students get to perform similar tasks and encounter similar challenges that they will encounter at work after graduation. In their feedback, students mentioned that the project supported very well other related studies and that the module project is the best way to learn how things happen and are done at the workplace.

A customer-oriented module project is rewarding not only for students but also for the customer and teachers of the module. In order for the project to be successfully completed, careful planning and preparing is required from the teachers. However, the benefits are multiple – students make progress in their learning, there is more cooperation with companies, and thus there is strong regional impact. Furthermore, teachers’ professional skills and interest in their work increase. The article was published in Finnish in HAMK Unlimited: https://unlimited.hamk.fi/teknologia-ja-liikenne/ tyoelamalahtoinen-moduuli/



Article: Essi Ryymin & Laura Vainio

Developing a Hamkoid through experimentation

Using robots in the guidance of preschool children was tested at the Forssa unit of the Häme University of Applied Science in December 2017. The trial was part of the Regional Bright Green Innovation project. The project was planned and implemented by a group of nursing students in Forssa and electrical engineering and automation technology students in Valkeakoski. The focus of interest of the multidisciplinary team was a small human-like robot, NAO (SortBanks n.d.a), and the guidance session supported by a robot. Human-like robots are also called humanoid robots. NAO-robots can be programmed for various actions, such as recognising shapes, objects, or speech. NAO robots can be personalised and they can be taught new skills. More information on the characteristics of NAO robots is available on the SoftBank Robotics website. In the NAO robot trial nursing students tested if it would be possible to improve the quality of a guidance session when activating preschool-aged children with the help of robots. The students also wanted to find out what kinds of reactions, emotions, and questions having a robot as a collaborative partner of a supervisor raises among the children


and personnel of a preschool. Electronics and automation technology students worked together with nursing students on a programme for the experiment and programmed the robot and provided user support during the teaching event. Thirteen preschool children took part in the experiment. In an activating and participatory session, the NAO robot shared information on healthy nutrition and exercise. Preschool children were able to test the NAO robot’s opinions on carrots or crisps. The children also enjoyed a game of Simon Says that was directed by the robot. Both the children and preschool staff found that taking part in the test was a positive experience. The students concluded that the NAO robot worked well in supporting and enriching the guidance process. Meaningful use of a robot in guidance requires thorough planning and especially being aware of the educational goals and the operational context while programming the robot. The NAO robot as a teaching partner sparked positive reactions and emotions among preschool children and staff as well as questions on possible new uses.

Finnish Association of Private Care providers (STTK 2017) proposes the introduction of a new word “gerobotics”. Gerobotics examines how robots can be used to produce human good and to help the elderly manage independently in their everyday lives. The research and development work of social robotics is actively followed in social and health care. Social service robot experiments are becoming part of the everyday environment and they are expected to be increasingly common already by 2025 (see e.g. VTT 2016). Today’s students are very likely to be working together with humanoid robots and smart software. In Japan humanoid robots are already assisting employees in the caring professions and providing support for customer service in the hotel and tourism industries.

Collaboration among students of the social and health-care professions and technology is important for the future development of professional skills and knowledge. A result of robotisation and digitalisation, is that the fields of well-being will be working more closely together with engineering in the future. (McKinsey & Company 2014.) Collaboration and interaction skills, problem-solving skills, and an attitude toward work promoting development and experimentation are important for all students regardless of profession. A multidisciplinary team has been set up around the NAO robot at HAMK, which will continue to map out the possibilities for utilising robots and implementing their applications. Social robots will soon be our partners at work Robotisation is moving ahead rapidly in the field of care. However, a robot cannot replace the work of humans; it simply serves alongside a care giver or supervisor, freeing up more resources and methods for the work. The change will not happen instantaneously. Positive experiences have been acquired by the Paro seal robot, for instance, which understands about 500 words and reacts to speech. Initial research results from Paro as a support for elderly care have been positive (Bemelmans, Gelderblom, Jonker & de Witte 2015, 950). Because of the rapid development of robotisation in social and health care Ulla-Maija Rajakangas, CEO of the

Social robots are nevertheless still largely in an experimental phase and under development. For example, efforts are being made to programme robots to recognize human emotions and to adapt flexibly to changing situations. There also continues to be resistance to robotics in many fields. Investors are nevertheless optimistic about robotisation. For instance, the consulting company ICD (2017) predicts that investments into robotics will rise to nearly 190 billion dollars by 2020. Several traditional technology companies and new start-ups are currently developing their own social robots. Robotics research has long traditions at HAMK Robotics has been a part of the educational, research, and development activities of the Häme University of Applied Sciences for years. – The most recent student innovations to be put forward have included a robot that can be guided with the help of virtual glasses (Luotola 2017) and a field robot that can measure moisture (HAMK n.d.). Another target of interest is new generation industrial robotics. Together with their cooperative partners, perhaps HAMK students might innovate and develop a Hamkoid, a humanoid robot of Häme University of Applied Sciences Vainio, L. & Ryymin, E. (2018). Developing a Hamkoid through experimentation. HAMK Unlimited Professional 1.6.2018. Retrieved 7.9.2018 from https://unlimited.hamk.fi/biotalous-ja-luonnonvaraala/developing-a-hamkoid-through-experimentation



World-class education, bright minds and innovative tools =

Match made in HAMK Häme University of Applied Sciences (HAMK) welcomes you to be a part of our 7000-student community representing over 60 countries. HAMK has been offering the most inspiring and the most customer-oriented applied research since 1840. HAMK is committed to driving new ways of thinking in our ever-changing world with outstanding modern learning facilities and world class education methods. We have strong international networks, which our students can take advantage of during and after their studies. The student is the centre of all our operations and the workplace is the immediate beneficiary. Our students become the next generation leaders in their respective fields. HAMK has seven campuses located in and around the picturesque lakeside town of Hämeenlinna in southern Finland with fantastic transport links to the rest of the country. Our degree programmes in English are held at the Hämeenlinna, Riihimäki and Valkeakoski campuses. All our campuses are equipped with the latest technology to ensure that our students reach their full potential and enjoy their time at HAMK.

HAMK in numbers • • • •

5 bachelor´s degree programmes and 1 master’s degree programme delivered in English 20 bachelor´s degree programmes and 8 master’s degree programmes delivered in Finnish 1 professional teacher education programme delivered in English and 3 professional teacher education programmes delivered in Finnish 11 double degree agreements with universities around the world

In total we have: • • • • • • •


7400 students, of which 600 are international students 625 staff members 6 fields of education 100 international partner institutions of higher education 111 ongoing research projects 52 million annual turnover 5.9 million euro R&D funding








U •











Quality Assurance at HAMK

Strong local and global partnerships At HAMK we strongly believe that together we can achieve more. That is why we work strongly with our local and global partners.

At HAMK, quality assurance refers to the procedures, processes or systems that are used to secure and develop the quality of the institution’s education and other operations. Quality assurance comprises quality control and quality development. The HAMK quality assurance system refers to the entity formed by the quality assurance organisation, including its responsibilities, procedures, processes and resources.

In Finland we have multiple partnerships with important national players of their field. For example, HAMK co-operates with Natural Resource Institution of Finland (LUKE) and Aalto University. Each of our campuses has also strong local networks with educational institutions, companies and other organisations. Internationally, HAMK has around 100 partner universities in Europe as well as about 20 partner universities in Asia, North and South America, Russia and Africa. This is how we can offer wide exchange possibilities to all of our students, but also networking opportunities for our teachers and research units. In addition to these partnerships, we have a strategic partnership with two universities: • •

Feevale University, Brazil VIA University College, Denmark.

Häme University of Applied Sciences is a state recogniced higher education institution licenced by Finland’s Ministry of Education. We follow the Bologna Process and use European Credit Transfer System, ECTS, for student evaluation. Our degrees are internationally recognised so students can to continue their studies in higher education institutes world wide. Audited by FINEEC In Finland, the Finnish Education Evaluation Council (FINEEC) audits the quality assurance systems in higher education. The quality assurance system of HAMK was audited at the beginning of 2016. The status of HAMK’s quality assurance system in education is at the “advanced” level.



I had to come to Finland to know more of my own country. (…) to really see the student as the centre of the learning process and that learning is much bigger than teaching. This doesn’t underestimate the role of the teacher but reinforce the need of change we have to make in our reality.

Global Education Services at HAMK As the inspiration leader in continuing education, HAMK offers the most customer-oriented educational products of world-first-class quality for the global market in close cooperation with various countries’ ministries and authorities. The expertise areas of HAMK: •

Professional teacher education: educational leadership and management, international professional teacher education, special needs teacher, and guidance counsellor education

Entrepreneurship and business: business administration, business ICT, international business, business management and entrepreneurship, design

Wellbeing: early childhood teacher education, nursing, public health nursing, social services, social and health care development, leadership and management

Bioeconomy: agricultural and rural industries, bio-technology and food engineering, equine industries, forestry, horticultures, landscape design and construction, sustainable development, bioeconomy business development

Technology: bioeconomy (ICT), construction and civil engineering, construction management, electrical and automation engineering, mechanical engineering and production technology, traffic and transport management, future traffic systems, strategic leadership of technology-based business

Please contact: Ms Maaret Viskari

Manager, Global Education maaret.viskari@hamk.fi tel. +358 50 5745 943


More information: www.hamk.fi/globaleducation-services

Applied Research at HAMK Research at Häme University of Applied Sciences (HAMK) seeks answers to regional and global challenges. HAMK’s research units are Bioeconomy, Professional Excellence, Sheet Metal Centre and Smart Services.

Publications for development

More than 20 research teams, with nearly 200 full or part-time staff, work in the research units, for which students are a key resource.

HAMK Unlimited is a threefold publishing platform, publishing

High level research activities are enabled by close collaboration with strategic partners. HAMK is involved in the Beyond Alliance with Via University College (Denmark) and Feevale University (Brazil). HAMK’s key strategic partners in Finland are the Natural Resources Institute Finland (LUKE) and Aalto University. In addition to strategic partners, the research units cooperate with most universities, universities of applied sciences and research institutes in Finland. The Bioeconomy research unit studies environmentally sustainable technology solutions, and the utilisation and further processing of renewable resources. In its R&D activities, the unit promotes processes related to forestry, agriculture, horticulture and industrial production. The research unit also has expertise in environmental matters.

• • •

experts’ viewpoints on current phenomena results from R&D activities and peer-reviewed, academic articles.

Have a look at our newest articles: unlimited.hamk.fi

The Professional Excellence research unit is a national actor specialising in the development of the workforce and vocational training. Its R&D activities generate management and competence development solutions intended to transform the job market. Among HAMK’s research units, the Sheet Metal Centre is Finland’s foremost research unit focusing on steel construction and the use of sheet metal. Its research and testing activities enhance the competitiveness of the metal and construction industry. The Smart Services research unit explores the use of digitalisation in support of everyday life, in the modernisation of welfare services and in industrial and business development. It also promotes the social transformation process associated with the introduction of digital technology.

HAMK Research Units •

4 research units: Bioeconomy, Professional Excellence, Sheet Metal Centre and Smart Services.

More than 20 research teams, over 200 full or part-time staff.

In co-operation with international strategic partners Via University College (Denmark), Feevale University (Brazil) and with Luke (Natural Resources Institute Finland) and Aalto University in Finland.

More information: www.hamk.fi/research




Computer Applications Construction Engineering Electrical and Automation Engineering International Business Mechanical Engineering and Production Technology

FULL-TIME AND PART-TIME STUDIES IN FINNISH: • • • • • • • • • • • • • • • • • • • •

Agricultural and Rural Industries Bioeconomy (Information and Communication Technology) Biotechnology and Food Engineering Business Administration Business Information Technology Construction Management Construction and Civil Engineering Design Electrotechnology and Automation Engineering Equine Industries Forestry Horticulture Information and Communication Technology Landscape Design and Construction Mechanical Engineering Nursing Public Health Nursing Social Services Sustainable Development Traffic and Transport Management


Business Management and Entrepreneurship


Bioeconomy Business Development Business Development Construction and Environmental Engineering Future Traffic Systems Promoting Wellbeing Through Culture and Art Activities​ Social and Health Care Development and Management Strategic Leading of Technology-based Business


International Professional Teacher Education



Professional Teacher Education Professional Special Needs Teacher Education Professional Student Counsellor Education

There is a path for everyone!

Other Study options at HAMK: Exchange studies at HAMK We warmly welcome exchange students from “I had a great time at HAMK, I will remember it as our partner institutions abroad. We have bilateral one of the best experiences in my whole life. I agreements with about 100 educational institutions gained more self-confidence, learned how to abroad and our whole exchange programme system is be independent and made a lot of new friends.” based on these agreements. In special cases, students – exchange student from Kosovo. can be accepted from outside the above schemes. “The most rewarding part of my exchange period was Alongside our Finnish students, we have approximately all the experiences combined together; new culture, 700 degree and exchange students from over 60 new people, nature, habits, educational system, etc.” different countries. Exchange studies at HAMK will offer – exchange student from Czech Republic. you a good opportunity to get to know new people from different cultures. The excellent personal international Everyone was so helpful and friendly, and I would relationships you create while studying with us will totally recommend this to anyone who is interested in surely benefit you in your future career. spending a semester over there, they won’t regret it.” – exchange student from Germany. HAMK’s International Semester consists of courses specially selected to maximise your learning experience with us. These courses are delivered entirely in English Check more information from: and are meant for exchange students from our partner www.hamk.fi/exchange institutions and also for HAMK students. The studies last for approximately for one semester.

Professional Teacher Education The professional teacher education programme is meant for teachers and teacher applicants who plan to work at vocational institutions or colleges or at universities of applied sciences. The HAMK international professional teacher education programme in English is recommended for students who are not proficient in Finnish. The programme includes basic studies in pedagogy, teacher training, vocational pedagogy studies and other studies. The extent of the studies is 60 credits and the programme is 13 months long. The teacher education programme will be implemented as multiform studies alongside work. The professional teacher education programme is also conducted in Finnish. Check more information from: www.hamk.fi/aokk/en

Open studies at HAMK HAMK’s Open studies are for all who want to develop themselves or their professional skills. All Open studies are university level and they are selected parts from degrees to match the different needs of our open university students. Open studies’ Study Path is the right choice for you if you aim at becoming a degree student, but lack the requirements for applying. Student who chooses Study Path aim at becoming a degree student by studying the whole first academic year with the other first year students of the Bachelor’s degree programme or the first semester of the Master’s degree programme. Please notice, that if you need a student residence permit to entering Finland, it is good to ensure beforehand from the Finnish embassy if the residence permit can be given for Study Path studies. Check more information from: www.hamk.fi/openstudies



HAMK for Degree Student The education decisions, like which university to choose and what degree to study, are of course important ones to make. Still those decisions are more like signs on our path to the future. Because in the future, most of us will have a job that may not even exist yet! That is why the most important skill is to know how to learn more. You will never know where your path is going to take you, but with international studies you are well prepared for the world and open for its possibilities. That is why we want to encourage you to take the leap the to unknown and we dare you to study abroad!

Why choose HAMK? • • • • • • • • • • • • •

26 26

HAMK has highly qualified lecturers and small class sizes We provide diverse and extensive areas of study All student services and support are available in English HAMK provides modern learning environment equipped with the latest technology HAMK is authorised by the government of Finland Central location and good transport links to the rest of the country Extensive international network and exchange programmes Opportunity to customise your studies and complete a double degree Practicality-oriented learning and cooperation with local companies during studies A degree from HAMK stands out on your curriculum Graduates are empowered and equipped to start their careers in their chosen fields Our core values are equality and mutual respect Our students are at the heart of all our operations

HAMK  – Boost for your international career: DOUBLE DEGREE –  Two degrees from two countries How about getting two bachelor degrees instead of one? One from HAMK and the other from one of our partner universities around Europe. HAMK offers you a chance to study for a double degree which means that your third year of study will be conducted at the selected partner university and you will get degree certificates from both institutions. STUDENT EXCHANGE  –  Towards on international career All HAMK students have an excellent opportunity to experience an exchange period abroad: from quick trips and tours to one or two semester exchange periods. If you want, you can even study abroad for two years of your degree, experiencing new countries and cultures. Exchange periods are planned together with your degree programme to suit your study plan perfectly, so even long exchange periods won’t delay your studies. HAMK has more than 100 partner institutions around the world and staff to help you with your exchange process, so your most difficult task is to choose where you want to go. We also award grants to students going abroad for three months or longer so that they can finance their exchange periods more easily. INTERNATIONAL ENVIROMENT – Everywhere, always International education is not just about studying in English. At the moment, 10 percent of HAMK’s students comes from all over the world. Our English degree programmes are truly international with over 50 nationalities included. This gives you an opportunity to work with people from all corners of the world, anytime you want and have a true kickboost for your international career!

Applying to HAMK

When you want to apply to HAMK, please check our webpages for the newest application instructions: www.hamk.fi/applicants



HAMK for Degree Student What to Study? ENGINEERING? Construction ­Engineering The programme aims to educate students to become experts in structural design and steel constructions and to work as internationally-focused project managers and designers. The tasks of engineering graduates may be related to the construction of new premises and to the repair of existing structures in engineering, development or project manage­ment. Construction professionals constantly monitor devel­opments in the sector, they are familiar with the latest design and production techniques. They know about modern management techniques, and they are capable of applying them to practical situations at work. Construction engineers need to have a view of the entire construction process in addi­tion to their specialty. Careers: Project Manager, Designer, Sales Engineer, Structural Engineer, Export Engineer, Promoter, Sales Manager www.hamk.fi/construction

Electrical and Automation ­Engineering The degree programme focuses on electrical engineering, the automation of production machines and equipment, production facility maintenance, distributed energy production applications, and smart controls. The students will make use of the possibilities of new technology in a practical learning process. The focus is on using automation engineering in new and innovative areas, such as smart and IoT technical solutions in wide-scale applications. An electrical and automation engineer typically works in a high-tech company in tasks involving planning and expertise, and later in various supervisory tasks. Such tasks are available in e.g. various production facilities, design and consulting offices, and companies specialising in software and hardware sales. The maintenance of automated production systems also has an important role in the automation engineer’s career. www.hamk.fi/automationengineering

Mechanical E ­ ngineering and Production Technology The aim of the programme is to provide you with the modern engineering knowledge and skills needed in an international working environment. The core competences deal with mechanics, strength of materials, actuators, machine elements, technical drawing, materials and manufacturing. You will graduate with a Bachelor of Engineering degree and will be able to work in both design and operating tasks. You will have the necessary design, production and automation skills required in machine design and manufacturing. Additionally, you will be well-versed in materials technology, which is necessary in the selection of raw materials. In the degree programme, you can focus on production systems or design of mechanical systems. Potential positions for a graduate mechanical engineer are, for example, product development engineer, design engineer, production development engineer or technical sales engineer. www.hamk.fi/mecheng

There is always room for more international programmes! In 2020 HAMK launches new international programmes in the area of Circular Economy, Milk Production and Technology, and Smart Design. As and when the plans come true, we will tell you more details. In the mean while, stay tuned and check our programmes from: www.hamk.fi/applicants


BUSINESS OR IT? International Business Our objective is to educate experts in International Management and Global Markets. We co-operate with numerous companies in the region offering you the possibility to put theory into practice. You will have an opportunity to plan extensive business projects and participate in organising larger events. The most successful learning methods are projects utilizing real company assignments. You will acquire practical knowledge of planning, organising and managing international business operations, including import/export activities. Our focus lies on communication and cooperation skills as well as on entrepreneurial thinking. By being active, you can build important networks.

Master’s Degree Business Management and Entrepreneurship The Degree Programme in Business Management and Entrepreneurship is intended for persons who wish to develop their international competences and knowhow in international business. The studies develop the students’ understanding and knowledge of global business environments, impacts of digitalisation, strategic management and innovation as well as customer relationship management in international markets. The degree programme provides students with a Master’s degree (Master of Business Administration). www.hamk.fi/bme


Computer Applications Computer Applications (BBA) consists of 3.5 years of studies, which combine lectures and real company connections, meaning that every student will spend a large part of their studies in an actual workplaces learning by doing. The graduate students will have a Bachelor of Business Administration degree. We will cover many general topics in IT. The first two years are focused on programming. Later on in your studies you can choose what you specialise in. The options include big data, artificial intelligence or AR/VR, for example. We also provide you with studies in entrepreneurship from an IT company perspective. As a result you will have the required skills and knowledge to work in a range of different fields all over the world. www.hamk.fi/computerapplications



HAMK for Degree Student Tuition fees and scholarships Tuition Fees EU/EEA students There is NO tuition fee for EU/EEA citizens. Non-EU/EEA students Bachelor’s Degrees: Tuition fee for academic year 2019/2020: €8700*

We reserve the right to any changes.

Living Costs in Finland In addition to the possible tuition fee, your living costs while studying in Finland will be approximately €600–800 per month. The amount will depend on your rent, lifestyle and other activities.

Master’s Degree: Tuition fee for academic year 2019/2020: €9700*

Example student total budget per month: €660 • Rent: €300 • Daily lunch at school: €60 • Food and beverages: €300

*For full terms and conditions please visit our website at: www.hamk.fi/tuition-fees-and-scholarships

Initial costs: Don’t forget to calculate the necessary initial costs for the start of your studies:

Scholarships Bachelor’s Degree Studies HAMK will offer you a scholarship of 45% of your annual tuition fee if your studies have progressed according to the schedule below. In order to receive the scholarship, you need to complete: •

27 ECTS credits in the first academic semester (August – December)

55 ECTS credits in each academic year (August – July)

The scholarship for Bachelor’s degree studies will be granted annually after the student has fulfilled the conditions of the scholarship. The scholarship can be granted at the earliest after studying for one semester. The maximum duration of the scholarships is the estimated studying time: 3.5 years in the Degree Programme in International Business and 4 years in the Bachelor of Engineering degree programmes. Master’s Degree Studies HAMK offers a scholarship of 30% of the annual tuition fee to those students who have completed 45 ECTS credits each academic year. 30

The HAMK scholarship for Master’s degree studies will be granted once a year after the student has fulfilled the conditions of the scholarship.

• • • • • • •

Possible yearly tuition fee Insurance Flight ticket to Finland Transportation from airport to your campus Deposit of your apartment Furniture and necessary household items Winter clothes and shoes.

Working while studying, non-EU/EEA students: You are allowed work in Finland if the work is related to your studies. The residence permit for studies enables you to work without restrictions if your work is related to your degree. This means practical training and thesis work. You also have a right to have other jobs but the following restrictions apply: • •

You may only work for an average of 25 hours per week during the academic terms. The number of working hours is not restricted on a weekly level. This means that you can adjust your weekly working hours during the academic term, as long as you work for 25 hours a week on average. You can work without restrictions at the times when your educational institution offers no instruction, that is, during summer and Christmas holidays.

Please check more information from: www.migri.fi

For your notes


Follow us on:


Profile for  Häme University of Applied Sciences, HAMK

HAMK Stories International Edition 2019  

HAMK Stories International Edition 2019 is your go-to source of information for all things HAMK. You'll find a complete prospectus, informat...

HAMK Stories International Edition 2019  

HAMK Stories International Edition 2019 is your go-to source of information for all things HAMK. You'll find a complete prospectus, informat...

Profile for hamkuas