HAMK Stories international 2018

HAMK

STORIES International edition 2018

Studying in Finland – why and how?

HAMK forming a new international research team - focus on water

Passion for automotive engineering lead to double degree in Denmark

Learning by experience

I got the best classmates I could wish for!

HAMK

STORIES

Contents

World-class education in modern learning facilities........... 3 GREETINGS FROM HAMK’S RECTORS: Knowledge and competence base is expanding – how is HAMK responding to the change?........................ 3 Professional higher education.................................................. 4 HAMK’S programmes.................................................................. 5 Tuition fees & scholarships........................................................ 6 Quality assurance at HAMK........................................................7 HAMK’s campuses....................................................................... 8 DEGREE PROGRAMME IN CONSTRUCTION ENGINEERING Valuable Experience from Research Work...........................10 DEGREE PROGRAMME IN ELECTRICAL AND AUTOMATION ENGINEERING Passion for automotive engineering lead to double degree in Denmark .................................................11 DEGREE PROGRAMME IN INTERNATIONAL BUSINESS I got the best classmates I could wish for!............................12

HAMK has

DEGREE PROGRAMME IN MECHANICAL ENGINEERING AND PRODUCTION TECHNOLOGY Learning by experience.............................................................13

• •

HAMK’S ALUMNUS Get to know people and break out of your shell!...............14 Constant learning is a requirement for an engineer..........15 MASTER’S DEGREE PROGRAMME IN BUSINESS MANAGEMENT AND ENTREPRENEURSHIP Learning business and change management in multicultural environment.....................................................16 PROFESSIONAL TEACHER EDUCATION Professional teachers – who are they?................................. 17 Research cooperation with strategic partners HAMK forming a new international research team – focus on water...........................................................................18 GLOBAL EDUCATION SERVICES Long-term and effective partnership with Brazil in teachers’ pedagogical professional development...... 20

• • • • • • • • • • • •

around 7800 students around 650 staff members 6 fields of education 4 bachelor’s degrees programmes delivered in English 20 bachelor’s degrees programmes delivered in Finnish 1 master’s degree programmes delivered in English 6 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 over 100 ongoing projects annual turnover around 50 million euros R&D funding around 5,5 million euros

This is Finland..............................................................................22

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

2

Printing: KTMP Group Ltd Content coordinators: Karin Pasila, Taru Kosunen and Jaana Siljamäki Design & layout: Karin Pasila

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 are 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.

Knowledge and competence base is expanding – how is HAMK responding to the change?

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

The world is changing at a rapid pace. There are those that have lost out as a result and those that are doing better than ever before. We belong to the latter group because we have benefited from the process. Competence and knowledge are the tools that help us to solve issues in the changing world.

We are strengthening our competence and we are playing an innovative role in the development of new processes, products and skills for today’s world. At the same time, new knowledge and user experiences are created. We are part of the change, we are making change happen.

Our competence base is expanding in leaps and bounds. In the future, students expect to have a learning environment that is completely different from what we are 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 study models (8– 16, 18–100 and 24/7), HAMK is responding to future requirements. Combining work and studies, offering portfolio degrees and qualifications, updating of competence outside degree programmes, freedom to draw up one’s own study timetable and location. Practical application of theoretical knowledge and strong professional approach as well as an upto-date and future-oriented range of courses. All these together help students to develop the metaskills and roles that they need in at work.

Our knowledge base is expanding in leaps and bounds. A university of applied sciences must be up-to-date and possess the ability to shape its operational environment for the better. At the same time, the operational environment also expects more benefits from the university of applied sciences.

HAMK’s research units (Professional Excellence, Bioeconomy, Sheet Metal Centre, and Smart Services) are responding to this change. They combine the expertise of a broad range of different fields, focusing on digitalisation as they are seeking new solutions and new information with application potential. The research work is also closely connected with the education we offer and with the process of keeping it up-to-date.

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 that it would be even better placed to meet the needs of our students and the diverse society in which we live. We are doing our best to ensure that the gap between those empowered by change and those weakened by it would narrow.

Welcome to HAMK!

3

Professional higher education in Finland

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

4

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 • International Professional Teacher Education

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

5

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 have introduced tuition fees. On 1 August 2017 onwards, nonEU/ EEA students starting in HAMK’s degree-awarding programmes taught in English are charged fees.

Non-EU/EEA students

Scholarships HAMK will offer you a scholarship for your annual tuition fee if your studies have progressed according to the schedule. Scholarship will be granted annually after student has fulfilled the conditions of the scholarship. The scholarship can be granted at the earliest after studying for one semester.

The amount of HAMK scholarship is for bachelor degree’s 45% and for master degrees 30% of your annual tuition fee.

HAMK reserves the right to any changes.

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

Master’s Degree: Tuition fee for academic year: €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.

6

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 and necessary household items • Winter clothes and shoes.

N

O

M

UL

U•

IENCES SC

• HAMK • HÄ M E

ED

HÄ

EE

RSITY OF A IVE PP LI UN

AM

M AT TI KO R K

EA

K

Quality Assurance at HAMK

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.

BA CH

EL OR

Erasmus Charter for Higher Education 2014–2020

Double degree 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. Studying for a double degree means that your third year of study will be conducted at the partner university.

Student exchange – international experiences for 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.

7

Rovaniemi

Oulu

Where is HAMK? Seven campuses in southern Finland

Vaasa

Kuo

F​ inland is a peaceful country in northern Europe. HAMK’s seven campuses are located in the southern Finland.

Jyväskylä

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

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

8

Tampere

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.

opio 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

9

Valuable experience from research work text by taru kosunen

Philipp Veresov is a final-year student of Construction Engineering, who has an interesting work placement in the world of research. He is one of the HAMK students who are working during their studies in HAMK’s research units.

Degree Programme in Construction ­Engineering 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.

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. Construction professionals constantly monitor devel­opments 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

10

Philipp works as a research assistant in HAMK’s Sheet Metal Centre research unit. His responsibilities include preparation of the study materials, assistance with preparation of test arrangements, guidance of two design projects for the summer school and assisting teachers in creating and explaning assignments.

During his work placement, he has been involved in many research projects and tests, like the testing of local stability loss of beams under bending.

“The goal of this test was to demonstrate the phenomenon of member stability loss under bending and its relation to slenderness of the cross section.”

Philipp describes. Besides the standard testing, he also has a chance to take part in high-profile research for big international companies. “Currently, I am taking part in a big study for the Sheet Metal Centre commissioned by an outside business partner. It will involve

full-scale testing of new steel products.”

Philipp’s professional interests are methods of energy-efficient renovation of multi-storied residential buildings, design of new industrial buildings and project management of these two. For the future, Phillip has straight goals: “My plan for the next five years is to gain more experience in the international construction business, to build a professional reputation and to enrol for a master’s degree programme.”

People are the best thing

When asked about the best thing about working in the Sheet Metal Centre, Philipp points out the people who work there. “The atmosphere created by the staff gives every trainee a chance to shine or to simply do their job and gain valuable experience,” he describes.

of a lot e s e K do mor HAM ch: read ar 18! rese age p n o

“Passion for automotive engineering lead to

a double degree in Denmark”

Text by Tran Nguyen

Hi, my name is Tran Nguyen. During my last year at HAMK, I have the opportunity to take a double degree programme at VIA University College, Denmark. Since I am really interested in automotive engineering, which is kind of a combination of automation and mechanical engineering, I want to gain knowledge in mechanics too. I strongly recommend that students who want to gain more knowledge in such fields take a double degree programme.

VIA University College offers great international and challenging environments, since there are many exchange students here. At first, I was a bit afraid, because my major is in automation, so Mechanical knowledge is quite new for me.

But with the help of the professors here, I can easily catch up with others. It is really nice when you get close with professors, and you can freely ask them questions, and they will answer you immediately. Then, everything should be fine. At VIA, we have oral exams at the end of the semester, which is

really new for me, because I only have 20 minutes to come up with the answers of all the course’s knowledge. This required a deep understanding of the problem. I think this is tough, but I still prefer it to a written exam, because the important thing is that we can understand problems in more practical ways.

Talking about Denmark, it’s not so different from Finland.

The only thing is that, as an Asian student, it is easier to buy Asian ingredients here than in Finland. The supermarket is only 5 to 8 minutes walking distance from the student apartments. So, it is quite convenient for students. For me, everything is the same as it is in Finland.

I just want to say that I am really happy that I decided to take the double degree programme. This is a good chance for all students that have enthusiasm and passion in mechanics.

Moreover, we can gain two degrees after finishing our studies here, and that is quite useful for your future.

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.

An electrical and automation engineer typically works in a hightech 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

11

I got the Best classmates I could wish for! text and photo: Elina aattela

“I´m a 22-year-old, second-year student in HAMK, Valkeakoski campus, and I’m currently studying International Business. I´m originally from Lempäälä, which is a small Finnish town near Tampere.

One important experience has been my exchange to Graz, Austria. The education level, economy level, general knowledge, etc., all the ordinary indicators, were right in place. What really was the most fascinating to me though was that Austria is in the middle of Europe, and the thought of eight neighbouring countries with different cultures influencing Austria was worth the experience.

I had a very warm welcome, and the courses have been purely amazing. I have learned so much in such a short time, and the diversity of learning techniques combining an equal amount of theory and practical learning is more than I could have asked for. Not to mention, my classmates have been trying their best to integrate me into their group even though I’m a typical Finn who warms up really slow. Overall, I’m more than content with this university and its courses, teachers and facility.

I experienced a small culture shock when I discovered that my lessons will take place on Saturdays and sometimes late in the evening, for example, on Friday evening 17:45 –21:00; but regard-

Degree Programme in International Business You can choose International Management or Global Marketing as a major.

Former emphasizes management and leadership and the latter markets and marketing especially in Europe and China. The studies include a lot of real life projects and collaboration with local companies giving you an excellent opportunity for growing your professional network.

The degree at International Business is more than a degree, it’s a profes-

12

sional and personal network for life.

Students can also complete studies or work placement abroad or take part in short intensive periods and excursion. You can also complete a double degree with one of our partner universities in Germany, the Netherlands, France or Ireland. You get the degree diploma from two universities. www.hamk.fi/ib

less, I have enjoyed the free time I have during the week. And actually, I think there is more going on during the week than on the weekends. The second shock was that no one uses the school canteen but bring their own lunches or orders regular food delivery.

There is not much to say about what has been challenging, but I guess the school scheduling has been tricky since I have so much free time; sometimes I forget that I have homework, essays and exams to do. There is no regular school rhythm like I’ve been used to in Finland. Going abroad is scary in the beginning, and if you don’t have the courage to leave your flat you miss out a lot.

Knowing this I was terrified but now I can say it hasn’t happened. But I think it sums up the challenges when I say that the hardest part is missing out on experiences and going back home.

Gaining independence and trust in your own performance is vital in this part of life, and exchange is a great way to achieve it. In addition, I was farsighted and well aware of the post-Erasmus depression and decided to apply right away for another semester of exchange.

I’m going to Spain!”

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.

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

Learning by experience Text by David Havio, photo by ville salminen

I am of a multicultural upbringing, having had a Finnish father and a Spanish mother, whose work took them around the world. I have a background in working with languages, design and audio engineering, and didn’t decide on a career path until I was 24. Having chosen Mechanical Engineering, Finland was the obvious choice over Spain, for their focus on the industry. HAMK offers a bachelor’s degree in Mechanical Engineering and Production Technologies in English, as I don’t speak Finnish fluently enough for the complexity the subject would require, as my studies had until then been in Spanish. HAMK has well-established facilities with suitable learning resources available to the students and located near enough to the populated regions of Finland, all of which were factors which influenced my choice of school.

During my studies, I have supplemented my already busy curricula with activities and work practice in several other areas, starting with an internship at HAMK’s own Sheet Metal Centre research department (SMC), and progressing from there into 3D scanning, project management, design, machining and even some teaching (photogrammetry).

In 3D scanning, I have had the opportunity to learn about structured light scanning and how to effectively use it in the

field of engineering for reverse engineering, product design, ­quality control and materials testing, which in turn gave me a chance to put my skills to work in real-life case studies.

Experience is the best teacher, and my time working and studying with the SMC have given me a chance to practice design for several projects, then practice project management for several more, then manufacture those designs and the parts for those projects, all the while benefiting from the supervision of the educators. I have benefited greatly from the opportunities I have encountered, but it has cost time and effort, like all progress does. I have learned a lot about the field of engineering, not only that which can be learned in lectures, but about the real-life practices and problems that students can face after graduating.

I have completed over 85% of my studies, and I hope to graduate before the end of the year, work permitting. I am working full time as a mechanical designer, which might delay my completion slightly, and have also begun work on my thesis.

After graduating, I will work in the field for a year or two before pursuing a master’s degree in engineering.

13

HAMK’s alumnus

Get to know

f your o t u o k a e r b d n people a

Blendi Avdijaj is a HAMK alumnus from International Business. Since graduation, he has been working for one of the big four professional services firm KPMG, as a financial advisor.

One reason he enjoys this business and challenges that go along with it, is the opportunity to connect with people and grow professionally.

“I chose to study international business because it allowed me to appreciate how globalisation has brought about an increasing ’connectedness’ of businesses, markets, people and information across countries. Moreover, I have learned to love other cultures while studying in an international environment.”

14

Now Blendi is part of the Transaction team within KPMG, and “Transaction” refers to things like mergers, acquisitions, spin-offs etc.

“My job could be exposed to these events in a variety of ways, such as consulting a client both before and after a transaction on how to deal with the changes to their business in the most efficient manner possible. In general, my job is very finance- and/or accounting-related, which sometimes gets quite challenging, but I believe the experience is worth it.”

Blendi says studies at HAMK have helped him in various ways. It has given him basic knowledge and a business foundation but also provided the oppor-

shell!

tunity to interact with different cultures, experience international travel, gave the possibility of discovering new opportunities and an expanding network.

“I believe HAMK has helped me to develop a global mind set and provided me with the necessary skills to be able to evaluate and manage challenges and opportunities in an increasingly complex global environment.”

For students coming to HAMK, Blendi suggests to have an open-minded approach.

“This school is very international and offers you great opportunities. Get to know people, and break out of your shell and talk to people. By the way, do not forget to enjoy the Finnish culture!”

HAMK’s alumnus

Constant learning is a requirement for an engineer text by MAxim Melkov

Maksim Melkovin graduated from HAMK’s Automation Engineering programme in 2012. Now he works in National Oilwell Varco and travels around the world for develope control system softwares.

I started my automation engineering studies at HAMK Valkeakoski in 2008.

Two years later, in 2010, I was chosen as a lab assistant at AutoMaint, where I worked for over a year until the start of my exchange programme at Confederation College in Canada. I graduated from HAMK in the summer of 2012. A couple of months before my graduation, I got a job offer from National Oilwell Varco, a leading oil equipment provider. A few weeks later, I was on my way to the oil capital of Norway, Stavanger, where I started my career in the oil and gas industry. From the very first days at my new workplace, I was assigned to major projects, which I followed from engineering to the commissioning stage in Korea. My responsibilities include to develop control system software for various rig equipment, such as cranes and different drilling equipment. My job involves travelling abroad, in the field, to offshore rigs all over the world. As my everyday routine, I work with many different PLCs, IPCs , etc. A perfect place for a nerd like me. The job requires constant learning and skills development.

What I remember from my studies at HAMK is that they included a lot

of Siemens PLC programming practice, especially when I started my AutoMaint position where I could get plenty of hands-on experience with industrial robotics and programming. Another great opportunity that HAMK provided me with was the opportunity to participate in an exchange programme in Confederation College in Canada, where I had the pleasure of getting a glimpse of aerospace engineering technology for one semester. What was also really great about the studies at HAMK was the fact that you have access to a huge variety of different kinds of free online courses in programming, networking, engineering, etc. This is great for those who have a thirst for extra knowledge and constant learning, and who are willing to study independently.

Choosing to study Automation Engineering at HAMK was absolutely the right decision to make. It got me where I am now; it lets me do what I love every day. I am grateful to HAMK and automation for all the opportunities that were opened for me. It gives you a solid foundation for a good start to your career.

15

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). www.hamk.fi/bme

LEARNING BUSINESS AND CHANGE MANAGEMENT IN MULTICULTURAL ENVIRONMENT Text by Helena Turunen AND pirjo valokorpi

International Master’s studies in Business Management started in 2010 at HAMK and they have been very popular ever since, with 100 students having graduated with the degree of Master of Business Administration.

And being equal with the masters’ degrees in universities, it gives the same competencies and qualifications. The whole 90-credit degree programme can be completed in two years.

Who can apply?

A bachelor-level degree in the field of business and a minimum of three years’ work experience are required. The studies are part-time studies and ideal for persons who want to combine working and studying effectively, and develop their international business competencies in a real international environment with people from all around the world.

What is studying like in the programme?

The studies start with two intensive orientation days, during which the students get an overall introduction to their study options, courses, e-learning tools, information searching, etc. They also get to know their fellow students, and build networks and study teams.

After the orientation, the contact days take place approximately once a month at the Visamäki Campus in Hämeenlinna.

16

Flipped classroom methodology

The traditional way of schooling with lectures and exams has been abandoned in our Master’s programme. Instead, in an essential role are learning assignments, which are completed in small study teams, and new learning environments, for example workplaces.

These studies are based on a new pedagogical method, the “Agile higher education model”, which is specifically planned for part-time education and working people. It utilises the students’ workplaces and business environments effectively in the learning process. Also, small active student teams, active teacher supervision, e-learning, and the flipped classroom methodology are in an important role. The methodology emphasises the active role and responsibility of the students. The student teams are given assignments with deadlines. When completing the assignments, they work together, set up regular meetings, and report their progress and learning outcomes to the supervising teacher, who then comments and advises on how to proceed. Finally during contact days, the teams present their findings and learning outcomes.

The contact days involve active discussion, new ideas, workshops, networking. The atmosphere is always inspiring and energetic, a highlight of the studies both for students and teachers.

Contact day in April, 2017 – Drama as a learning method

Our topics during this contact day were change management and multicultural communication. We teachers decided that it would be quite interesting to use drama as a learning method. Therefore, we got an idea to go to the Eräs theatre in Hämeenlinna and to ask our students to write a play about various difficult situations in change management in a multicultural environment. The students were randomly divided into groups of 5 people and they had to write a play in 20 minutes. After that each group went to the stage and performed their manuscripts. This was all based on the learning assignment they had been working on during the last four weeks. And oh, what great shows we got! We were very pleasantly surprised about the amount of actor talent within our student group – and of course about the change management and multicultural competences.

And how bravely they all threw themselves into the drama. It was really a great fun, but at the same time, it was very useful and we all learned a lot.

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 competencebased 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 life-long 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.

17

HAMK forming a new international research team

–

focus on water

Harri Mattila, Tapani Pöykkö and Mona-Anitta Riihimäki work at Bioeconomy Research Unit, where aim is to enhance bioeconomy as part of circular economy in rural and urban environments.

A multidisciplinary and applied research project has been initiated at HAMK in cooperation with leading international experts in the field. This project is a unique opening in the research operation of universities of applied sciences. text by Jaana Siljamäki, Photos: ville salminen

As the climate changes and the Earth’s population increases, regional water management is placed under more and more stress. Water is a vital element even in many everyday phenomena. Knowledge and research is therefore needed at a global level on how to produce fresh solutions to manage, use, clean and recycle water.

This subject is now tackled jointly by three higher education institutions: Häme University of Applied Sciences from Finland, Feevale University from Brazil and VIA University College from Denmark. These higher education institutions form the Beyond Alliance, whose first focus area is water.

The project is coordinated by MonaAnitta Riihimäki, Director of the Bioeconomy Research Unit at HAMK. Riihimäki explains that the very first tentative talks regarding research collaboration with Feevale and VIA were initiated already in 2014.

18

“A turning point came at a meeting in Feevale a year and a half ago. That was the starting point for discussions that shaped the idea of complimentary water expertise and provided a common denominator for the research cooperation.”

The role of individuals is of crucial importance in the collaboration.

“When we started finding the right people, the whole thing started to gather momentum. Now our cooperation is very effortless. We spontaneously proofread each other’s writings and exchange opinions. That alone fulfils one of the objectives of the research project, as all parties are gaining more and more knowledge,” says Riihimäki.

Challenges related to water are different in Brazil, Denmark and Finland.

In Brazil, the number one issue is access to clean water, whereas Denmark struggles with problems arising from low-lying topography and proximity to the sea.

In Finland, water research topics tra-

ditionally combine several viewpoints, such as water maintenance, recreational use and protection of water systems, and animal population research.

However, discussions have already shown how the challenges of differing backgrounds can be overcome.

“For example, Feevale can offer top expertise in a very narrow field, i.e. in microbiology and virology, which at first made us suspect that finding a common research interest might be quite a challenge. Surprisingly, they were extremely interested in our research on agricultural rainwater runoff management carried out in Mustiala, as the level of hygiene is very low on Brazilian farms.”

Opportunities for students as well

The goal is to bring together several research groups that combine a diverse range of expertise. This allows

HAMK Research Units Feevale Water management technology Water recycling Harmful substances Virology Bacteriology Microbiology Environmental impact assessment

VIA Groundwater conservation Groundwater reservoirs Sewage water management Contaminated soil Climate change Rainwater run-off

HAMK Water conservation Habitat restoration Agricultural water management Rainwater run-off Recycling of nutrients Reuse and recycling Recreational use of water

•

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

•

22 research groups, over 50 employees

•

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

•

Main customers the region’s operators in industry and commerce (particularly SMEs), public sector.

More information: http://www.hamk.fi/english/collaboration-and-research/

Fields of expertise in water-related RDI activities in VIA, Feevale and HAMK

for the creation of some genuinely new inventions.

“Here at HAMK, our research groups are already applying a multidisciplinary approach. We want to incorporate the same spirit in the operation of the Beyond groups. Water-related issues could be tackled by, for example, engineers from VIA, microbiologists from Feevale, and urban development experts from us.”

Riihimäki explains that in the field of applied research, and especially among Finnish universities of applied sciences, this research group is remarkable.

“Research cooperation often takes place between individual researchers, whereas the foundation here is a more extensive cooperation agreement with long-term strategic cooperation as the objective.”

The short-term goal is to send out two international funding applications in the fall. In the longer run, the cooperation can be seen in researcher and student exchanges, joint seminars, and publications.

“No doubt we are aiming at international referee publications. With credible partners, we will surely get to write for them,” says Riihimäki.

The project offers students not only student exchange opportunities, but also an abundance of thesis topics.

“If you are even remotely interested in this theme, I recommend that you contact us right away.”

Currently the project is at the organisation stage, but some research topics, such as groundwater conservation, comparing water legislation, and the impact of climate change on rainwater run-off, are already being prepared.

Other HAMK research units are also involved

The research at HAMK is not exclusively limited to water expertise in the School of Bioeconomy.

“When we need to implement results or form them into an export product, or if we are discussing the role of active citizenship in, for example, making water

observations, we call for the Research Unit for Professional Excellence. Water recycling, on the other hand, is linked to energy issues which are studied by the Sheet Metal Centre. Digitalisation changes all functions of the society, including the observation of the state of water systems. Here, HAMK expertise is offered by the Smart Services research unit.”

Riihimäki herself has graduated as plant ecologist from the University of Oulu, and has since worked e.g. as a tomato researcher. She says that building international research cooperation has already taught her patience and not to concentrate too much on merely one’s own expertise.

The unique nature of the Beyond Alliance is witnessed also by the fact that there is no defined termination schedule. The key here is continuous development.

19

HAMK has a long-term and effective partnership with Brazil in teachers’ pedagogical professional development text by marja laurikainen

For several years, the Brazilian government has been investing in its vocational and technical education through continuing education of the teachers in the Federal Institute network. HAMK has been a key partner in this development by implementing the VET Teachers for the Future® programme together with Tampere University of Applied Sciences and has provided pedagogical further education to more than one hundred Brazilian teachers. The experiences during the programme have shaped the professional (and sometimes personal) identities of the participants in a profound way and made them innovators and change agents in their own institutes and networks, and this has been evident to the Brazilian government as well. Thus, the logical next step in the cooperation was the creation of the Finnish Teacher Trainer Diploma programme (FiTT), to train a group of VET teachers to become trainers themselves in order to multiply what they have learnt in Finland to their colleagues in Brazil.

In August 2017 the selected FiTT trainers, all twenty of them from different Federal Institutes all over Brazil, came once more to Finland where HAMK and TAMK experts provided them guidance and support in the creation of the training programme and plans to implement the programme in Brazil. We interviewed one of them, Damione Damito Sanches Sigalas Dameão da Silva, about the impact of the VET Teachers for the Future® programme to his professional identity as a teacher.

When I came to Finland in 2015, I already considered myself a hard working teacher. I knew that it is important to innovate in the educational process but I actually did not know

20

how to do that. The VET Teachers for the Future® programme showed me new answers to old problems - I found new innovative tools to maximize the learning of my students. Besides that, the contact with the other teachers from the Brazilian Federal network was another great thing because during this period appeared new opportunities for partnerships in many relevant projects in different areas. Also, to know a little more of the Finnish culture by living in it, it was very important in understanding why Finnish educational system has had these great results.

We also asked Damione what he thinks about the Finnish Teacher Trainer Diploma programme (FiTT) and its importance to the development of the Brazilian education.

FiTT programme is a great strategy from the Brazilian government to foster the development of new practice of teachers’ lifelong learning, the continuous learning of the teachers in professional education.

Our main proposal during the next two years is to provide the training for more than 2000 teachers and this training is a result of our work here in Finland, the hard work that I and the other 19 teachers from the Federal network are writing here together. I am convinced that the FiTT programme will change deeply the policies of teachers’ lifelong learning in Brazil.

Finally we asked Damione to present one educational innovation that he created during his VET studies in Finland in 2015 – a podcast “Papo de Educador” that concentrates on actual topics in education and educational innovations.

Moikka moi!

During the VET Teachers for the Future® ­programme in 2015, I wanted to understand how new media, especially podcasts, can contribute to professional education and teachers’ continuous learning. I created the podcast Papo de Professor that nowadays changed its name to Papo de Educador (which means “Educator Talk”). I changed the name because I realized that our podcasts were listened not only by teachers but different kinds of educators (e.g. entrepreneurs in education, principals, lot of other people in educational field). Currently, the podcast has more than 20 000 listeners in Brazil but what is more interesting also in other Latin American countries and countries like Portugal and Mozambique where Portuguese is spoken.

During the last two years, we have recorded super interesting episodes with the participation of several specialists who love education. We were very lucky to cooperate with Ms. Sanni Grahn-Laasonen, the Minister of Education and Culture of Finland talking about the “Finnish secret” during the Rio Olympic Games at Finland House.

The last two years have been a time of great learning and very exciting times! The episodes are available in audio that you can find in iTunes Store and our website: www.papodeeducador.com.br I invite you all to listen and to contribute to these great ­programmes!

Quality

Assurance 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.

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

21

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 (temperature in Helsinki in February -4.7 ºC) Warm summers (temperature in Helsinki in July +17.8 ºC)

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

22

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

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

GOVERNANCE Parliamentary republic (since 1917) 200-member, single-chamber parliament elected every four years Head of the republic: the President Member of the EU (since 1995)

ECONOMY Currency: euro GNP per capita: €37,819

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!

23

Dare to be DIFFERENT – Study in Finland!

Construction Engineering Bachelor of Engineering (full-time) | Hämeenlinna

Electrical and Automation Engineering Bachelor of Engineering (full-time) | Valkeakoski

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

Mechanical Engineering and Production Technology Bachelor of Engineering (full-time) | Riihimäki

Business Management and Entrepreneurship Master of Business Administration (part-time) | Hämeenlinna

Professional Teacher Education (part-time) Hämeenlinna

Why Finland?

Why HAMK?

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

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

99 Excellent infrastructure and a well-functioning society.

99 Finland is a safe, clean and environmentally conscious country.

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

99 Most Finns speak English, so students can communicate with locals easily.

99 The language of the studies and all student services are 100% English.

99 Four beautiful seasons and nature is near everywhere.

99 HAMK has modern physical and web-based learning environments with our own laboratories and top-quality research centres.

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

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

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 snapchat: hamk_uas

www.hamk.fi/english

99 Studies are practicaloriented including real projects from business and industry. Our students have strong contacts with local companies.

99 There are several options for student exchange.

HAMK has more than 100 partner institutions around the world.

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

99 The environment at HAMK is multicultural and international. We have students from over 60 different countries.