The education development programme of the Lapland University of Applied Sciences outlines the principles according to which the education development and curricular work is conducted. Our aim is to be an internationally acclaimed, independent and responsible educator of experts that builds regional competitiveness, reforms working life and develops innovations. Our primary mission in 2014 was building a harmonious university of applied sciences.
Education is a service
The working-life orientation of degree programmes emphasises anticipating the needs of working life, which we strive to achieve with a competence-based curriculum. Closeness to working life refers to the mutual transfer of competence and knowledge, which requires constant interaction and dialogue between the university of applied sciences and working life.
The working life co-operation model, which was developed together with key partners, helps strengthen the integration of instruction and research and development activities. Working life representatives have been actively involved in the OPS2017 curricular development days, highlighting future competence needs.
The education development programme takes into account the Lapland UAS strategy and the selected areas of emphasis. The feedback collected from various parties and utilisation of said feedback is also vital.
The financing model measures performance
2014 was the first year that the new financing model was applied to universities of applied sciences. The decidedly most important financing criteria are the number of completed degrees, which determines the allocation of 46% of the financing, and the number of students who completed 55 credits, which amounts to 24% of the financing.
In 2014, a record-breaking 1,131 degrees were completed at the Lapland University of Applied Sciences. The increase in the number of master’s degrees, in particular, was exceptional in 2014. The number of students who completed 55 credits also increased by almost 9%, which is a strong result considering that the number of students at the university decreased significantly from the previous year.
Healthy students make healthy employees
Taking care of one’s wellbeing increases the ability to study and also creates a foundation for good capacity for work in the future. Studying is the student’s job and, to promote the “occupational wellbeing” of students, we drew up the Lapland UAS wellbeing and guidance plan in spring 2014. The plan is a guiding principle for how students’ wellbeing is realised and developed at our university of applied sciences. The backbone of the plan is the comprehensive promotion and support of the wellbeing of students and the university community. The aim is to also comprehensively take students’ wellbeing into account in the operating culture of the university of applied sciences, including the pedagogy, guidance, learning environments and wellness services.
In 2014, we established the Lapland UAS wellbeing and guidance workgroup. The workgroup’s task is to plan actions for students’ everyday life that increase their capacity for studying and wellbeing. The workgroup comprises experts from various fields that are connected to students’ wellbeing. Some of the most important actors are the student union representatives, who are the students’ voice in matters connected to wellbeing.
In 2014, the main areas of emphasis of the workgroup’s operations were harmonising the wellness services and increasing the co-operation between different actors. In the second half of the year, we also started planning the teacher tutor training and the Arising Concern (“Huolen herätessä”) workshop in order to establish an operating model for early intervention.