Curriculum policies, principles and concepts

The curriculum is a key component for students planning their studies and teachers planning their teaching. The curriculum defines the competence profile of the degree and the field-specific and common competence areas, which together form the foundation of professional expertise, work, cooperation and the development of expertise.

Curriculum policies 2024

Our curriculum policies describe Jamk’s goal for the development of the curricula.

Flexibility of studies: We implement our education in a flexible and student-oriented manner using different teaching methods. We enable year-round studies and increase the offer of time- and location-independent studies.
Openness of teaching: We invest in the preparation, utilisation and co-creation of open learning materials. We increase the use of open teaching practices with national and international partners.
Competitive competence for work: We train specialists who respond to employers’ future challenges through innovation and competitive competence.
Utilisation of digitalisation: We are part of higher education institutions’ common digital ecosystem. We enable digital, high-standard and accessible learning, guidance and teaching.
Economic efficiency: We offer a limited but sufficient range of studies. We organise joint courses for transdisciplinary student groups. We work together with Finnish and international higher education institutions. We enable the accreditation of higher education studies and the identification and recognition of competence acquired in other ways in accordance with the student’s personal learning plan. We utilise studies diversely in the provision of continuous learning.

Our curriculum work is guided by the principles of the curricula approved by the Student Affairs Board.

Principles

Curriculum work is part of the teachers’ work at universities of applied sciences. The units’ departments are responsible for resourcing this work. The curricula are revised, and any necessary corrections and adjustments are made every year. More extensive development of the curricula takes place approximately every 5 years. The mid-term review of the curricula is carried out every two to three years, from the viewpoint of implementation. These reviews are part of the verification of the performance and quality of education. The implementation plans for courses are updated annually according to the annual schedule.

More detailed descriptions and a timetable for the development of curricula in 2024 is available in the internal Teams workspace.

Terms

Competence refers to a competence area. The common and field-specific competence areas of the degree programmes describe the goal competence of graduating students, which develops during their studies. Degree programmes define field- or degree-specific competence areas, which may also be nationally agreed upon or competence areas defined in accreditations, e.g., EUR-ACE.
A modular curriculum consists of study modules consisting of two or more courses. In Jamk, one study module can only contain one type of course: compulsory, optional or elective studies.
Learning may be formal, informal or non-formal. Formal learning is structured and based on learning situations organised by educational institutions. Learning awards ECTS credits and a certificate, diploma, badge or a similar recognition. From the perspective of continuous learning, e.g., the offering of the open university of applied sciences, specialist training, other continuing education, etc.
Non-formal learning is learning provided by or outside educational organisations. This kind of learning is based on the educational needs of individuals or organisations. From the perspective of continuous learning, learning may be lesson-based, and it may take place in open learning environments.
Informational learning is free form learning in different everyday situations. This has not been organised systematically. From the perspective of continuous learning, this means self-study: podcasts, webinars, expert lectures, blogs, articles, open tests, etc.
Core competence of the degree programme: The core competence of bachelor’s degrees is described as the professional core competence of the field by degree programme, and the core competence of master’s degrees is described as the expert core competence of the field by degree programme. The core competences of bachelor’s and master’s degree programmes consist of extensive modules that make up the student’s professional expertise and the core of the degree.
Complementary competence: Complementary competence deepens and/or expands the student’s core competence and enables the student to build an individual competence profile. Students can acquire complementary competence through optional professional studies and elective studies.
Alternative professional studies can be used to form study paths within the degree (formerly specialisation). It is advisable to create study paths only if the student has more than two alternative study paths or if the alternatives cannot be clearly defined in the degree structure otherwise.

Modes of teaching in degrees

Part-time studies (includes classroom teaching, remote studies and independent work)
Full-time studies (mainly includes classroom teaching in which teachers and students are physically in the same space, and independent work)
Online teaching (primarily through information and communications technology)

Teaching implementation methods

Distance learning (teachers and students are physically in different spaces but connected through information and communications technology)
Contact learning (teachers and students are physically in the same space)
Blended learning (includes classroom teaching, remote studies and independent work)

Hybrid teaching means that teachers and some students are physically in the same space and some of the students simultaneously use information and communications technology. Hybrid teaching requires special technical competence from the teacher and resources to implement it in a high-standard manner. In Jamk, we mainly use either remote studies, classroom teaching or part-time studies.

Nonstop implementation – The course uses continuous enrolment, and the student can start the course flexibly at any time during the semester or academic year. The implementation has a clearly indicated start and end date. Unlike in MOOC implementations, the number of students can be limited. The student’s time to finish the course can be limited, for example, to a certain number of weeks. The studies can be completed freely 24/7 either partially or entirely independently. The implementation may involve individual and group tasks, in which case flexible completion of studies must be determined pedagogically, taking into account the nature of the tasks. Various interactive tasks should be planned for the implementation. Nonstop implementations must provide the student with guidance and support throughout the implementation of the course. Special attention should be paid to giving feedback. The evaluation will follow the assessment criteria specified for the course.

MOOC (Massive Open Online Courses) – According to DigitalCampus’s definition, MOOCs are online courses open to everyone for which the number of participants is not limited. They are open for a certain period, such as a semester or academic year. The course can be started flexibly within a certain period of time. The MOOC is free of charge. Certificates and study attainment records may be subject to a fee.

Links

Principles of the Curricula (For students web site)

Curricula and their Development (Elmo intra, login required)

Sirpa Tuomi 29.11.2022