HAMK Stories: International edition 2017

HAMK

STORIES International edition 2018

Studying in Finland – why and how?

HAMK’s alumnus:

”HAMK was a jackpot for me”

VET Teachers for the Future® programme: professional development for 21st century teachers Get the Bachelor degree from

two countries!

Is fashion

your passion?

Study in

HAMK!

Check the latest information about the application from:

www.hamk.fi/applicants Any Questions? Ask from:

admissions@hamk.fi or call +358 3 646 4503

Bachelor-level degree programmes conducted in English: Construction Engineering

Electrical and Automation Engineering

International Business

Bachelor of Engineering (full-time) H채meenlinna

Bachelor of Engineering (full-time) Valkeakoski

Bachelor of Business Administration (full-time and part-time) Valkeakoski

Master-level degree programmes conducted in English:

Bachelor of Engineering (full-time) Riihim채ki

Business Management and Entrepreneurship (part-time) H채meenlinna

Professional teacher education conducted in English:

2

Mechanical Engineering and Production Technology

Professional Teacher Education (part-time) H채meenlinna

Genuine learning

environments and learning tasks

Text by Pertti Puusaari, Rector AND Heidi Ahokallio-Leppälä, Vice Rector Photo by REIMA KALLINEN

Häme University of Applied Sciences (HAMK) is building a higher education institution in which genuine workplaceoriented learning environments and learning tasks have a central role. This supports our strategic aim to provide the most inspiring higher education and the highest level of customer-oriented applied research in Finland. We will approach this especially by using the new methods in education and research.

Phenomena leading to concrete content and understanding We are building a HAMK in which learning is based on phenomena. This means that the student’s work is divided into modules and customer-oriented projects carried out in these modules. The projects enable different types of learning tasks at different levels: planning, implementation, group work, lectures, assignments and laboratory exercises, management and entrepreneurship. During their studies, students will acquire both national and international genuine workplace contacts in companies and communities. The study path may at its best comprise the roles of a researcher, learner, supervisor and entrepreneur.

New learning environments that are currently being constructed and the already completed modern ones support phenomenon-based education. One of the biggest changes is the transition from permanent classes to zones in learning environments. These promote encounters and working together. The aim is to move increasingly from listening to working together. The development of our research facilities and the linking of research strongly to the studies are also part of this change. These elements all make the studies higher education ones.

Virtual education – e-learning is part of the change Module work must be supported by teaching that is independent of time and place. By teaching that supports studying carried out together or independently as well as different education models. By teaching that, still better, takes into consideration students who study at different paces or are in different life situations. At HAMK, we have successfully invested a lot in this development, but we want to reform and modernise our virtual education even further.

Our central aim is that the student will not be left alone.

Despite big cuts in funding, we want to develop our education in a direction in which there is an opportunity for the student to receive sufficient local support and guidance in his or her studies. However, this will not take away the student’s responsibility for the progress of his or her studies. This is also part of what makes us a higher education institution.

We want to further emphasise the importance of feedback as a guarantee for development. Therefore, be active in the development of your degree programme and in the development of this entire university of applied sciences. It is an essential part of quality management in our university. The heads of degree programme and the deans are natural channels for giving feedback.

Internationality is a central part of being a member of the HAMK community. Every student is guaranteed an opportunity to go on exchange to our partner higher education institutions across the world. Internationalisation at home takes place not only at our international campuses but also in projects completed with our foreign partners.

HAMK has around 7400 students around 600 staff members 6 fields of education 4 bachelor’s degrees programmes delivered in English 19 bachelor’s degrees programmes delivered in Finnish 1 master’s degree programmes delivered in English 7 master’s degree programmes delivered in Finnish 1 professional teacher education programme delivered in English

3 professional teacher education programme delivered in Finnish around 15 double degree programmes with ­partner universities around the world over 100 international partner institutions of higher education around 80 ongoing projects annual turnover around 52 million euros R&D funding around 8 million euros

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HAMK

STORIES

Contents

GREETINGS FROM HAMK’S RECTORS Genuine learning environments and learning tasks.............. 3 World-class education in modern learning facilities.............. 5 Professional higher education..................................................... 6 HAMK’S degree programmes.......................................................7 Tuition fees & scholarships........................................................... 8 Quality assurance at HAMK.......................................................... 9 Where is HAMK? Seven campuses in southern Finland......10 DEGREE PROGRAMME IN CONSTRUCTION ­ENGINEERING Waste knowledge and climate data across the Atlantic......12 DEGREE PROGRAMME IN ELECTRICAL AND AUTOMATION ­ENGINEERING “The future cannot be known, it can only be changed”......13 DEGREE PROGRAMME IN INTERNATIONAL BUSINESS Is fashion your passion?...............................................................14 DEGREE PROGRAMME IN MECHANICAL ­ENGINEERING AND PRODUCTION TECHNOLOGY Rally car engine updated by mechanical engineering students............................................................................................15 HAMK’S ALUMNUS ”My future is now!”.........................................................................16 DOUBLE DEGREE PROGRAMME Bachelor degree from two countries........................................16 HAMK’S ALUMNUS ”HAMK was a jackpot for me”..................................................... 17 MASTER’S DEGREE PROGRAMME IN BUSINESS MANAGEMENT AND ENTREPRENEURSHIP International research seminar links studies, the workplace and research activities......................................18 PROFESSIONAL TEACHER EDUCATION Professional teachers – who are they?....................................19 VET Teachers for the Future® – Professores para o Futuro......................................................20 This is Finland.................................................................................21

HAMK Stories International Edition 2018 Häme University of Applies Sciences PO Box 230 (Visamäentie 35 A) FI-13101 Hämeenlinna, FINLAND tel. +358 3 6461 firstname.lastname@hamk.fi www.hamk.fi

Printing: KTMP Group Ltd Content coordinators: Matleena Eerola and Taru Kosunen Design: Karin Pasila Layout: Matleena Eerola

World-class education in modern learning facilities Häme University of Applied Sciences (HAMK) welcomes you to be a part of our 7000-student community representing 60 countries. With our seven campuses, we offer you worldclass education and research in over 20 bachelor-level and 8 master-level degree programmes. Four bachelor programmes and one master programme are delivered totally in English and students arrive from all over the world to start their professional career here at HAMK. We have strong international networks and we offer our students many exchange opportunities in all fields of expertise. Around 15 double degree programmes is offered with partner universities around the world.

You will study in modern learning facilities with awardwinning Finnish learning methods. You can also choose online and summer courses and our student support team will coach you toward your future dream job.

Learning is organised in terms of projects according to the needs and demands of the labour market. In order to link research and development into teaching, our students do

real-life projects and write commissioned theses. Entrepreneurship, creativity and innovativeness are core elements of teaching. All students receive basic knowledge of entrepreneurship and business competence in their own field.

Our goal is to ensure that all aspects of the student’s life are taken care of, and we believe that a balanced everyday life provides the best framework for students to become outstanding global citizens and experts in their professional fields. Student wellbeing, in addition to issues regarding the academic environment, includes such areas as social integration, employment prospects and professional development during and after studies, study guidance services and comfortable housing conditions.

FUAS, the Federation of Universities of Applied Sciences, is a strategic alliance formed by Häme, Lahti and Laurea Universities of Applied Sciences. We operate in the Greater Helsinki Metropolitan Area and have been nominated as centres of excellence for more than 10 times. Together we offer our students a very wide range of study opportunities.

Follow us: facebook.com/hamkuas twitter.com/HAMK_UAS youtube.com/hamkuas instagram.com/hamk_uas instagram.com/hamkstories (stories from our students) pinterest.com/hamkuas

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Professional

Higher Education

Universities of applied sciences are multi-field institutions of professional higher education. The aim of studies is to provide the necessary knowledge and skills needed in expert functions in the world of work and to meet workplace requirements and development needs.

Universities of applied sciences award bachelor-level degrees and master-level degrees. In all fields of study the curriculum comprises basic and professional studies, optional studies, a practical training period and a thesis.

Duration in years

8

6

7

5

DOCTORAL DEGREES licentiate degrees

4 – 5

MASTER’S DEGREES

MASTER’S DEGREES Work experience 3 years

6

4

1 – 3

BACHELOR’S DEGREES Universities

BACHELOR’S DEGREES Universities of Applied Sciences Work experience

Further vocational qualifications

5 4

Specialist vocational qualifications

3

1 – 3

MATRICULATION EXAMINATION General upper secondary schools

VOCATIONAL QUALIFICATIONS Vocationals Institutions and apprenticeship training Work experience

3

2

and

and

2

1

Additional basic education

1

1 – 9

1

0

EQF ISCED classifi- classification cation

6

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

HAMK’S BACHELOR’S PROGRAMMES full-time and part-time studies in English • • • •

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 Built Environment Business Administration Business Information Technology Construction Management Construction and Civil Engineering Design Electrical and Automation Engineering Equine Industries Forestry Horticulture Information and Communication Technology Mechanical and Production Engineering Nursing Public Health Nursing Social Services Sustainable Development Traffic and Transport Management

HAMK’S MASTER’S PROGRAMMES part-time studies in English • Business Management and Entrepreneurship

part-time studies in Finnish: • • • • • •

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

Professional Teacher Education part-time studies in English • Professional Teacher Education

part-time studies in Finnish: • Professional Teacher Education • Professional Special Needs Teacher Education • Professional Student Counsellor Education

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Tuition fees

& scholarships Tuition Fees Enabled by amendments to the Act on Universities of Applied Sciences that entered into force at the beginning of 2016, Finnish universities of applied sciences will introduce tuition fees. Fees will be charged to non-EU/ EEA students starting in HAMK’s degree-awarding programmes taught in English on 1 August 2017 onwards.

Non-EU/EEA students

Scholarships HAMK will offer you a scholarship of 45%* of your annual tuition fee if your studies have progressed according to the schedule. You can find the official conditions of the scholarships from degree programme’s website.

HAMK reserves the right to any changes. * 45% scholarship of annual tuition fee has been confirmed for the academic year 2017–2018.

Bachelor’s Degrees: Tuition fee for academic year 2017–2018: €8700

Master’s Degree: Tuition fee for academic year 2017–2018: €9700

There will be no tuition fee for non-EU/EEA students who • have started their studies before 1 August 2017 • who have accepted the study place in the 2016 joint application and have enrolled as absent for the academic year 2016–2017 • study in degree programmes taught in Finnish • have an EU Blue Card • have a continuous residence permit card in Finland, type A permit • have a permanent residence permit card in Finland, type P permit • have an EU Family Member’s Residence Card in Finland • have an EU residence permit for third-country citizens with long-term residence permit card in Finland (Type P-EU).

EU/EEA students There will be NO tuition fee for EU/EEA citizens.

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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.

Example student budget per month: • Rent: €300 • Daily lunch at school: €60 • Food and beverages: €300 • Clothes, hobbies and leisure time: €140 Example student total budget per month: €800

Initial costs: Don’t forget to calculate the necessary initial costs for the start of your studies: • Insurance • Flight ticket to Finland • Transportation from airport to your campus • Deposit of your apartment • Furniture & necessary household items • Winter clothes and shoes.

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Quality Assurance at HAMK

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.

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.

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.

International Student Barometer

HAMK students participated in the i-graduate International Student Barometer 2010. According to the results, 85% of our international students recommend HAMK.

Diploma Supplement Label

HAMK has been awarded a Diploma Supplement Label for 2013–2016 by the European Commission. The Commission (DG Education and Culture) awards labels to Higher Education Institutions that demonstrate excellence in applying the Diploma Supplement. The Diploma Supplement Label is an honorary distinction.

Erasmus Charter for Higher Education 2014–2020

FUAS INNOVATION SCHOOL

– making the most of the summer!

The FUAS Innovation School summer studies offer the students an opportunity to acquire skills they will need in the workplace.

The scope of the FUAS Innovation School summer studies, which consist of virtual studies and a project completed for a company, is 15 credits.

FUAS Innovation School offers the students networks, innovations, skills and experiences! During the summer, the students can develop their skills by completing projects where they solve challenges set by companies. The company project represents an excellent opportunity for the student to get to know business life and apply theory in practice.

FUAS, the Federation of Applied Sciences, is a strategic alliance formed by HAMK, Lahti and Laurea Universities of Applied Sciences.

We operate in the greater Helsinki metropolitan area and have been nominated as centres of excellence more than 10 times.

Together we offer our students a very wide range of study opportunities.

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Rovaniemi

Where is HAMK? Seven campuses in southern Finland

Oulu

​Finland is a peaceful country in northern Europe. HAMK’s seven campuses are in the south of Finland.

Degree programmes in English are located in the city of Hämeenlinna, Riihimäki and Valkeakoski. We have campuses also in the city of Evo, Forssa, Lepaa and Mustiala.

Vaasa

Kuopio

Jyväskylä Tampere

CITY OF HÄMEENLINNA Traditional and vibrant educational and cultural town at the junction of nationally important rail, road and waterway network.

Living up to its vision, Hämeenlinna is a lively, beautiful and pleasant lakeside town in southern Finland.

Inhabitants: 67,912 Distances: To Helsinki 96 km To Tampere 67 km Study here in English: • Business Management and Entrepreneurship • Construction Engineering • International Professional Teacher Education

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Valkeakoski Lepaa Evo Lahti Forssa Mustiala

Hämeenlinna Riihimäki

Turku

Helsinki

CITY OF RIIHIMÄKI Riihimäki is a dynamic, small town in southern Finland, with excellent transport links on the Helsinki-Tampere axis. Journeys within the town are short and services are close at hand.

Joensuu

Inhabitants: 29,269 Distances: To Helsinki 64 km To Tampere 100 km To Hämeenlinna 33 km

CITY OF VALKEAKOSKI

Study here in English: • Mechanical Engineering and ­Production Technology

Valkeakoski, in the centre of Finland’s lakeland, invites you to enjoy its rich cultural offerings, lively summer events and high-level services.

Inhabitants: 21,332 Distances: To Helsinki 131 km To Tampere 29 km To Hämeenlinna 38 km Study here in English: • Electrical and Automation Engineering • International Business

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Degree Programme in Construction ­Engineering The construction and environmental engineering field oper­ates in an increasingly international environment. Companies in Finland and in Europe have become international and focus on international markets.

The Degree Programme in Construc­tion Engineering answers the demands required of internation­ally-focused experts in the construction industry and environ­mental business.

The programme aims to educate students to become experts in structural design, in steel constructions or in environmental engineering and to work as internationally-focused project managers and designers.

Waste knowledge and climate data across the Atlantic text by Kaisa Puhakka AND Markku Raimovaara

Waste materials, including bio waste, can be recycled in Hämeenlinna, but how about in Novo Hamburgo, Feevale’s home city in Brazil? And what effect do the subzero temperatures in Finland or the Brazilian heat have on corrosion resistance of metals?

These are some of the questions that students at HAMK and Feevale University in Brazil examined in a joint project this spring. The students were organised into two different research teams on either side of the Atlantic.

– While waste management and recycling are rather mundane issues, this sector offers plenty of new business opportunities both in Finland and Brazil, explains Senior Lecturer Markku Raimovaara, leader of the waste project at HAMK. – This is why we decided to select it for the theme of our joint student project. This pilot project also helped to launch new forms of international cooperation in education to complement traditional ones, such as student exchanges, he continues.

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 manage­ ment in Finland and abroad. Construction professionals constantly monitor devel­ opments in the sector, they are familiar with the latest design and production techniques.

They can also manage modern management techniques, and they are capable of applying them to practical situations at work. Construction engineers must have a view of the entire construction process in addi­tion to their specialty.

Careers: Project Manager, Designer, Sales Engineer, Structural Engineer, Export Engineer, Environmental Engineer, Promoter, Sales Manager www.hamk.fi/construction

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One of the teams examined the challenges related to long-term durability of materials. There are major differ-

ences between the climates in Finland and Brazil, and both climatic conditions and air impurities influence the corrosion of metals. The students also familiarised themselves with standards related to this theme during the project and considered the extent to which the calculation models given in them describe the actual corrosion risks, says Research Engineer Tiina Vuorio from the Sheet Metal Centre, who supervised the corrosion team’s research project.

The students presented their results to audiences across the Atlantic using YouTube videos and the Internet. The participants at HAMK were secondyear students of Construction Engineering. – It was really interesting to hear the results that the Brazilians obtained on our common research themes, the students said. – Working together with people on the other side of the world was also exciting. It’s funny how everything is now within reach, a few clicks away in a cloud service!

Feevale University is a strategic partner university of HAMK. The cooperation has now extended to the level of students.

Student exchange – International Semester at HAMK HAMK’s International Semester consists of courses specially selected to maximise your learning experience with us. These courses are delivered entirely in English and are meant for exchange students from our partner institutions and also for the students of HAMK. The studies last for approximately for one semester.

For more information: www.hamk.fi/exchange international@hamk.fi

“The future cannot be known,

it can only be changed” text by Samuli Multaniemi, photo by Lea Mustonen

In the future, Khoa’s plan is to complete a double degree in Khoa Dang is a 21-year-old second year Electrical and Automation engineering student from Hochiminh City, Denmark, where HAMK has a partner university offering southern Vietnam studying at HAMK in Valkeakoski, Fin- an interesting double degree in Mechanical Engineering land. He has always been talented and interested in every- for our degree programme. He likes to see the future as thing technical, and that’s why it was a natural choice for “the future cannot be known, it can only be changed”, so he keeps his mind open about where he wants to work, as well him to do his university studies related to his interests. as whether he wants to complete postgrad studies or work.

When it comes to studies, Khoa is a very dedicated stu- Finland and the EU in general feel like a great option. dent, and has proven his skills in courses and personal side Khoa enjoys the relaxed and peaceful atmosphere here in projects. He has also been recognized by the professors as a valuable resource, and works as an assistant alongside his Valkeakoski, Finland. Also the size and equipment of our campus is to his liking: there are a lot of practical facilities, studies. At the moment he is doing a project to complete 3 but the feel of the school isn’t as hectic as in larger campuses. courses by working on a temperature controller for a small plant, which is based on a thermoelectric module. He has The presence of technical companies and opportunities here asked and also received a lot of cooperation from our teach- in Finland is also a great thing. ers, who are glad to help in project work. He aims to work on everything as much as possible as he wants his projects Samuli and Khoa are classmates in the degree programme in Electrical and Automation Engineering. to feel authentic and also learn to troubleshoot efficiently.

Degree Programme in Electrical and Automation ­Engineering The degree programme is focused on electrical engineering, the automation of production machines and equipment, production facility maintenance, distributed energy production applications and smart controls. The degree programme makes use of the possibilities of new technology in a practical learning process that contains plenty of doing things by oneself. The programme is oriented towards using automation engineering in new application areas. New, efficient and inexpensive IT devices especially are an avenue for interesting opportunities in automation engineering.

Bachelors of Engineering have the competence required for designing electrification and automation for buildings and industrial production equipment. They are able to make use of their

education in applying electrical and automation engineering to different application areas, such as process, manufacturing line, lighting, traffic and lift control as well as robotics. An electrical and automation engineer typically works in a high-tech company in tasks involving planning and expertise, and later, as experience mounts, in various supervisory tasks. Such tasks are available in production facilities, design and consulting offices and companies specializing in software and hardware sales. The maintenance of automated production systems plays an important role in the professional automation engineer’s career as well. www.hamk.fi/automationengineering

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n? io s s a p r u o y n io h s fa Is nen, photo by LEENA

text by eveliina toivo

Fashion is a chain from the designer’s idea to meeting the consumer’s desires.

The Global Fashion Business study module is an opportunity for HAMK’s students to experience the whole chain and to get to know all aspects of the global fashion business.

– Global Fashion Business is aimed at design, business administration and international business students at HAMK so there are multidisciplinary teams. Modules offer the opportunity to learn from the real fashion business players – there are visits to fashion business organisations and professionals at their workplaces. Inspirational guest lecturers from the fashion field are also an important part of the module, lecturers Annikka Lepola and Leena Koivunen describe the course.

KoIVUNeN

Designer learns marketing and selling

A sneak peak of fashion business

Anna Laitila studies design at HAMK. – It was great to improve my English She enrolled on the Global Fashion skills and the study mode combined Business module because she had elements from business students’ and designed a footwear collection and design students’ style, describes Maisa wanted to learn how to promote it Valento. better. Anna learned a lot about differMaisa Valento studies business ent marketing channels and acting in administration at HAMK in Finnish so the Global Fashion Business study social media from a marketing point module was a great way to learn also of view.

English while getting new insights for – A trip to the Copenhagen Fashion Week was definitely the best part marketing and learning the fashion of the module. It is really difficult to be business. able to attend those fashion weeks as Multidisciplinary teams an individual so this module offered a created more value unique opportunity. This trip increased my motivation and encouraged me try Hanna Nurminen studies Internationdifferent things, Anna summarizes the al Business at HAMK. She is also a experience. part-time employee in a local clothing store in Valkeakoski. Global Fashion Business combined her studies and job description together. She says that it Degree Programme in International Business was great to work in multidisciplinary teams because business and design We have students from over 30 naThe degree at International Business is students have such a different point of tionalities: we offer multicultural, momore than a degree, it’s a professional view and it created more value for the tivating and professional environment and personal network for life. The study study module. for you to study international business. environment is challenging and mo– Some might think that studying tivating. Students can also complete You can choose International Managein English is difficult, but I can assure studies or work placement abroad or ment or Global Marketing as a major. take part in short intensive periods and that it isn’t. The fashion business is inFormer emphasizes management and excursion. It is also becoming more ternational and the working language leadership and the latter markets and popular of our students to complete a is usually English. I recommend evemarketing especially in Europe and double degree with one of our partner ryone who is interested in the fashion China. The studies include a lot of real universities in Germany, the Netherbusiness to utilize the chance to learn life projects and collaboration with lolands, France or Ireland. You get the the fashion vocabulary also in English, cal companies giving you an excellent degree diploma from two universities. encourages Hanna. opportunity for growing your professional network.

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www.hamk.fi/ib

Rally car engine updated by mechanical engineering students text and photo by lea mustonen

International mechanical engineering students are working on an interesting development project for the Riihimäkibased Sarlin Race Team. In this project, the rally car’s engine block will be modelled and redesigned so that it can be made using a lighter material. The work-intensive phase of remodelling is now carried out by scanning the existing block with HAMK’s new 3D scanner. This way, an extremely accurate model of the component can be achieved as a short cut to the key issue, which is designing and implementing changes in the component.

The international project team comprises three mechanical engineering students and their supervisors. Aashis Panth, who studies in HAMK’s Mechanical Engineering and Production Technology programme, and exchange student David Bongartz will produce their theses on the project. The third team member is Simon Vandelanotte, an exchange student. Simon and David, who are studying at HAMK’s partner institution, Vives University College in Belgium, came to spend the spring as exchange students at HAMK. – HAMK has purchased a 3D scanner, which makes it possible to scan a component and manufacture it from another material. In this case the company wanted to test a component made from aluminium in their racing car, as it is lighter than the original material, Simon Vandelanotte describes the project.

The project has been inspiring and useful, Aashis Panth and David Bongartz say: – We have learned a lot. Even if we did not have prior experience in this area, studying has not been difficult. 3D scanning and remodelling are completely new technologies, which will become wide-spread in the manufacturing industry in the future.

Timo Kärppä, who supervises the project at HAMK, finds this a good example of the marriage between theory and practice where university of applied sciences studies are combined with real-life projects carried out for businesses: – In a practical setting, the project combines and advances

learning in material selection, manufacturing technology, material behaviour, concept design, product development and 3D technology utilisation in mechanical design. The students also pass on their learning directly to junior students, including how to use a 3D scanner. In addition to the project team, a large number of other mechanical engineering students thus also benefit from the project.

Degree Programme in 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.

Our graduates are well-recognised experts in cross-cultural teams and projects, which opens the door to many career opportunities. They have the necessary design, production and automation skills required in their international career in mechanical engineering and have deep and up-to-date knowledge about their focus areas. 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

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HAMK’s alumnus

– HAMK will not make you a super-person, but HAMK will provide you with opportunities, resources and networks to be whatever you want to be. The choice is yours to make, says Adeyinka Abass.

Adeyinka studied Mechanical Engineering and Production Technology and graduated in 2013. Now he is working three days a week in Konecranes, R&D department, as a strength analyst and also in HAMK, two days a week, as department assistant in the Mechanical Engineering degree programme. His main tasks in HAMK involve teaching mathematics to firstyear students, elementary theory of elasticity to third-year students and supervising students’ group work.

”My future is now!”

Text and photo by lea mustonen

From Nigeria to Finland

From Finland to Japan

Adeyinka came from Lagos, Nigeria. He has always been interested in technology.

The main reason to choose HAMK was that it is one of the two universities of applied sciences offering the Mechanical Engineering bachelor degree programme and it is close to the Helsinki area.

The flexibility and opportunity to choose his own set of courses for optional, minor and major surprized him. The most rewarding aspect has been the opportunity to study at his own pace.

As an eager and ambitious student Adeyinka took the opportunity to see more: He experienced a 1.5-month internship in the R&D department of the second biggest company in Japan, IHI Corporations, Yokohama. For four months he also was a visiting research student in one of the seven imperial universities in Japan, Kyushu University, Fukuoka. His research in Kyushu was related to small crack behaviour in bearing steel.

– I enjoyed every single moment I spent in Japan. It is a safe country with high technology, just like Finland.

Bachelor degree from two countries

Double Degree Programme

Text by jenny-stina hankela

How about getting two bachelor degrees instead of one? One from HAMK and the other from one of our partner universities around Europe. Studying for a double degree means that your third year of study will be conducted at the partner university.

Alexander Kärki is Finnish-Canadian student who studies International Business in Valkeakoski, Finland. At the moment he is also studying in a double degree programme at the Institute of Technology Tralee, Ireland.

Alexander wanted to study in the double degree programme because being able to travel and learn business practices in other parts of Europe really caught his attention in the beginning. In addition, he is able to expand on his accounting knowledge and education from Finland and Canada.

He also wanted to make new connec-

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tions with industry professionals and other like-minded students. Completing a double degree means also hard work – writing a thesis while studying in Ireland and keeping in touch with the support network of teachers in Finland need focusing.

Alexander believes that there are many benefits in studying in the double degree programme: – Employers are looking for people with a vast array of experiences, in many situations. The double degree programme allows students to gain those experiences they wouldn’t otherwise be able to, which probably makes double degree students better candidates for most job openings, Alexander says. He thinks that these studies have opened up doors in the form of life long connections, both in friendships and business contacts.

Alexander says that the best thing

in the Double Degree Programme has been a chance to travel to new places he would never have had the chance to go to before, as well as meeting and connecting with all the other students who are travelling the same path as he.

– We have an instant connection when we meet each other and I have built some great lasting friendships after being so fortunate to spend a year with some fantastic people.

– The International Business degree programme has 12 students studying their double degree in partner universities and at the moment we have two students here in International Business from our partner universities. We currently have five double degree partners in three countries, says Dawn Aarnio, lecturer from International Business.

Many other degree programmes at HAMK offer also double degree opportunities for students.

From HAMK to Aalto University

What next?

After his engineering degree, Adeyinka Abass studied in the master degree programme in Mechanical Engineering. There he learned more of applied mechanics, product design and project management. HAMK and Aalto University were a good combination for this successful student. For HAMK he wishes all the best: – I hope to see HAMK rank among the top universities in the world and our graduates in top positions in big companies both in Finland and abroad.

– I will say my future is now. I am working at Konecranes and at HAMK. I strongly hope to keep it this way. In addition, next year I will start my teacher training in the HAMK Professional Teacher programme. After that I will start my PHD studies. My PHD theme will most likely be related to fatigue of joints (welds, bolted joints). I also hope to be a Finnish citizen soon.

– I love to be with my students.

Teaching is not a job, it is my passion.

I am lucky to be one of those few who get paid for doing their hobby.

HAMK’s alumnus

”HAMK was a jackpot for me” text by eveliina toivonen

Ville Virkki is HAMK’s alumnus from International Business. He runs a very popular hostel and hotel in Tampere, Finland. Dream Hostel has been awarded many times and for example the Guardian magazine chose it as one of the top 10 in the European luxury hostel competition.

How did you end up in your current work situation?

I learned to love travelling and other cultures while studying at an international school (HAMK). I took a year off from the school and travelled around the world, saw lot of good (and bad!) hostels and collected the idea.

When I came back, I saw many articles in a local newspaper about the lack of

good hostels in Tampere. As a business student I started to think: ”I have the ideas and experience as a traveller and I have the knowledge gained from the school”. I started to take little steps to see if a hostel really could be done.

The business plan, location, financing… everything was new to me, but I took one challenge at a time and solved it. Soon I realized that I had come pretty far from where I had started and I had gained a huge amount of knowledge on the way. It took all together 3 years to get things up and running – of course it was not active process all the time.

Where will you be in 10 years’ time?

We will have 2–5 properties in the key locations in Finland or Europe and we will be the best-known hostel chain in Europe. Personally, I have 5–10 new companies I am involved with, all from other industries. I also have my MBA degree in my pocket.

Have you benefited from your studies at HAMK? Studies at HAMK have helped me in various ways – first of all, they have given the basic knowledge and foundation to learn more about business.

They have given me a capability to work naturally in an international en-

vironment and strengthen my personal selling skills. I have also benefited from the vast business network – all my classmates, other students, teachers etc. So I have definitely benefited in many ways!

What was the best thing at HAMK? During the studies, I was pretty sure that the best thing was my great classmates and all the free time activities.

But honestly, the best thing was to become an international professional.

I was privileged to do my exchange studies in Miami, USA and my internship in Penang, Malaysia. Those experiences will last a lifetime and have taught me more than classroom studies ever could.

What would you like to say people who consider applying to HAMK International Business?

For me, HAMK was a jackpot and it still is a very important place for me – I visit the campus monthly (we also have an office there). I think the most valuable tip would be to underline the fact that HAMK IB is a business school and you should approach it from that perspective. Be a professional and develop yourself all the time.

Be curious. That’s how you get the best out of HAMK.

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International Research Seminar

links studies, the workplace and research activities

Text by Helena Turunen AND Eveliina Toivonen

An international seminar known as Freezing Week 2016, which counted among its participants teachers and researchers from HAMK’s international partner institutions, was organised at HAMK in February 2016. The week’s programme included a research seminar titled ”Digitalisation in Business and Entrepreneurship”, in which the international visitors took part. Master’s students in HAMK’s degree programme in Business Management and Entrepreneurship were also invited to the seminar.

The themes of the research papers approached digitalisation from a number of different perspectives. The visiting researchers’ topics included virtual teams and the social intranet, big data, and new business models of the international car industry.

Students examined the impacts of digitalisation The student teams had been given the task of preparing a research report on the impacts of digitalisation in our society. Each student focused on the im-

pacts that digitalisation has had on his or her work organisation over the last five years, and also studied impacts that the digital transformation is expected to bring in the future.

The student teams analysed the results, and presented a summary of their work and their conclusions on how digitalisation is changing society and how it affects business and new business opportunities. The student teams’ presentations of their research results at the seminar were followed by active discussions. The results provided an illustrative overall picture of the current level of digitalisation in companies and organisations.

The student teams’ research papers showed that all companies under scrutiny were encountering similar challenges in the field of digitalisation. − While strong utilisation of digital possibilities is seen as a competitive advantage in companies, the majority are only taking their first steps in this direction. Interestingly, the studied companies reported that their efforts to utilise digitalisation are mainly

aimed at improving customer service rather than cutting costs, notes Principal Lecturer Helena Turunen.

A new experience for many For most of the students, participation in a research seminar was a new and stimulating experience.

– Their assignment was a fine example of a study project integrated not only with the workplace but also with an international research environment.

An opportunity to present the study to visitors who showed genuine interest in the results was motivating. This will also be a great reference for us in the future, says Eveliina Toivonen, a master’s degree student.

At the end of the seminar, a lively discussion ensued as the theme was explored further using the learning café method. Satisfaction with the outcomes of the research seminar was expressed by researchers, teachers and students alike.

Master’s Degree Programme in Business Management and Entrepreneurship The Degree Programme in Business Management and Entrepreneurship is intended for persons who wish to develop their international competences and know-how 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).

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The studies are part-time studies and can be completed alongside a normal day job. Students come approximately once a month on Friday to Hämeenlinna Visamäki campus.

E-learning and virtual methods are used efficiently in group work. The entrance exam to the master’s degree programme will be held in Hämeenlinna. www.hamk.fi/bme

Professional teachers

– who are they?

It is challenging to unambiguously describe the nature of the work performed by a professional teacher since it includes various career prospects and a wide range of duties. The two central concepts in the scientific background of professional education – profession and education – define the work of professional teachers.

Professional teachers operate in the field of human relations. They have a close relationship with students, as well as with the representatives of the employment sector. Especially from a professional teacher’s point of view, students from vocational institutions, students completing their competence-based qualifications, and students from universities of applied sciences are generally quite different.

The duty of a professional teacher is to support younger students to develop their professional identity and entrepreneurial spirit, and similarly encourage adult students in their quest for a new professional direction.

The common understanding of knowledge and learning differ depending on the professional culture and the sector, but modern pedagogical theories always emphasise the construction of knowledge and its relevance. The duty of a professional teacher is to guide individuals and groups to collective construction of knowledge. This can take place in various learning environments, such as at the workplace, in social groups, in educational institutions or libraries, during lectures and in virtual environments. Technology enables collective problem solving and sharing of professional expertise, as well as visible construction of thought processes using virtual environments.

In today’s postmodern world, people’s careers and life undergo constant change. Therefore, professional teachers can see their own career as a path, during which they can move from one duty or group to another or even become an entrepreneur. During professional teacher education, teacher students learn to reflect on their own

learning and behaviour, to gain lifelong learning skills and to operate in projects and development teams.

The professional teacher’s working environment is influenced by rapid changes in the nature of the workforce and professions in general. Teachers operate in networks and in collaboration with the stakeholders of the surrounding society, which enables them to develop their own professional know-how and to share already acquired competencies.

The work of a professional teacher is guided by national and international strategies and educational policies.

However, teachers have many avenues to influence their own work as well. In the field of vocational education and training, teachers can influence the development and service of the employment sector, and in the field of higher education teachers are involved in research and development activities, in addition to promoting regional development.

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 the latest information about the application from: www.hamk.fi/aokk/en.

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VET Teachers for the Future® – Professores para o Futuro text by marja laurikainen

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Programme encourages personal and organisational paradigm shift

The VET Teachers for the Future Professional Development Certificate is a continuing education programme for higher education and vocational teachers. It is competence-based and multidisciplinary by nature, and tailored for teachers of various subject fields who wish to learn how to develop their pedagogical expertise. The latest research results and best practices of the global benchmark, which is the Finnish VET and professional education, are tested and contextualised to meet the needs in Brazilian Federal Institutes of Education, Science & Technology. The participants are immersed in the Finnish education system and become familiar with applied learning, teaching in English and subject-specific project skills. The focus of the programme is competence-based, student-centred pedagogy and learning in the world of work.

The two phases of the programme (first phase in Finland and the second phase in their local environments) aim at training teachers to become well-versed in pedagogy, but also guide their organisations in a paradigm shift from the teachercentred to the student-centred operational and leadership model. The second phase of the programme concentrates on the practical application of the newly learned methods in the local learning environments. Each participant produces a development plan in collaboration and under the guidance of our Finnish experts, and in cooperation with the home institution.

So far, there have been altogether 3 cohorts in the VET Teachers for the Future® / Professores para o Futuro programme studying at HAMK in Finland: • Cohort I from August 2014 to May 2015 with total of 14 Brazilian teachers • Cohort II from February 2015 to December 2015 with total of 16 Brazilian teachers • Cohort III from April 2016 to December 2016 with total of 22 Brazilian teachers.

Cohort III teachers are currently implementing their development works in Brazil in their own institutes and environments. Their graduation will be in late autumn 2016 in Brazil.

New perspective to teaching process

The creation of professional networks in Finland and between the participants provide a framework for the future development in such fields as agriculture, food processing, automotive industry, biotechnology, construction, creative economy, renewable energy, health and wellbeing, educational technology, information and communication technologies, and technologies for sustainability. The programme has already proved to be an avenue to connect Finnish and Brazilian businesses, educational institutions and other organisations.

The VET Teachers for the Future® programme focuses on competence-based education, student-centredness and 21st century skills. The programme challenges the old teaching paradigm where the teacher is on the stage, and gives a new way of understanding teaching, where teachers act as facilitators and coaches for the students.

The programme is built based on what it ‘preaches’ by individualizing the content and implementation based on each group, and each student. In addition, the programme demonstrates real-life examples from different levels of educational institutes and surrounding society providing students a unique window to Finnish culture and education.

… and tools for teachers Problem-based, project-based and phenomenon-based learning are one of the methods the programme introduces through student activities and real examples. By utilizing different social media and online tools, the students are encouraged to gather themselves a toolbox with different examples of methods and tools they found the most useful for their own work in their own teaching environments.

In the name of open access, all the materials and tools used during the programme will be available for the students after their graduation as well.

”know I had to come to Finland to more of my own country. (…)

Quality

Assurance at of the programme The quality assurance of the programme is based on the audited QA systems of the Finnish Universities of Applied Sciences and emphasizes constant and cooperative developmental evaluation. The QA system involves multiple programme components and concentrates on what impact the programme brings to each participants’ teaching competences, professional career development, and to the home institution and region.

The method of quality assurance is based on systemic data analysis and consistent dialogue with the participants and encompasses the whole period of the programme starting from the selection of the participants and ending in the creation of a professional alumni network.

to really see the student as the centre of 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 Häme University of Applied Sciences

For more information:

www.hamk.fi/globaleducation

Degree-awarding education, applied research and development, professional development programmes, consultation services and capacity building projects in the following areas of expertise: • Bioeconomy

• • • •

Education and Teachers Entrepreneurship and Business Technology Wellbeing

Who are our clients?

• Governmental and regional development organizations • Higher education institutions and vocational education providers • Other educational organisations, companies and businesses • Individual students

Please contact: Ms Maaret Viskari Manager, Global Education maaret.viskari@hamk.fi tel. +358 50 5745 943

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This is

d n a l n i F

Finland is a peaceful country in northern Europe with four distinct seasons and nature-loving people. We have a strong and reliable education system, infrastructure, healthcare system in addition to an exciting cultural life.

The Finnish people are friendly and hospitable. Many of us speak several foreign languages, especially English.

Famous news providers, such as the Economist Intelligence, Newsweek and Harvard Business Review, rank Finland high in innovation and education.

Geography • Total area 390,905 km² • 188,000 lakes • Capital Helsinki (ca 628,000 inhabitants) Climate • Four seasons • Cold winters (mean temperature in Helsinki in February -4.7 Celsius) • Warm summers (mean temperature in Helsinki in July +17.8 Celsius)

People • Population 5.4 million • Literacy level 100% • Official languages Finnish (89%), Swedish (5%) • Religion Evangelical-Lutheran (73%), Orthodox (1%)

convenience of I love the kindness of people, the re. Often I natu of infrastructure and the beauty d decision goo a was think that coming to Finland world. the in s one y and yes, I am one of the luck

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so willingly Study Counsellors at HAMK are tion to any helpful and guide us to find a solu HAMK! problem related to our studies at

Economy • Currency euro • GNP per capita €37,819 Governance • Parliamentary republic since 1917 • 200-member, single-chamber parliament elected every four years • Head of the republic is the President • Member of the EU since 1995

Student life is impossible without parties and of course our students are very active at participating and organising them. We like gathering together just to play some board games or we can make such called “food party” where everyone cooks some of the national dishes and shares with each other. So, studies combined with lots of fun – just a perfect combination for student life.

Stories from our students: follow @hamkstories in Instagram!

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t n e r e iff

d e b ! d n o a t l e Fin

Dar

n i y d u – st Why Finland?

Why HAMK?

 Finland is ranked high in the OECD Programme for International Student Assessment (PISA).

 HAMK has pedagogically highly-qualified lecturers, who are trained to combine theory, practice, and the latest educational technologies in their teaching.

 Excellent infrastructure and a well-functioning society.

Inari

 Finland is a safe, clean and environmentally conscious country.  Most Finns speak English, so students can communicate with locals easily.

Rovaniemi

 Four beautiful seasons and nature is near everywhere.

Oulu

Vaasa

Kuopio Joensuu

 The language of the studies and all student services are 100% English.  HAMK has modern physical and web-based learning environments with our own laboratories and top-quality research centres.

 The home of many international companies like Angry Birds, Super Cell, Linux, Kone and UPM.

 Studies are practical-oriented including real projects from business and industry. Our students have strong contacts with local companies.

 There are several options for student exchange. HAMK has more than 100 partner institutions around the world.

Check more information about Finland at www.visitfinland.com.

Jyväskylä

 Our students have an opportunity to complete a double degree through our partner institutions abroad.

Tampere

Valkeakoski Lepaa Evo Lahti Forssa Mustiala

 Small class sizes ensure that teaching is engaging and lecturers have more time for each individual student.

Hämeenlinna

 The environment at HAMK is multicultural and international.

We have students from over 60 different countries.

Riihimäki

Turku

Helsinki

www.hamk.fi/english