HAMK Stories International Edition 2020

HAMK

STORIES International edition 2020

”

Things have gone smoothly” Sahil Shah studied at HAMK and found a nice job in Finland

HAM K STORI E S 1

Experience exchange studies Finland – 1st in education Design Factory launched

Welcome to HAMK

Finland is the happiest country in the world, according to the 2019 World Happiness Report. Our GDP is not the highest, but we value our social safety net, personal freedom, and a good work-life balance.

experience. This means that as our student you get to make independent decisions regarding your studies. We will not breathe down your neck, but we are always here to walk beside you and support you in your journey.

Here at Häme University of Applied Sciences (HAMK), personal freedom is an important value, and with freedom comes responsibility. We want our students to own their learning

We are proud of our students.

In this magazine you will find inspiring stories about Sahil, Arina, Gustavo, Abdullah and many others. Will your story be the next one we tell?

PERTTI PUUSAARI Rector

HEIDI AHOKALLIO-LEPPÄLÄ Vice Rector

HAMK STORIES | EDITOR IN CHIEF Maria Lassila-Merisalo | COVER PHOTO (Sahil Shah) Jarkko Viitasaari | LAYOUT KMG Turku | PUBLISHER Häme University of Applied Sciences HAM K STORI E S 2 phone: +358 3 6461 CONTACT www.hamk.fi/en email: firstname.lastname@hamk.fi mailing address: PL 230, 13101 Hämeenlinna, Finland | Printed in Finland, 2019, by Hämeen kirjapaino | ISSN 2670-0409

JANNE SALMINEN Vice Rector

PEFC/02-31-162

4041 0428

7

4

Excellence in Finland

Finland is a hidden gem located in northern Europe

6

8

The engineer who loves surprises

Top 10 things to do in Finland

10

HAMK launches Design Factory, where students are at the centre

Sahil Shah

7

20

Is it possible to learn through virtual reality?

Education system in Finland

14 Entrepreneur Harri Koski

enjoys working with students 15 Abdullah Maisari:

Studies at HAMK are

extremely flexible 16 Career in Finland 17 Boost your international skills

24 This is HAMK 26 Study options at HAMK

18

Flipped course planning and online teaching

22

HAMK looking into ways to combat climate change

HAM K STORI E S 3

28 20 reasons to choose HAMK 29 Study in English 30 Applying to HAMK 31 Moving to Finland 32 Global education services 33 Applied research

FIN LAND Finland is a hidden gem located in northern Europe. Finland has gained world-wide recognition for its education and wellfunctioning society. Finland leads the world in technology, innovation and sustainability. Being one of the safest countries in the world with an abundance of tranquil nature, has made Finland a unique study destination. In Finland, we are blessed with high standard of living and high quality of life. You are guaranteed to find thousands of reasons to fall in love with Finland. We certainly do.

Häme Region Häme is one of the oldest regions in Finland, situated in southern Finland, north from the capital city of Helsinki. Due to its location, Häme is easy to reach by rail, by road and by air. Häme is an interesting region with a lot to offer for locals as well as visitors. Häme is a mix of old and new, with history rooting back to medieval times and infrastructure to suit the needs of modern life. Hämeenlinna is the capital of the region and serves as the cultural and economic hub. HAMK´s largest campus, Hämeenlinna University Centre is also located in Hämeenlinna.

HAM K STORI E S 4

HAMK / VALKEAKOSKI Population Distance to Helsinki Distance to Tampere Degree Programmes

21 200 140 km (1 h 30 min by train) 35 km (30 min by bus) Electrical and Automation Engineering, International Business

HAMK / HÄMEENLINNA Population Distance to Helsinki Distance to Tampere Degree Programmes

67 600 95 km (1 h by train) 75 km (50 min by train) Computer Applications, Construction Engineering, Smart and Sustainable Design

FINLAND

HAMK / FORSSA Population Distance to Helsinki Distance to Tampere Degree Programmes

17 500 110 km (1 h 30 min by bus) 90 km (1 h 30 min by bus) Bioeconomy Engineering

Tampere

Hämeenlinna HAMK / RIIHIMÄKI Population Distance to Helsinki Distance to Tampere Degree Programmes

28 800 65 km (45 min by train) 75 km (1 h by train) Mechanical Engineering and Production Technology

HAM K STORI E S 5

Helsinki

Top 10 things to do in Finland 2

1 Swim in a lake and stay at a summer cabin

3

4 Travel to Lapland to see the northern lights

Play in the snow or try skating and skiing

5

Pick wild berries and mushrooms

6

Explore the depths of the forests

7

Sweat in sauna

9

“

Experience the midnight sun

8

Breath the cleanest air

Try Nordic cuisine

10 Fall in love with Finnish design

Me and Finland, we have such an unexpected encounter. I got to know Finland from one of my acquaintances. She filled me in with so many good educational opportunities, picturesque scenes, and Santa Claus. I fell in love with the country, and Finland does live up to my expectations. I have made a lot of beautiful memories, and met inspiring people who helped me become the person I am now. From my small country of Vietnam to Finland is a long way, but it is an experience I never regret choosing.

LINH PHAM International Business Student from Vietnam

HAM K STORI E S 6

Education system in Finland

Excellence in Finland 1st in education The Legatum Prosperity Index 2018

6th best English in the world by non-natives

Duration in years

8

6

DOCTORAL DEGREES

licentiate degrees

7

5

4 – 5

6

4

1 – 3

MASTER’S DEGREES

EF English Proficiency Index (EF EPI) 2018

MASTER’S DEGREES Work experience 3 years

BACHELOR’S DEGREES Universities

BACHELOR’S DEGREES

Universities of Applied Sciences Work experience

Specialist vocational qualifications

5 4

3

1 – 3

MATRICULATION EXAMINATION General upper secondary schools

3

2

and

and

2

1

1

VOCATIONAL QUALIFICATIONS

Further vocational qualifications

Vocationals Institutions and apprenticeship training

Work experience

Additional basic education

BASIC EDUCATION

1 – 9

1

0

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

EQF ISCED classifi- classification cation

2nd best human capital potential in the world Human Capital Report 2017

1st in environmental health Environmental Performance Index 2018

1st in political and civil freedom Freedom House 2018

3rd in global prosperity The Legatum Prosperity Index 2018

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

HAM K STORI E S 7

1st in business environment Global Innovation Index 2018

The engineer who loves surprises Sahil Shah was 20 years old, when he moved to a country that has less inhabitants than his hometown Ahmedabad. After few years he has a degree, a job and a happiness of a different kind.

Text JAANA SILJAMÄKI Photo JARKKO VIITASAARI

I like the element of uncertainty in things, and I like to take risks. I didn’t know anything about Finland, but I knew it was very different here, and so I decided to explore something uncommon. I also got admissions in Ireland, United States and the Netherlands, but they would have been the more usual options.

The fact that Finnish education is the best was an attraction for me. Also, most of the people here can speak English, and vegetarian food is served at the universities, which is very important. I am a vegetarian, like 30% of Indians.

I am originally from Ahmedabad, a city of 7,5 million people. I was 20 when I left India to come here. My family was worried. However, I am very social and open-minded, so things have been quite smooth for me. When I see and learn new things, I make myself at home. I am not sure where I got this predilection to uncertainty. It just gives me happiness of a different kind.

Finns have surprised me for being so quiet and not very social. It takes time for them to open up, but after that they are very friendly and interesting people.

It was amazing how much help I got at HAMK. For example, when I was new in Finland, the head of the

department, Jussi Horelli, helped me to bring some furniture in his trailer to my place.

I finished my required studies in mechanical engineering in 2,5 years and then went for Erasmus in Germany for one year. On weekends, I worked part-time at Scandic Hotel in Riihimäki. Studies were easy for me, and I was motivated because the studies were more practical and work-oriented. That is the real advantage of studying at a university of applied sciences instead of at an academic university. Studies like FEM (finite element method) and 3D modelling helped me get a job. I started looking for a job before graduation so I would have a head start against other graduates looking for work. That is how I had already worked half a year at Valmet Automotive before I got my degree in summer 2019.

It was not that easy to find a job as an English speaker, but my confidence helped me in getting one. I spoke some Finnish in the job interview since I believe it is important to show a willingness to learn. My employer has arranged personal Finnish lessons for me every week, which is a great.

At Valmet Automotive’s product development department, I have quite a broad job description – developing battery packs for electric cars and designing tooling for robots for our Uusikaupunki

HAM K STORI E S 8

Sahil Shah Born 1995 Ahmedabad, India.

Mechanical engineer from Häme University of Applied Sciences.

Studies take place at the Riihimäki campus.

Works as a mechanical engineer at Valmet Automotive in Turku.

It was amazing how much help I got at HAMK. car plant. Currently, I am working on designing tooling for a new electric car model for Mercedes Benz. Besides the automotive sector, customers can be anything from nuclear power plants to furniture factories. An understanding of mechanics is needed everywhere, and the variety of tasks fascinates me.

My current job is pretty much what I’ve been aiming for. My father is also a mechanical engineer, and that has inspired me. I’ve always wanted to have something to do with cars and machines.

I’m social but not a party guy. My dearest hobby is travelling. I usually love solo travelling, and I always stay at hostels so I’ll get to know people from different cultures with the same attitude as mine. It is great when you don’t know who you will meet and what will happen. I also like investing, cooking, nature walks and going to sauna. A Finn might forget to go to sauna; I never will.

I love Finnish rye bread. It’s not the same anywhere else, and it’s more flavourful than white bread.

If it were my first day in Finland, I would say to myself: Definitely go for it, but with some proper winter clothes! Summers are the best here, and they recharge you to face winter. With the right winter clothing, the winters are fine. I like the darkness in winter; it gives me peace.

In five years, I see myself in a leadership role. I can start a business of my own in engineering after I have gained a few years of experience in management. It is important to count on yourself in life and have confidence in your abilities. If the problems are created by us, they can surely be solved by us.”

HAM K STORI E S 9

HAMK launches its own

DESIGN FACTORY, where students are at the centre Boldness, trust, minimal hierarchy and bureaucracy, a student-focused and practical approach. The Design Factory is a new kind of learning environment in which you work in multidisciplinary teams, utilising and strengthening the expertise of each student’s own specialist field. The aim is to solve business problems and craft new innovations through genuine business projects.

Text JAANA SILJAMĂ„KI Photo TERHO AALTO

T

he opening ceremony of the new Design Factory at Häme University of Applied Sciences was held at the end of August.

The Design Factory concept comes originally from Aalto University, and has spread from there worldwide.

How close in practice is the cooperation between the HAMK and Aalto University Design Factories, and what forms does it take?

How well-recognised you think the Design Factory brand is?

JJ: So far, we have participated in the bootcamps at Aalto (a week-long intensive event), and many of our staff have participated in the Product Development Project. In the future, we will start carrying out student and staff exchanges. In October, we will participate in the international DF network, and this will once again bring new opportunities. The primary resource is that we are located close to each other and can easily approach each other with different ideas. We have the same mindset.

Kalevi Ekman: I may not be the right person to evaluate that. In my opinion, however, it is a good investment in terms of recognition, given the size of the operations. It is at times surprising to see the kinds of people from around the world that make contact.

KE: HAMK staff and students have had good experiences of participating in the PdP course, and we want this to continue. Everything has to begin somewhere. Agreements have been made already – next these need to be put into practice.

Principal Research Scientist Jari Jussila, the Director of the HAMK Design Factory, and Kalevi “Eetu” Ekman, the Director of Aalto University’s Design Factory, sat down together to talk about what a Design Factory is and what it offers to students.

Jari Jussila: Almost every day we meet people that want to offer their services – either they want to work for us or they have an idea which they would like to develop together with us. Since we have toured around different companies, many of the larger businesses are familiar with the concept.

KE: We have not been trying in a systematic way to create something which could be marketed. To begin with, new Design Factories were born in other countries without much planning, and the global network has taken shape only in recent years.

How is a Design Factory (DF) different from traditional operating models for higher education?

KE: Two good traditional components of the academic world are conferences and scientific journals. This network, on the other hand, is a different way to share knowledge. We are part of the University, and our operations involve research and publishing, but in addition to these traditional operating models we also offer a supplementary form of cooperation.

Traditional scientific conferences are often rather forced. You have to go there because your paper has been selected, and then you have to compete for visibility with hundreds of other participants. For Design Factories around the world there is an annual week-long event, to which each Design Factory sends one or two participants. The result is a smaller, more manageable group with a broader range of disciplines and a common passion for developing an ideal learning environment.

In what ways are the HAMK and Aalto Design Factories different from each other?

JJ: Universities of applied sciences and academic universities obviously profile themselves differently, and this results in differences in the programmes offered and areas of focus. The desire to get things done, however, is the same. Students are at the centre.

KE: The similarities are greater than the differences. The purpose is to offer a different kind of learning environment, one where experts can easily be found and communication is based on equality. Top-down education programmes lead to a situation where one has to struggle one’s way through all the study requirements. A university should be a place for dreaming, a place where you get to invest in something you are interested in.

JJ: I have already been positively surprised to discover, during the courses that were held this summer, that there were people doing stuff here in the evenings as well, completely voluntarily.

Which of the experiences gained and lessons learnt so far at the Aalto Design Factory would be useful to share with HAMK? KE: It is difficult to try and plan something completely in one go. Instead, when you notice that something needs changing, you just need to get down to it and make the change. Simply for the reason that the world

HAM K STORI E S 11

is changing around you. Another essential aspect is to create culture and community. We also have had more than 250 employees over the course of around 10 years; the turnover is high because there are many part-time student workers. As time passes, the same challenges come again and again, so you need to keep up the continuous communication with the students, so that they know that this place is here for them.

JJ: It sounds like one should always be prepared for change and understand that this is just part of the picture. When you see people moving on and heading onwards and upwards, that’s a sign on success.

University should be a place for dreaming.

How does the student benefit from your corporation?

JJ: Design Factory expands the opportunities for HAMK students to participate in Aalto University studies, and vice versa. We can create new study combinations. As a student, here you can train to become a person whose sense of responsibility grows through doing.

KE: There are good reasons for why the Finnish higher education network is as broad as it is; it is impossible for a single organisation to cover all fields, and so for the student cooperation is essential. And on the other hand, without in any way depreciating scientific achievements, academic isolation and unfamiliarity with practical life do no good for anyone’s reputation. The cooperation that takes place in Design Factories is about combining theory and practice. Most of those graduating from Aalto are not aiming for a career in research, but rather to work in business, in industry, or for city governments.

Can students from any field of education apply to the Design Factory? How is this done?

JJ: As a rule, any student can apply to study at the Design Factory. The studies are given in English so that everyone would have an equal

opportunity to participate. The Design Factory courses are available in HAMK’s curricula, and they are also marketed on the Design Factory website.

KE: Yes they can. The easiest way is to attend one of the Design Factory courses, all of which are part of the Aalto curriculum. There are over 30 of these to choose from each year. This selection includes, for example, the Product Development Project course I lead, which is specifically designed so that it has to involve students from a number of different fields.

Other studies often also involve practical work, and the Design Factory offers a good framework for carrying these out.

Is it easier for a student to find work after having taken courses at the Design Factory?

KE: I don’t know whether such a promise can be given, as Aalto students have otherwise been rather successful in finding work. Compared to others, the difference with students who have studied at the Design Factory may be that they are more likely to study other career options and are more entrepreneurial.

JJ: At the Design Factory, you can’t avoid engaging in cooperation with businesses; the student has to communicate directly with the business, rather than through the teacher, which is normally how things are done. It seems that students enjoy this, based on the experience I have gathered so far from the summer.

How many students from Aalto have headed out for exchange studies at Design Factories elsewhere in the world? Is there already information available at HAMK about where students could go

HAM K STORI E S 12

to and how soon these student exchanges will get started?

KE: Before the opening of the Design Factory in Shanghai, it was a big step for students to go on exchange to China. The difference now is striking. The Design Factory network has also been a great help for study projects, and there has been significant traffic in both directions – from Finland to other countries and vice versa.

JJ: There are 27 Design Factories worldwide.

Student exchanges are one of the things on the agenda for the DF network meeting in October.

The Design Factory principles emphasise that there shouldn’t be hierarchy, unnecessary bureaucracy or other practices that are rigid or considered outof-date. How do you make sure that the environment doesn’t become anarchic, chaotic, or insecure?

KE: I wouldn’t say that there mustn’t be hierarchy, bureaucracy or conventions. These always exist in some form. What I’m against is that the organisation should start to function based on the conditions set by these structures.

JJ: Operating on the borders of chaos is not a bad thing, but rather a consequence of the dynamic and ever-changing nature of the field we are operating in. One must be able to deal with keeping to the rules, but not everything will go according to the script. It’s important to remember that when working with businesses there will always be surprises.

Kalevi Ekman, what is the project that has made the biggest impression on you? Jari Jussila, what would be the project of your dreams for the HAMK Design Factory?

KE: The most impactful moments I’ve been to meet ex-students and see how they have risen to the top in a field which at Aalto we have never even taught on. That shows that we got something right.

JJ: It would be great to have a project that combines many different fields. For example, a bioeconomy solution which would involve cooperation between fields in a way that no one had predicted.

What is a Design Factory (DF)?

A cross-disciplinary product and service development platform which brings together students, teachers, researchers and employers

Established in 2008 at Aalto University, the Design Factory network has now grown to include 27 locations (incl. New York, Shanghai, São Paulo and Melbourne)

Involving at the global level around 5300 students, 78 employees and 225 partnering businesses

The Hämeenlinna unit is the first one in Finland to be located outside the Helsinki Metropolitan Area

Operating in conjunction with the Hämeenlinna Design Factory is a product development laboratory which offers design technology and expertise as well as services for 3D printing (clay/ plastic), digital printing onto paper, film (glass/ ceramics) and textiles, and laser cutting. The Design Factory also has metal and wood workshops and an electronics corner for building prototypes.

At HAMK, the first company projects were carried out in the summer of 2019

The HAMK Design Factory is also connected with the strategic cooperation agreement signed between HAMK and Aalto in spring 2018.

The Design Factory’s activities will gradually expand and, in line with the HAMK strategy, will be fully operational by 2021.

hamk.fi/designfactory

HAM K STORI E S 13

Students can think out of the box Entrepreneur Harri Koski enjoys working with students.

Text MARIA LASSILA-MERISALO Photo JARKKO VIITASAARI

W

hen looking for the entrance to the Mad Professor store, one starts to get the feeling that this company doesn’t actually want to be found. In the end there is a door, hidden behind a corner and below street level, with the words Mad Professor written on it in tiny text.

The Managing Director Harri Koski opens the door and praises one’s navigation skills: it’s very rare for a first-time visitor to find the location without ringing for further instructions.

“Ninety-five per cent of our products are sold to foreign customers, from over fifty different countries”, he explains. Most of their products are pedals and amplifiers, and their customers are professional guitarists and serious hobbyists. Their largest markets are the US and Japan. The humble storefront starts to make more sense.

The company’s story began in 1996 with importing effects pedals and other specialised guitar products. Back then the company was called Custom-Sounds. At the turn of the millennium, they began to manufacture

amplifiers and pedals themselves. What started as a side business had grown by 2006 into its own limited company, and Koski then sold off the parent company.

The inspiration for the name Mad Professor was the company’s first designer.

“He was very devoted to his work and sometimes got so deeply absorbed in it that he forgot about things like personal hygiene.

The customers began to call him the mad professor”, Koski says with a laugh.

The name has turned out to be a good one which helps them stand out in the market. The pedals have found their way from Turenki to all corners of the globe, with sales already exceeding 100,000.

At the moment, Mad Professor employs four people. The products are produced through subcontractors, so that production can be scaled as needed.

MAD PROFESSOR has carried out a number of student projects together with Häme University of Applied Sciences HAMK. “Students from the HAMK International Business programme have, for example,

HAM K STORI E S 14

investigated the Chinese market options for us and also produced a report for the British market. One student, Anastasia, continued working for us for a year after completing the HAMK project. She was involved in a digitalisation project.”

Koski has been satisfied with the work done by the students.

“They have had a real enthusiasm for the work and have really been thinking out of the box. I’ve been in the field myself for so long that I’m quite stuck in my ways of thinking.”

Social media has massively changed the marketing landscape also for Mad Professor.

Facebook and Instagram are already more significant than guitar magazines. You can even make sales through buttons on social media sites.

“Students bring us these new trends and tell us about things which we sometimes didn’t yet know anything about. We indeed desire that the students be bold in presenting their own thoughts and ideas. We don’t reject or sideline such bold thinking. An idea that seems silly at first can develop into the next big thing.”

”

Studies at HAMK are extremely flexible” Text VEERA SCIACCA Photo KIA PARTANEN

Why did you decide to come to Finland to study?

I was working and studying in Malaysia when I first learned about the quality of education and the education system in Finland through mainstream media.

All I knew about Finland was Nokia, clean nature and small population.

Finland really sparked an interest on me, I decided to do my own research and what I learned made a lasting impression on me. Studying in Finland has definitely been an adventure which I don’t regret taking on. I have stories to tell for years to come. I was slightly worried about the cold winters, but they are not as bad as I expected. I got used to the weather within few weeks.

Why did you decide to apply for HAMK? I already knew that I wanted to study construction engineering in Finland and when I found out that HAMK´s construction engineering was focused on steel and steel structures, I was immediately sold. I also particularly like building and industrial modelling.

After finding a degree programme that I was interested in, I started to research the location and found that Hämeenlinna is just the perfect size for me. Hämeenlinna is not too big and not too small and having the opportunity to easily visit Helsinki and Tampere is just an added bonus. Tampere is my favourite city in Finland.

How are your studies going?

My studies are going great. The studies at HAMK are extremely flexible. I was able to get some of my previous studies credited and I chose to take some extra modules, so I completed year 1 and year 2 studies during my first year. I will therefore be able to graduate sooner. I truly enjoy studying in an international

environment. I have had the pleasure to meet people from all over the world and working with them on projects has taught me so much about international co-operation and I have also learned a lot about myself and my own culture.

What do you do during your free time?

This summer I worked as a trainee for HAMK Tech research unit. I decided to apply for the position and I worked really hard on my CV and impressing the research unit and my hard work paid off, when I was offered a trainee position. My summer at HAMK Tech has been very educational and fun.

I already have a great idea for my thesis. The team at HAMK Tech is very international and I have learned so much from them and I have learned and practiced my Finnish. I do everything from writing reports to driving a forklift.

You really get to apply things you have learned in practice. I have had so much fun getting hands on experience. In fact, I was nicknamed ´Laastarimies´ meaning plaster man after having a tendency to cut myself during the process.

What do you want to do after graduation?

I want to work in an engineering position for a company that does greater good for the world. Energy efficiency and energy conservation are close to my heart but so are some other causes such as the environment.

I am already active in an international organization for the environment and I want to combine that passion for a future career in engineering. I already have some companies in mind that I would be thrilled to work for. My first choice is to stay in Finland as my fiancé is Finnish, but we have also discussed the possibility that our careers might take us abroad. I am excited to find our where I´ll end up.

HAM K STORI E S 15

Abdullah “Aapo” Maisari Nationality: Yemeni Degree Programme: Construction Engineering 3rd year

Career in Finland Igor Trotskii Data Scientist at Metso

W

hen Igor started his studies at Electrical and Automation Engineering degree programme at HAMK, he realised that half of the studies was such content that he hated in the high school. For his surprise, when he applied the theoretical knowledge in something practical, everything changed and even the topics he hated became interesting.

“HAMK was perfect in teaching the theory and then putting the theory into practise during numerous lab works. The much-hated Boolean algebra was God’s gift during the course in electronics, and complex numbers and trigonometry for power engineering.”

Igor’s career as a data scientist got a kick start when he was invited to do his thesis in HAMK Smart research centre and then start to work as a project engineer.

Arina Shakurova Mechanical Designer at RD Velho

A

rina Shakurova is originally from Moscow, now living in Riihimäki. She decided to apply to HAMK after travelling to Finland with her family.

“I knew studies are more practically oriented in Finland and I wanted to graduate fast,” Arina explains.

She finished her studies in Mechanical Engineering at Riihimäki Campus in two years.

“I worked a lot. Study adviser Salla Niittymäki helped me schedule my studies. I appreciate the flexibility of the study system, it helps each student to find the best way to reach their targets.”

Arina says people who surrounded her played a great role in her quick graduation.

“They were patient and supportive, able

to adapt to the situation and organise things differently. Also, lack of hierarchy among students and teachers builds an inspiring atmosphere during studies.”

Arina found a job from her field before she got her diploma. She has been working at consulting and engineering office RD Velho since February.

“I´m just at the beginning of my career.

My core tasks are mechanical engineering, CAD modelling and preparation of technical documentation.”

In a male-dominated field, Arina has not faced any difficulties. At RD Velho both men and women can become team leaders. What matters are skills and attitude.

“I enjoy my work in this company. It is great that all of us do their jobs to reach a common goal: create an intelligent world.”

After a dense period of studies, there is now some free time for hobbies as well – drawing, riding, handicrafts and doing sports. She visits her family in Moscow approximately every three months.

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“I believe that most of the skills I have right now are from working at HAMK Smart. I received almost unlimited freedom to learn and try things I wanted. Nobody ever commanded me to do something and I was able to make most of technical decisions independently in the given framework. This way I was able to experience the real consequences of my actions”, Igor tells about his work at HAMK Smart.

When Igor was interviewed for his current job as a data scientist at Metso, he was asked what he did and how he did it – questions which are impossible to answer just by reading books.

“Metso was looking for understanding, which comes with experience. In the end, knowledge and experience I got during my bachelor of engineering studies and working at HAMK Smart turned out to be a lot more important than M.Sc. or Ph.D. before my name and I got an offer”, Igor describes. Now when Igor’s career at Metso has started, it is obvious that we will hear more about his accomplishments in the future.

Arina is planning to get Finnish citizenship.

And in 5 to 10 years she wants to be involved “into a creation of a large project”, facts about which she doesn´t want to specify yet.

“My goal is to offer something unique to the world. And to reach the aim, I am looking for like-minded people.”

Boost your international skills

Gustavo from Brazil International Business

G

ustavo Spohr arrived in Valkeakoski in mid-August 2016. HAMK was an obvious exchange destination for him, because HAMK is a close partner with Feevale University, Gustavo’s home institution, and he knew that Finland has high quality of life.

Gustavo wanted to get the full experience. He rented a car and drove all the way to Norway. He did volunteer work for Red Cross. And he studied as much as he could.

He was impressed with the multiculturality at HAMK´s Valkeakoski Campus.

“It was fascinating to hear so many languages and see so many different kinds of mindsets.”

Gustavo has travelled to more than 60 countries, and Finland is among his favourites.

“If you are thinking about student exchange and deciding between famous universities in well-known countries like England or France and Finland, I really recommend Finland.”

Gustavo was amazed by the low hierarchy in the Finnish society. He came up with an idea of importing a Brazilian alcohol beverage to Finland. He was able to arrange a meeting with an executive of Alko, the state-owned company which has monopoly on the sale of wine and liqour in Finland.

“You could never get a meeting like that arranged in Brazil”, Gustavo explains.

“I was just a student, but they invited me to their headquarters.”

The beverage did not end up on the shelves of Alko, but Gustavo is grateful for the experience.

Today Gustavo and his fiancée live in Utrecht, Netherlands. Gustavo is the General Manager of Pegada shoes in the Netherlands, and he visits Finland every now and then for business.

“I love Finnish people! Even during the harsh winter people manage to always be warm and happy. I highly recommend Finland to study and to do business with!”

HAM K STORI E S 17

HAMK is committed to educating students, who can act as global problem-solvers in different multicultural settings. At HAMK, students have several possibilities to gain and increase international competences, either in their own campus at HAMK or abroad in one of HAMK’s international partner universities. HAMK has around 100 partner universities in Europe and about 20 partners in universities outside of Europe. Our students can complete a part of their studies abroad and the exchange is always included as part of their studies at HAMK. We encourage all our students to include an exchange in their studies, as studies and work placement completed abroad will boost students’ employment prospects and future career.

Kati Heikkinen Head of International Affairs

Exchange opportunities for HAMK’s students

167 10

partners around a world Double Degree partners

Guide and support for students during the whole process Grant for exchange

Flipped course planning as an implementation tool for online teaching Online studies that enable distance learning can be implemented in many different ways. What is common to all of these implementation methods is the utilisation of digital tools and the aim to facilitate study activities that can be done anywhere and, increasingly often, at any time. Online teaching forces teachers to adopt new teaching methods, which then increases the significance of course planning.

Text TEPPO SYRJÄAHO

FLIPPED COURSE PLANNING STARTS AT THE END

Teppo Syrjäaho MSc (Tech), works as a Senior Lecturer in Mechanical Engineering at HAMK

Traditional course planning often follows the same basic formula: first, the teaching materials and related tasks are developed on the basis of preassigned contents. This often takes place during the study module, as the teaching progresses. At the end of the module, an exam or equivalent is created to serve as the basis for the evaluation of what the students have learned. This traditional model provides many degrees of freedom to edit a course’s contents and teaching as the module progresses, but this model is ill-suited for online courses.

One way to design a multiform online course is to employ the flipped method, where the planning process starts at the end, i.e. what the actual competences are that the students will have at the end of the

HAM K STORI E S 18

course. The planning process progresses chronologically as follows: Clarify the learning outcomes of the module in more detail than in the module’s learning objectives that have been defined in accordance with the curriculum, i.e. split up the learning outcomes into a clear set of competence goals. On the basis of these, think about how the student should demonstrate their skills for each objective. » Prepare the assignments, projects, tests etc. that the student can use to demonstrate their competence for each learning objective. Remember to design these in a way that they can be completed remotely. » Design a set of teaching materials that enable students to complete the necessary assignments and other tasks that will allow them to demonstrate their competence.

» Schedule these competence demonstration activities in a way that the students’ workload remains at an appropriate level throughout the module.

At this stage, you should also consider including guidance times that can be arranged for example via Skype so that your students have the opportunity to ask questions or extra clarification.

After this, you will be ready to implement your plan, collect student feedback related to the topic and, whenever necessary, make any necessary changes before the module is to be arranged again.

CASE TECHNICAL DRAWING In the spring of 2017, in the Mechanical Engineering programme at Häme University of Applied Sciences, a multiform module “Design of a beam structure” was implemented. One part of this module was the Technical drawing course (6 credits). The online implementation of the technical drawing course was planned ahead in accordance with the principles of flipped course planning. According to the curriculum, the learning outcome for this part of the module is: “The students understand the principles of modern 3D design and is able to apply them in practice.” During the planning process, this rather extensive and ambiguous learning outcome was divided into seven smaller parts that served as the bases for the assignments that the students used to demonstrate what they had learned.

Students received points for the assignments that they completed, and their final tallies determined the grades they received for that part of the module. Depending on the scope of each assignments, their maximum points for the assignments varied between two to seven points, shown in Table 1.

ASSIGNMENT

1. Extrude

DUE

MAX.

DATE

POINTS

18/03/2018

3

2. Lego modelling

25/03/2018

3

3. Mechanical

01/04/2018

4

4. Spark plug

11/04/2018

5

5. Corkscrew

22/04/2018

6

6. Exploded view

26/04/2018

2

7. Welded

06/05/2018

7

feature

drawing assignment

structure design

30

Table 1. Assignments, due dates and maximum points.

All assignments and study materials were made available to students at the start of the module. However, the due dates were strictly defined. This model provides active students with the opportunity to complete tasks ahead of time and plan personally tailored study schedules. However, to help ease teacher workloads, the feedback and evaluation for submitted assignments is provided to all students soon after the due date and at the same time, i.e. this model does not aim for fully nonstop implementations. The benefit of the weekly assignment model is that less active students will also realise that they will need to improve their performance if they do not return their assignments or earn low scores from their assignments. Assignment-specific feedback usually included a small amount of written feedback in addition to the point-based assessment.

The teaching follows the flipped classroom model, i.e. students are expected to independently familiarise themselves with the existing study materials, complete the related assignments, and are also provided with office hours where they can receive guidance.

When preparing these types of assignments, pay close attention to how you write out your instructions so that you are able to minimise the possibility of any misunderstandings.

The study materials consist primarily of instructional videos that have been made for each implementation. However, experiences have shown that the same videos can later be used as effective supplementary materials in modules that are based on the principles of traditional classroom teaching. The key point for this implementation method is that the study module is planned out in detail and that the study materials and related assignments have been finalised before the actual implementation is set to begin.

EXPERIENCES The course included 41 students, and 37 of these students completed it by the given deadline. One student was a little late in returning their missing assignments, but they were still within the evaluation period.

Three students were unable to complete the course on time and had to supplement their performances at a later date. Student feedback on the implementation of the course was very positive overall. For example, students provided positive feedback on the freedom to schedule their studies, the punctuality of their studies, and the video content that was created to support their studies. The students also praised the personal feedback that they received for their assignments. When planning the implementation, it is important to consider how students will receive feedback for their

HAM K STORI E S 19

competence demonstrations. In a traditional classroom teaching, it is easy to provide continuous feedback to students without having to pay special attention to the matter.

However, in distance learning, it is particularly important to ensure that students receive clear feedback on their progress throughout their studies.

Students praised the personal feedback.

When planning the implementation schedule for any multiform teaching, take into account the necessary contact days that are part of the teaching. Different laboratory assignments and other performances that require students to be present must be taken into account when drafting any schedules.

On the other hand, consider whether there is a need for contact teaching at all, or whether the contact teaching could be implemented as supplementary studies for students who need extra assistance in addition to the available online learning materials. As an example, one of the contact days in the example implementation was carried out in such a way that the students were simultaneously provided with guidance on the technical drawing process and calculation exercises that were related to the dynamics and strength theory related to the same module. The students were allowed to choose freely between these two events. This arrangement was well-suited for the educational principles of the flipped classroom and received positive feedback from students. The overall implementation also proved that the students were able to achieve the same level of expertise through online teaching as they would have with traditional teaching methods.

This article was originally published as Käänteinen opetussuunnittelu verkkoopetuksen toteutustyökaluna in Finnish in February 2019. Read the article online: https://unlimited.hamk.fi/teknologia-ja-liikenne/ flipped-course-planning

Is it possible to learn through virtual reality?

Text JAANA-MAIJA KOIVISTO, KATJA HOLOPAINEN, SARA HAVOLA, HENNA MĂ„KINEN Photo IIRO-PEKKA AIROLA

T

The objectives of the SotePeda 24/7 project include the production of digital learning environments, digital simulations, virtual reality environments and gamified learning contents. The use of simulations, virtual reality (VR) and gaming in teaching is a global phenomenon, and the use of virtual simulations in health education for the reinforcement of professional skills has been increasing (Graafland et al., 2012; Koivisto et al., 2016a; 2016b; Verkuyl et al., 2017). At HAMK, a simulation game that combines simulation pedagogy and gaming elements was used to teach graduating nursing students. (Koivisto et al., 2018).

The simulation game can be played either on a computer or using virtual reality.

Previously, students and teachers of information technology at HAMK had carried out a study of the possibilities for using virtual reality in nursing education.

The purpose of the study was to bring to the awareness of nursing teachers the opportunities offered by virtual reality and to present various potential products for use in teaching.

The challenge in the Finnish education system is, however, that there is very little virtual reality content that corresponds to the requirements of the nursing curriculum.

In addition, another challenge is that the staff do not have enough knowledge and expertise on the use of virtual reality and its integration into teaching. This, in turn, can have an effect on attitudes towards virtual reality. Furthermore, the costs related to using virtual reality can restrict expansion of its use in higher education institutions. (Webster & Dues, 2017) In spring 2019, HAMK had the opportunity to integrate virtual reality into the studies of graduating nursing students that were approaching graduation. The virtual reality simulation that was used was originally developed by JaanaMaija Koivisto, Principal Research Scientist at HAMK, as part of her doctoral thesis (Koivisto 2017, 2018). The aim was to gain more information on the impact of virtual reality and simulation games on student competence. A further goal was to examine user experiences of the simulation game and virtual reality and the integration of these learning methods into teaching. Earlier studies have indicated that virtual learning can be just as effective in the teaching of clinical health care as learning obtained using traditional teaching methods (Sinclair et al., 2016; Verkuyl et al., 2017). When simulation games and virtual reality are used in teaching, user experience is a key factor for learning outcomes. According to Tcha-Tokey et al. (2016, 2018), the user experience

HAM K STORI E S 20

components for virtual reality include sense of presence in the virtual reality, interaction between the individual and the virtual reality, immersion, skills for taking action, usability, subjective feelings (such as pleasure or anxiety) and physical symptoms (such as a generalised feeling of discomfort, nausea or dizziness).

In total, 43 graduating nursing students tested the simulation game and virtual reality simulation. Use of the simulation game and virtual reality simulation was integrated into the studies in such a way that first, students played independently on the computer version of the simulation game. The game included 11 patient scenarios that were related to internal medicine and surgical nursing care.

The purpose of the independent gaming was also to introduce the students into the game mechanics and thus make it easier for them to play the virtual reality version. After the independent gaming session, each student played the virtual reality version of the simulation game using a HTC Vive Pro headset.

At this point, the immediate life support scenario that corresponds to the nursing curriculum was used. The scenario has been developed based on the newest guidelines of the European Resuscitation Council (ERC) (Salovaara-Hiltunen, 2018). The scenario was in Finnish. Research was also conducted during the experiment (Koivisto, 2019). The VR gaming took place in the gaming studio, and students entered one at a time to the gaming session.

The members of the research group acted as facilitators in the sessions.

In total, there were six full days of gaming sessions and two evenings. The facilitator prepared the room and the equipment before the students arrived and made sure that the technical aspects of the gaming session proceeded smoothly. When needed, the facilitator assisted the players, so that students did not have to manage alone. For a majority of the students, using virtual reality was a new experience. Nevertheless – or perhaps because of this – the student experiences were surprisingly positive. However, not all of them enjoyed the experience, and for some of them it was even distressing. Earlier research has also shown that, in the use of virtual reality for learning, the gaming experience is very individual (Salovaara-Hiltunen, 2018).

The virtual reality sessions went technically well. The students were introduced into the mechanics of the game while playing on the computer version of the game, and as a result their use of the VR environment mostly proceeded without any problems.

The facilitator instructed mostly in the use of the VR headset and the game controllers, but the players were nevertheless quick to learn how to use these. In some cases, the

The student experiences were surprisingly positive. presence of the facilitator seemed to increase the pressure felt by the students to perform well in the game. Would the pressure have been so great if the person present had been a fellow student instead of the facilitator?

Playing alone in a relatively small game studio is not recommended, because one is quickly absorbed into the game and forgets the surrounding physical environment with its walls, cables and equipment. For this reason, it is best to play in pairs. The facilitator, however, does not have to be a teacher, but could instead be a fellow student.

During the experiment, research data was gathered by using Clinical Reasoning Skill scale (modified version from Koivisto, 2016a), System Usability Scale (SUS) (Brooke, 1996) and interviews (user experience). In addition, the data consists of simulation scenario performance data (game data). The game records all the events during gameplay.

Immediately after the VR gaming sessions, the students were interviewed. Analysis of the research results is still in process. However, it can already be stated that 39 students played a total of 696 scenarios independently. More detailed results will be available next autumn.

The students’ experiences of the experiment were of such a positive nature that the objective is now to include use of both the computer version of the simulation game and the virtual reality version as part of the HAMK nursing education programme. The experience gained from spring 2019 will also be used to consider the optimal way of integrating simulation games and virtual reality into the nursing curriculum.

This article was originally published as Voiko virtuaalitodellisuudessa oppia in Finnish in May 2019: http://sotepeda247.fi/2019/05/29/voikovirtuaalitodellisuudessa-oppia/ Read more: Jaana-Maija Koivisto: Simulation games and virtual reality promoting safe patient care. https://unlimited.hamk.fi/hyvinvointi-ja-sote-ala/ simulation-games-vr-safe-patient-care/

HAM K STORI E S 21

Authors Jaana-Maija Koivisto, Ph.D., Principal Research Scientist, Häme University of Applied Sciences, HAMK Smart Research Unit Katja Holopainen, Vocational Teaching Student, part-time teacher, Häme University of Applied Sciences, School of Wellbeing Sara Havola, Master’s Student in Health Care, University of Turku, Department of Nursing Science Henna Mäkinen, Master’s Student in Health Care, University of Turku, Department of Nursing Science References > Brooke ,J. (1996). SUS – A quick and dirty usability scale. In P. Jordan, B. Thomas. B Weerdmeester & I. McClelland (Eds.), Usability evaluation in industry. London: T.J. Press. > Graafland, M., Schraagen, J. M., & Schijven, M. P. (2012). Systematic review of serious games for medical education and surgical skills training.

British Journal of Surgery 99, 1322–1330. > Koivisto, J.-M. (2019). Simulation games and virtual reality in the promotion of patient safety.

HAMK Unlimited Journal 29.12.2017. Accessed on May 15, 2019 from https://unlimited.hamk. fi/hyvinvointi-ja-sote-ala/simulaatiopelitvirtuaalitodellisuus-potilasturvallisuus > Koivisto J.-M., QHaavisto, E., Niemi, H., Haho, P., Nylund, S., & Multisilta, J. (2018). Design principles for simulation games for learning clinical reasoning: A design-based research approach. Nurse Education Today 60, 114–120. doi:10.1016/j.nedt.2017.10.002 > Koivisto, J.-M. (2017). Learning clinical reasoning through game-based simulation. Design principles for simulation games. Academic dissertation. University of Helsinki, Faculty of Educational Sciences. Helsinki Studies in Education 6. Helsinki: Unigrafia. http://urn.fi/ URN:ISBN:978-951-51-3129-4 > Koivisto, J.-M., Multisilta, J., Niemi, H., Katajisto, J., & Eriksson, E. (2016a). Learning by playing: A cross-sectional descriptive study of nursing students’ experiences of learning clinical reasoning. Nurse Education Today 45, 22–28. doi:10.1016/j.nedt.2016.06.009 > Koivisto, J.-M., Haavisto, E., Niemi, H., Katajisto, J., & Multisilta, J. (2016b). Elements explaining learning clinical reasoning using simulation games. International Journal of Serious Games 3(4), 29–43. http://dx.doi.org/10.17083/ijsg.v1i4.47 > Salovaara-Hiltunen, M. (2018). User experience and learning in virtual reality: the development of simulation games and scenarios for health care professionals. Master’s thesis (YAMK). Turku University of Applied Sciences 2018. Accessed on March 27, 2019 from (in Finnish) http://urn.fi/ URN:NBN:fi:amk-201804094299 > Sinclair, P., Kable, T., Levett-Jones, T., & Booth, D. (2016). The effectiveness of internet-based e-learning on clinician behaviour and patient outcomes: A systematic review. International Journal of Nursing Studies 57, 70–81. > Tcha-Tokey, K., Christmann, O., Loup-Escande, E., & Richir, S. (2016). Proposition and Validation of a Questionnaire to Measure the User Experience in Immersive Virtual Environments.

The International Journal of Virtual Reality 16(1), 33–48. > Tcha-Tokey, K., Christmann, O., Loup-Escande, E, Loup, G., & Richir, S. (2018). Towards a Model of User Experience in Immersive Virtual Environments. Advances in Human-Computer Interaction, Article ID 7827286. https://doi. org/10.1155/2018/7827286 > Verkuyl, M., Romaniuk, D., Atack, L., & Mastrilli.

P. (2017). Virtual Gaming Simulation for Nursing Education: An Experiment. Clinical Simulation in Nursing 13, 238–244. > Webster, R., & Dues Jr, J. F. (2017). System Usability Scale (SUS): Oculus Rift® DK2 and Samsung Gear VR®. 2017 ASEE Annual Conference & Exposition.

HAMK looking into ways to combat climate change Carbon binding solutions through digitalization, energy from small-scale production plants. Several topical research projects are currently underway at Häme University of Applied Sciences.

Text IIRO-PEKKA AIROLA

C

limate change has no doubt been one of the past year’s most discussed issues. The December 2015 Paris climate agreement committed its signatory countries to limiting the increase of the global average temperature to 1.5 degrees above pre-industrial levels. The discussion around the measures necessary to reach this goal gained particular prominence in autumn 2018 following the publication of the Intergovernmental Panel on Climate Change (IPCC) report on actions that would allow the pace of global warming to be limited.

The report found that deep, swift reductions of carbon dioxide emissions are required and that CO2 removals should equal emissions by the middle of the century. Carbon dioxide must also be removed from the atmosphere and bound in the context of agricultural and forestry operations. Reaching these goals requires new tools, technical innovations and research. Häme University of Applied Sciences is part of a number of research projects seeking to reduce carbon dioxide in the atmosphere.

Carbon 4.0. is a major project focused on carbon binding for which HAMK received a substantial funding grant of €860,000.

“The research focuses on carbon binding methods in the context of bioeconomy

processes. This is very significant from the perspective of reducing CO2 emissions from food production”, says Iivari Kunttu, Principal Research Scientist at the HAMK Smart research unit.

In Kunttu’s view, it is key that the development of carbon binding solutions in the context of the project is underpinned by digitalization and digital solutions.

“There is a direct link with curbing climate change; how do we bind carbon to the soil instead of releasing it into the atmosphere”, Kunttu explains.

Carbon 4.0. brings together the efforts of all four of HAMK’s research units.

ELECTRICITY FROM WASTE HEAT HAMK’s Valkeakoski campus is developing solutions for a resource-efficient, low-carbon circular economy in the HAMK Tech project entitled “Low-carbon Energy Production Using Micro CHP Technology”. The project manager is Susan Heikkilä, Senior Lecturer in the Electrotechnology and Automation Engineering programme.

A central aim of the project is to develop further the energy-producing hybrid module.

Waste-heat-utilizing electricity production is integrated into the combustion process of the

HAM K STORI E S 22

module, which allows the module to serve as an independent energy production unit and generate the necessary heat and electricity for a farm, about five single-family homes, or a row house.

In addition to the combustion process, the module has solar collectors and panels. The operation of the module is optimized so that the most cost-effective and lowest-emission energy production solution is used at any given time. On a sunny day, for example, it utilizes the capacities of the batteries and accumulators, while a dark autumn day would see it tap into stored energy.

“The project is examining various raw materials and their particulate emissions in order to ascertain which ones are the most suitable for the combustion process. The research is based on an analyzer, which gives us precise values regarding the particulate emissions from each combustible material”, says Heikkilä.

Small-scale production plants can provide a solution for securing energy supply in sparsely populated areas in case of power outages caused by storms bringing down trees, for example. Susan Heikkilä sees the work done in the context of the project as simultaneously small-scale and close to people and as constituting an important piece of a larger puzzle. On a large scale, she views technology

There is a direct link with curbing climate change; how do we bind carbon to the soil instead of releasing it into the atmosphere.

as providing significant solutions for saving energy and therefore combating climate change.

“Technological solutions play a crucial role.

For example, smart systems such as lighting control can result in substantial savings with only small and simple steps required”, Heikkilä says.

FALLING LIVING STANDARDS OR TECHNOLOGICAL SOLUTIONS? Iivari Kunttu sees technology as a critical factor in curbing climate change.

“The alternative to finding solutions using technology is a substantial drop in living standards and a radical move back to a carbon-neutral time. For this reason, it is more realistic to look for technological solutions. We all know how difficult it is for people to give up many of the modern conveniences we enjoy today”, says Kunttu.

“Our research constitutes small or slightly bigger steps forward in the wider process. Their importance can be significant if they succeed in opening up new possibilities and achieving encouraging results, which can then provide a way forward.”

CLIMATE CONSCIOUSNESS REFLECTED IN RESEARCH Research and development work focused on combating climate change is an excellent opportunity for HAMK and other Finnish higher education institutions.

“I believe that this is an opportunity for us to raise our profile. In HAMK’s case, I see applied research as a particular strength.

Making connections with science and research universities allows us to create a network that makes us together a strong actor”, says Iivari Kunttu.

In Kunttu’s view, clean technology, also known as cleantech, is a growing field that is seeing investment not only in Finland but also in Europe and across the globe. Kunttu explains that the considerable demand for competence in the field of cleantech will continue into the future. “Multi-sectoral competence is a strength, as it allows us to adopt an interdisciplinary perspective. We at HAMK are able to combine digitalization and the bioeconomy relatively easily.”

Susan Heikkilä foresees the nature and goals of the research and development work carried out by institutions of higher education being influenced by the growing importance of environmentally friendly choices in people’s lives.

HAM K STORI E S 23

Reseach related to climate and environment Bioeconomy 4.0 and Carbon 4.0 projects combine the competences and research excellence of four research units, HAMK Bio, HAMK Smart, HAMK Tech, and HAMK Edu. The BIOECONOMY 4.0: focuses on the utilization of data analysis and interpretation in the value chains of food production, e.g. dairy products, vertical farming, and algae growing.

CARBON 4.0: develops digitalized measurements as well as IoT-based data collection, analysis, and interpretation in the context of carbon and nutrient dynamics.

This is HAMK HAMK is the bridge between students and their future H채me University of Applied Sciences (HAMK) welcomes you to be a part of our 7000-student community representing over 60 nationalities. HAMK has been offering the most inspiring and the most customer-oriented applied research since 1840. In addition to the competitive, high-quality education, HAMK is committed to driving new ways of thinking in our ever-changing world with outstanding modern learning facilities and world-class education methods.

We are united in our efforts to guide our students to international success. We have strong international networks, from which our students can take advantage of during and after their studies. The student is the centre of all out operations and the workplace is the immediate beneficiary. Our students become the next generation leaders in their respective fields.

HAMK has seven campuses located in and around the picturesque lakeside town of H채meenlinna in southern Finland with fantastic transport links to the rest of the country. Our degree programmes in English are held in H채meenlinna, Riihim채ki, Valkeakoski and Forssa campuses. All our campuses are equipped with the latest technology to ensure our students reach their full potential and enjoy their time at HAMK.

HAM K STORI E S 24

Strong local and global partnerships

HAMK in numbers

7500 650 650 6 167 120 52 million

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

students

international students

In Finland we have multiple partnerships with important national players of their field. For example, HAMK co-operates with Natural Resource Institution of Finland (LUKE) and Aalto University. Each of our campuses has also strong local networks with educational institutions, companies and other organisations.

staff members

Internationally, HAMK has around 130 partner universities in Europe as well as about 30 partner universities in Asia, North and South America, Russia and Africa. This is how we can offer wide exchange possibilities to all of our students, but also networking opportunities for our teachers and research units.

field of education

international partner institutions

In addition to these partnerships, we have a strategic partnership with two universities: • Feevale University, Brazil • VIA University College, Denmark.

on going research projects

Quality

million annual turnover

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 and procedures.

Häme University of Applied Sciences is a state recogniced higher education institution licenced by Finland’s Ministry of Education.

We follow the Bologna Process and use European Credit Transfer System, ECTS, for student evaluation. Our degrees are internationally recognised so students can to continue their studies in higher education institutes world wide.

Audited by FINEEC. In Finland, the Finnish Education Evaluation Council (FINEEC) audits the quality assurance systems in higher education. The quality assurance system of HAMK was audited at the beginning of 2016. The status of HAMK’s quality assurance system in education is at the “advanced” level.

HAM K STORI E S 25

10.5 million RDI volume

7 20

bachelor´s degree programme delivered in English

bachelor´s degree programme

9

master degree programme

delivered in Finnish

1

professionals teacher education programme

3

delivered in English

10

professional teacher education programmes delivered in Finnish

double degree agreements with universities around the world

Degree study options at HAMK Bachelor’s programmes

Master’s Programmes

Full-time and Part-time studies in English

Part-time studies in Finnish

Bioeconomy Engineering

Bioeconomy Business Development

Computer Applications

Business Development

Construction Engineering

Construction and Environmental Engineering

Electrical and Automation Engineering

Future Traffic Systems

International Business

Promoting Wellbeing through Culture and Art

Mechanical Engineering and Production Technology

Social and Health Care Development and Management

Smart and Sustainable Design

Social and Health Care Development and Management, Crisis work Strategic Leading of Technology-based Business

Full-time and Part-time studies in Finnish

Smart Services in Digital Environment

Agricultural and Rural Industries Bioeconomy (Information and Communication Technology)

Professional Teacher’s Education

Biotechnology and Food Engineering Business Administration Business Information Technology

Part-time studies in English

Construction Management

International Professional Teacher Education

Construction and Civil engineering

Part-time studies in Finnish

Design Electrotechnology and Automation Engineering

Professional Teacher Education

Equine Business Management

Professional Special Needs Teacher Education

Forestry

Professional Student Counsellor Education

Horticulture Information and Communication technology Landscape Design and Construction Mechanical and Production Engineering Nursing Public Health Nursing Social Services Sustainable Development Traffic and Transport Management

HAM K STORI E S 26

Other study options at HAMK Exchange studies at HAMK The most rewarding part of the exchange period was getting to know so many people from all around the globe, getting to know a whole new way of studying and doing well in classes without going crazy.

Exchange student from Germany

W

e warmly welcome exchange students from our partner institutions abroad. We have bilateral agreements with about 160 educational institutions abroad and our whole exchange programme system is based on these agreements. In special cases, students can be accepted from outside the above schemes.

Alongside our Finnish students, we have approximately 700 degree and exchange students from over 90 different countries.

Exchange studies at HAMK will offer you a good opportunity to get to know new people

from different cultures. The excellent personal international relationships you create while studying with us will surely benefit you in your future career.

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 HAMK students. The studies last for approximately for one semester.

Check more information from: www.hamk.fi/exchange

Our teachers said to us that HAMK was the best Erasmus destination to go to. The one that is the most similar to the French system and similar of what we have learned in France. I wanted to visit the northern countries, discover the school system and the culture.

Exchange student from France

PROFESSIONAL TEACHER EDUCATION

OPEN STUDIES AT HAMK

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 16 months long. The teacher education programme will be implemented as multiform studies alongside work. The professional teacher education programme is also conducted in Finnish.

HAMK’s Open studies are for all who want to develop themselves or their professional skills. All Open studies are university level and they are selected parts from degrees to match the different needs of our open university students.

Open studies’ Study Path is the right choice for you if you aim at becoming a degree student, but lack the requirements for applying. Student who chooses Study Path aim at becoming a degree student by studying the whole first academic year with the other first year students of the Bachelor’s degree programme or the first semester of the Master’s degree programme.

Please notice, that if you need a student residence permit to entering Finland, it is good to ensure beforehand from the Finnish embassy if the residence permit can be given for Study Path studies.

Check more information from: www.hamk.fi/aokk/en

Check more information from: www.hamk.fi/openstudies

HAM K STORI E S 27

20

reasons to choose HAMK

Study environment 8

Education 1 2 3 4 5 6 7

Internationally recognized degree Higher education and applied research since 1840 Public university with over 7000 students Towards the end of the studies students can specialize in the chosen topics of interest Highly qualified lecturers and teaching staff Interdisciplinary learning across subjects Wide range of student support services from wellbeing services to career advice

HAM K STORI E S 28

International study environment (students with over 60 nationalities study at HAMK)

9 10 11

Students gain cultural perspectives and develop international networks

Engaging teaching and small class sizes

Great location in the heart of Finland between biggest cities Helsinki and Tampere

12 13 14

Smart learning environment equipped with the latest technology

Close ties between lecturers, students and our administrative staff

All our students are treated equally and with respect

Study in English Bioeconomy Engineering Bioeconomy Engineering programme will equip you as an engineer with the knowledge and skills that put your sustainable development goals into action. You will achieve this by gaining the competences to integrate digitalization and data technology with biomass flows management of land, forest and waters. You will acquire team work skills to reshape communication between bioproduction, processing, business, markets and consumers.

Computer Applications As digital technology takes over all areas of our life, new programmers are needed in inventing and creating the applications. Programming requires logical thinking, understanding users and patience. Creating large applications is always teamwork. In Computer Applications, we will use different environments from web pages and systems to mobile apps and games.

Construction Engineering Construction Engineering degree programme students focus on structural engineering, especially on steel construction. Steel Constructions studies include lots of mechanics, mathematics, technical drawings and CAD. Understanding of the structures, and 3-D visualization skills will develop during the studies.

Electrical and Automation Engineering

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Excellent opportunities for business interaction through projects and work placements

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Studies focus on widening student´s career prospects by focusing on skills that employers need now and in the future ”

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Out of classroom – into the world” approach Possibility to learn Finnish language and culture Learning and knowledge sharing across the world HAMK graduates are desired experts in the labour market; they are global problem-solvers with a creative and progressive approach.

As a Bachelor of Electrical and Automation Engineering, you will be able to design, develop and implement new systems and solutions related to electrification and automation for the needs of industry, transport, housing, households and more. Graduates will have the competence required for designing electrification and automation for smart buildings and industrial production equipment.

International Business Your study path will be constructed of modules focusing on our three main educational pilars, where the focus is on International Management, Global Markets and Business Development. We implement studies by combining theory and practice with an entrepreneurial mindset. Throughout your studies you will be working in cross-cultural teams and developing professional business expertise.

Mechanical Engineering and Production Technology Mechanical engineering is a constantly developing, versatile and modern science. In addition to traditional mechanics and machine building it also includes for example robotics, industrial internet and 3D scanning. Mechanical designing uses modern calculus, simulation and design software tools as well as automated production and manufacturing technologies.

Smart and Sustainable Design You will learn how to use and combine both traditional and modern techniques with design thinking and a strong creative and materialbased mindset. You will study in a studio environment with modern facilities and earn deep understanding of the product and production.

The studies include an active collaboration with businesses and a commercial focus in design.

Applying to HAMK 1 2 3

Check the upcoming application periods and programmes at www.hamk.fi/applicants During the application period, fill in an online application form at studyinfo.fi and upload a copy of your upper secondary school certificate and a copy of your passport.

Tuition fees

Follow the given instructions and check if you need to take an online entrance exam, send a portfolio, send SAT-scores or do something else – depending on the programme you are applying for.

EU/EEA students » There is no tuition fee for EU/EEA students.

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Non EU/EEA students » Tuition fee for Bachelor’s degree studies: €9700/academic year » Tuition fee for Master’s degree studies: €11 700 / academic year

You will be invited to an online interview. You will participate in the interview from your home computer.

You will get your results back within 2 weeks after your interview.

The tuition fee must be paid at the time of confirming the study place. The fee must be paid at once and cannot be paid in installments. Please notice: tuition fees are charged directly by HAMK and should never be paid through third parties (i.e. educational agents)

Confirm your study place, pay tuition fee and apply for a residence permit (if applicable) and start preparations for the start of your studies!

Scholarship for Non EU/EEA students HAMK grants scholarships based on Finnish language skills. The scholarship programme awards students who gain at least the basic skills of Finnish language during their degree studies at HAMK. The aim of HAMK’s scholarship programme is to support the future employment of international degree students in Finland by encouraging students to gain good level of Finnish language during their studies Students can be awarded with a scholarships two times during their studies, based on their level of Finnish language and provided that their studies progress with 60 ECTS credits per academic year.

The Finnish language skills are evaluated by exam results or HAMK’s Finnish language teacher’s written certificate.

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Scholarship: Basic User of Finnish language (CERF level-A2): 3200 €

» Paid once, the earliest after the first academic year » Bachelor´s degree students have the opportunity to gain level A2 by taking part in Finnish language studies offered by HAMK and studying independently. There is no Finnish instruction for Master’s degree students. » Language level assessment is based on the Common European Framework of Reference for Languages: Learning, teaching, assessment (CEFR).

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Scholarship: Independent User of Finnish language (CERF level B1): 6500€

» Paid once, the earliest after the first academic year. If the student is awarded with Scholarship 1, they can be awarded with Scholarship 2 after the second academic year, at the earliest. » HAMK encourages students to aim to level B1 and will support and offer guidance on how to achieve the level needed. B1 is an advanced level requiring long term commitment to studying Finnish. » Language level assessment is based on the Common European Framework of Reference for Languages: Learning, teaching, assessment (CEFR).

Moving to Finland

Immigration If your studies last over 90 days you will need to apply for a residence permit.

You can apply for a one year or a two years permit, which you can extend throughout your studies. You do not need a residence permit if you are a EU citizen or hold a residence permit granted by another EU member state.

Accommodation HAMK guarantees accommodation for all international students. We will help you with accommodation forms and help you find the right apartment for you. Depending on the campus you will be located at, you have few different accommodation options, all within walking distance from the campus.

You can choose from a private or shared accommodation. You are also free to rent privately, should you wish to do so.

The required documents for residence permit: » An acceptance letter from the education provider » Receipt of payment of the tuition fee or sufficient funds to cover the tuition fee » You must have at least EUR 560 at your disposal every month to be able to pay for your accommodation, food and other needs » Insurance which will cover your medical and pharmaceutical expenses » You must hold a valid passport

Living Cost in Finland The expected monthly living costs varies between student to student and their lifestyles. On average students spend 600€ – 700€ per month on their living expenses.

Example of a monthly budget: Rent: 300€ (own room in shared apartment with 1-2 students) Daily warm lunch at school: 2,60€ /day, all together 60€ /month Food and beverages: 300€ /month (depending on your lifestyle) Other initial costs to consider: » Proving your incomes for residence permit (only non-EU/EEA students): » For the student residence permit, you must have at least 560 euros per month to pay for your accommodation, food and other expenses.

For one year of residence, you will therefore need 6.720 euros in total in your own bank account. » Insurance » Flight ticket to Finland » Transportation from airport to your campus » Deposit for your apartment » Small household items

Working in Finland International exchange and degree students are allowed to work in Finland, with certain restrictions. Students from EU/EEA countries are allowed to work full time without having to seek for a permit. Students from outside the EU/ ETA countries are allowed to work 25h per week during term time.

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Global education services at HAMK

H

äme University of Applied Sciences (HAMK) is a Finnish public multidisciplinary higher education institu­tion, which has received the highest “advanced” status for its quality system audited by the Finnish Education Evaluation Center based on its deeply embedded quality culture, strongly committed staff and systematic focus on student interests.

The university offers not only higher education degrees, but also research-based initial and continuous professional teacher education, and consultation in a wide variety of international educational reforms, especially in transforming vocational, higher and early childhood education, implementing digital strategy, enhancing relevance of education and developing the 21st century pedagogy and leadership in close cooperation with ministries and authorities from Latin America, Asia, Africa, and Europe.

In addition, as the inspiration leader in continuing education, HAMK offers customer-oriented, high-quality educational products with focus on different professional disciplines for the global market.

OUR APPROACH TO EDUCATIONAL DEVELOPMENT Our educational development programmes are co-designed and evaluated with our partners according to the Finnish educational quality stand­ ards and using evidence-based research methods.

The design, implementation and development of our international educational programmes are based on the applied research conducted

by HAMK Global Education Research and Development team of the HAMK Edu Research Centre. The research is conducted through various methods such as design-based implementation research,

customer experience research, action research, impact studies, surveys, digital narratives, field studies and observations.

Furthermore, HAMK Edu Research Centre offers research in several educational categories, such as continuous learning and competence development for the future work, career counseling, vocational teacher education, higher education, competence management and leadership, as well as new learning solutions and digital competence.

EXPERTISE AREAS Our expertise areas are described in the image below. Currently, we provide services to increase the pedagogical capacity of teachers and managers in various levels and fields of education. In addition, our services include improving of educational capacity and innovation in the fields of bioeconomy, wellbeing, entrepreneurship, smart technology and circular economy.

DEVELOPING COACHING SKILLS AND CREATIVITY Skills Competition Expertise

Forestry Agriculture Sustainable Development

Student of HAMK professional development programme

HAMK Design Factory Entrepreneurship Innovation

INCREASING PEDAGOGICAL CAPACITY OF TEACHERS AND MANAGERS

IMPROVING EDUCATIONAL CAPACITY IN SPECIFIC FIELDS

Bioeconomy Circular Economy Smart Technology and Robotics

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

Teachers and Education Educational Leadership

Early Childhood Education

Food Security & Food Engineering Dairy Production

Renewable Energy Water Management

Nursing Social wellbeing

Please contact

Maaret Viskari Director, Global Education maaret.viskari@hamk.fi + 358 50 5745 943

More information hamk.fi/globaleducation

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Applied research Research at Häme University of Applied Sciences seeks answers to regional and global challenges.

More than 20 research teams, with nearly 240 full or part-time staff, work in the research units, for which students are a key resource. High level research activities are enabled by close collaboration with strategic partners.

HAMK is involved in the Beyond Alliance with Via University College (Denmark) and Feevale University (Brazil). HAMK’s key strategic partners in Finland are Aalto University, Natural Resources Institute Finland (LUKE) and SouthEastern Finland University of Applied Sciences (XAMK). In addition to strategic partners, the research units cooperate with most universities, universities of applied sciences and research institutes in Finland.

Four research units that support the workplace and education operate according to specific focus areas: HAMK Bio – Sustainable Bio-economy HAMK Edu – Innovative Expertise HAMK Smart – Intelligent Services HAMK Tech – Technology for the Future Research units and research groups function in important research projects with our international strategic partners.

RESEARCH FIGURES

92 25 62 000 1700 18 M € 125 10.5 M € 600 000 € Doctors and licentiate staff members

Research environments

Partners

R&D credits

Project portfolio

Projects

RDI volume

Company funding in research projects

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Publications for development HAMK Unlimited is a threefold publishing platform, publishing experts’ viewpoints on current phenomena results from R&D activities and peer-reviewed, academic articles.

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

For your notes

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Will your story be the next one we tell?

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