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This document describes a cross-border learning model developed by Laurea University of Applied Sciences. The model involves international student project teams conducting market research for business clients. Students in Finland manage the projects while exchange students in other countries serve as part-project managers and collaborate with local students. The goals are to provide realistic international market knowledge for businesses and enhance students' global skills through collaborative project work. Future plans include formalizing cooperation between multiple universities and businesses to expand cross-border project opportunities for students.
The document discusses a new learning process called Learning Process 2.0 being implemented at Laurea University of Applied Sciences. The goals of Learning Process 2.0 are to create real-life learning environments, strongly connect theory and practice, allow students to specialize in their own fields and learn from each other, minimize structured learning, and shift the teacher role to a guiding one. Observations found students took ownership of their learning, helped each other, learned at their own pace, were more motivated with responsibility, advanced faster, and maintained connections to the university. The process changes the traditional model to one where students gain more credits faster and teachers' efficiency increases, while motivating students to set higher goals and improving post-graduation employment
Yrityslabra has been operating since 2008 as a specialized learning environment at Laurea University of Applied Sciences in Lohja, Finland. It allows students to work independently on real-life business projects for client companies while gaining valuable work experience. Students develop networks with companies and organizations that can help them after graduation. Yrityslabra works with businesses of all sizes and industries to develop customized projects for clients, such as market research, customer satisfaction surveys, and business planning. This provides new and innovative ideas for clients while enabling learning for both students and participating organizations.
Yrityslabra (Business Lab) is a learning environment at Laurea University of Applied Sciences for business students. It was created to address weaknesses in the traditional campus model like long graduation times and lack of employment opportunities. In Yrityslabra, students gain responsibility over their studies by completing real-world projects for local companies. This leads to improved results such as shorter graduation times of 2.5-3.5 years compared to 4 years traditionally, fewer students dropping out, and 100% employment rates for graduates.
This document describes a cross-border learning model developed by Laurea University of Applied Sciences. The model involves international student project teams conducting market research for business clients. Students in Finland manage the projects while exchange students in other countries serve as part-project managers and collaborate with local students. The goals are to provide realistic international market knowledge for businesses and enhance students' global skills through collaborative project work. Future plans include formalizing cooperation between multiple universities and businesses to expand cross-border project opportunities for students.
The document discusses a new learning process called Learning Process 2.0 being implemented at Laurea University of Applied Sciences. The goals of Learning Process 2.0 are to create real-life learning environments, strongly connect theory and practice, allow students to specialize in their own fields and learn from each other, minimize structured learning, and shift the teacher role to a guiding one. Observations found students took ownership of their learning, helped each other, learned at their own pace, were more motivated with responsibility, advanced faster, and maintained connections to the university. The process changes the traditional model to one where students gain more credits faster and teachers' efficiency increases, while motivating students to set higher goals and improving post-graduation employment
Yrityslabra has been operating since 2008 as a specialized learning environment at Laurea University of Applied Sciences in Lohja, Finland. It allows students to work independently on real-life business projects for client companies while gaining valuable work experience. Students develop networks with companies and organizations that can help them after graduation. Yrityslabra works with businesses of all sizes and industries to develop customized projects for clients, such as market research, customer satisfaction surveys, and business planning. This provides new and innovative ideas for clients while enabling learning for both students and participating organizations.
1. Cross-Border Learning Model
International HETL Conference, Orlando, Florida,
January 13-15, 2013
Mika J. Kortelainen, Laurea University of Applied Sciences
(mika.j.kortelainen@laurea.fi)
Janika Kyttä, Laurea University of Applied Sciences
(janika.kytta@laurea.fi)
2. Biographies:
Mika J. Kortelainen, M.Sc. (Econ.), holds position as Senior Lecturer at the Laurea University
of Applied Sciences. He is also doctoral candidate at the Turku School of Economics. His
research interests are focused on customer relationships, relationship marketing and business
models as well consumer and business-to-business markets. He has participated in various
research and development projects in the area of living labs, business models and user-driven
& open Innovation development with Laurea’s research group.
Janika Kyttä, M.Ed., holds a position as a Coordinator at the Laurea University of Applied
Sciences. She has also vast experience of guidance from a background of working as a
guidance counselor for a Vocational College and international business from being a co-owner
and partner in an import/wholesale business. Her research interests are focused on learning
process, learning difficulties and developing new learning environments. She has worked in
several research and development projects in the field of learning environments.
Business Lab (Yrityslabra in Finnish):
Business Lab is a learning environment for the Business Management studies in Laurea
University of Applied Sciences Lohja Unit. It was founded in 2008 but started as an
independent learning environment in the fall of 2011. After first year of studies, when the
student has gained 60 study credits (out of 210) he can transfer from the campus environment
to the Business Lab to complete his business management bachelor studies in real-life business
projects and consignments.
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3. ISCED classification
Doctoral
degrees
6
Licentiate degrees
Universities
Master´s Polytechnic
degrees master´s degrees
Polytechnics
5
4-5
Work experience 3 years
Bachelor´s
Polytechnic
degrees
bachelor´s degrees
Universities
Polytechnics
4
Special
vocational
qualifications*
Vocational Further
Matriculation vocational
qualifications*
3
examination qualifications*
1-3
General upper Vocational institutions
secondary schools *Also available as apprenticeship
training ISCED-classification 1997
0 Pre-primary education
1–2 Primary education or lower secondary
education
1-2
3 Upper secondary education
Basic education, 7–16-year-olds
4 Post-secondary non-tertiary education
1-9
Comprehensive schools 5 First stage of tertiary education
6 Second stage of tertiary education
Pre-primary education, 6-year-olds
0
Duration on years Source: Ministry of Education
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4. Business Lab in action
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5. Business Lab in action
Project Manager = Part Project
student Manager = student
Teamwork
Responsibility
Accountability
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6. Case study background
• 2 business projects, where the goal was to carry out a
market study (Feelmax: barefoot shoes, Piece of Memory:
jewelry collection) => true market knowledge
• GOALS:
• To connect the students in Finland, Finnish exchange students
and students in target countries
• To produce as realistic knowledge as possible from the markets
of the target country; the knowledge best gained from native
target country students
• To gain more international skills, further project work and
networking between the students in an international
environment
• To take the project learning model into new environment
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7. Change of Learning Process
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8. Cross-border learning, goals
• To develop international knowledge and skills for
the students and increase networking
• To give businesses a chance to get to the
international market
• To develop the teaching and learning models for
the use of teaching staff
• To get new international connections from
universities from around the world
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9. Case study description
• Project manager: Laurea’s student in Finland
• Part-project managers: Laurea’s Finnish exchange
students in target countries (the Netherlands /
Amsterdam & Germany / Frankfurt)
• Project workers: university students in target
countries
• Guidance: project manager, business client and
Finnish teacher
• The goal was that the international students could
get Finnish U.A.S study credits from their
participation in the project
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10. Cross-Border Learning Idea
Project
Student Teacher
manager
Student
Knowledger
user / business
partner
Student
Part-project Knowledger
manager user / business
Student partner
Part-project
manager
Student
Student
Student Student
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11. Cross-Border Cases
Teacher
Feelmax
PM POM
PPM
PPM
S
S S S
S S
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12. Case evaluation
• Students were excited about a new way to study
• The startup of the model of action was too optimistic
• The communication with the partner universities was
insufficient
• Understanding the project learning model requires better
communication
• Awarding Finnish study credits to international students is
problematic
• Building the model of action for the partner universities is
still in progress
• Building the process of action to an international
environment will not succeed without an active partner
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13. Cross-border learning, future
development
• Building a cooperation model between 3-4
universities
• Apply the model of action to few practical cases
coming from partner companies
• Building an administrative cooperation on how
the study credits are awarded and how the
projects are evaluated
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14. Thank you!
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17. New Learning Process
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18. Steps of Learning Process
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19. Levels of development in LBD
model
Strategic level
Levels of developent from the
partner’s perpective
III
Basic level
II
I
Low High
Requirement of the student’s development skills Mika J. Kortelainen 2011
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