2011-2012 today
NewsNews ffromrom TaTamperemppere UnUniversityiversityy ooff ApAppliedppplied ScSciencesiences
N page 8
Studying in South Africa page 12
New Business Information Systems Curriculum page 16
TAMK EXPORTS EDUCATION
page 3 1 6 CLINT supports exchange students 12 Studying in South Africa 8 Nurses need cultural competences TAMK.today 2011-2012
TAMK also exports education abroad 3 TAMK’s fi rst international week for engineering 14 Our favourite places in Tampere 4 New curriculum for BIS 16 CLINT is on exchange students’ side 6 World wide business! 18 What’s up? TAMK news 7 Four days full of percussion 20 Studies abroad – is it worth going? 8 TAMK’s fi rst Erasmus Intensive Language Courses 21 Supervisor education for nurses 10 Special needs education gained positive attention 22 Senior sport 11 TAMK helped me fullfi ll my dreams 23 Studying in South Africa 12 TAMK briefl y 24
TAMK.today, News from Tampere University Editor in chief Cover image of Applied Sciences 2011-2012 Kirsi Tolvanen, tel. +358 40 837 3061, Ville Salminen The magazine is published once a year. kirsi.tolvanen@tamk.fi Printed by Publisher Editor Paino-Arra Oy Tampere University of Applied Sciences Mirja Onduso, tel. +358 50 329 5224, Kuntokatu 3, FI-33520 mirja.onduso@tamk.fi Circulation Tampere, Finland 5000 copies Graphic design and layout Hanna-Leena Saarenmaa ISSN-L 1799-3768 ISSN 1799-3768 (Print) ISSN 1799-3784 (Online) also exports education abroad
ood PISA results have brought international fame for the Finnish education system. Finnish teacher education has been given as Gone explanation for the world’s best education system. Effi cient teaching requires understanding of the learning process. Therefore teachers in the Finnish universities of applied sciences are required to have a one-year teacher education. As teachers introduce new methods, it is necessary to know the related pedagogy to ensure good learning results. Teachers’ lacking pedagogical skills to use online learning environments has been a large problem.
Since 2010, Finnish universities and universities of applied sciences (UAS) have been allowed to charge tuition from students who are non-EU/ETA citizens studying in Master’s degree programmes. TAMK has started to sell education on online teaching pedagogy. The fi rst international implementation started in September 2011 in cooperation with the Higher Colleges of Technology in Dubai, the United Arab Emirates. The education is almost completely given online with the support of local facilitators trained by TAMK. The education provides practical skills for modern online teaching to be directly used by the participants in their teaching. Teachers’ pedagogical competence is a competitive advantage and shows the ability to ensure learning as required by working life. (More information on page 7.)
Participation in international chargeable education ensures the quality of TAMK’s strong competence fi elds. We are also willing to implement parts of customers’ own degree programmes. At TAMK, we also sell high-level education in English, for example master-level education in Information Technology.
TAMK’s cooperation with working life includes joint learning environments, projects, practical training, theses, and plenty of visiting part-time lecturers from working life. There are almost 40 000 higher education students in the City of Tampere. Tampere off ers diverse leisure activities, cultural and sports services, safe living environment and the surrounding clean nature.
Mikko Naukkarinen Vice President Tampere University of Applied Sciences
3 Photo: Mirja Onduso OUR FAVOURITE places in Tampere international Services
ampere is a great city for students: “not too Piri Hiltunen big and not too small”. It off ers all you need: Outgoing Exchange Students T education, living, health care, sports, culture, history, shopping, bar-hopping, etc. “The City Hall and the central square are
the hub of the city – where people meet!.” Photos: Mirja Onduso If you prefer nature, you can swim in the lakes throughout the year, cycle on the forest paths or pick berries or mushrooms – all within 5 km from the city centre!
Here are the favourite places of TAMK International Services staff .
Kirsi Tolvanen Head of International Services
“The view from the Pyynikki observation tower is amazing, and there is also my favourite cafe in Tampere.”
Emma Roinila Merja Mäkipää Incoming Exchange Students Finance “From Näsinneula Observation Tower, “Tammerkoski Rapids is the heart of you can see all of Tampere and almost Tampere, and the nearby park the best to the neighboring towns.” place for a picnic with friends.”
4 Mirja Onduso Kristiina Alaruusi (on the right) Incoming Exchange Students Partner Agreements
“I love the lakes around Tampere! I can sit by “I like walking our two dogs. a lake for hours.” Tampere has many dog parks inside which dogs are allowed to run free.”
Matti Pietilä Outgoing Exchange Students
“Forests have been part of my life since childhood. They are an excellent place to relax. It’s nice to have one only 2 km from the city centre.” Noora Järventaus Teacher and Staff Exhange
“A lovely summer day is guaranteed in Mustalahti Harbor: great location and unique atmosphere!”
Camilla Kalevo International Mobility Projects
“I love this green haven in the city centre. Sitting by the Tammerkoski Rapids, watching the water go by, is really relaxing.
5 TAMKO - student union www.stephanie-scharschmidt.com/
CLINTis on exchange students’ side
lub International Tampere (CLINT) is which have already turned into a tradition. Cichacz fi nds the availability to be the most a sub-organization of Tamko (Student These main events are City Tour, Survival important part of CLINT’s activities: CUnion of Tampere University of Weekend, Christmas/Spring party and a trip Applied Sciences) and has been active since to St. Petersburg. All of them are organized - Letting the exchange students know November 2003. CLINT’s prime goal is to every autumn and spring semester and are there’s always somebody who’ll help them, maintain, and most importantly, improve perfect opportunities for networking and if needed. Here we deal with all the problems the continuing cooperation between Finnish making new friends. so the exchange students can have fun. I students and exchange students of TAMK. always get really positive feedback from our Karolina Cichacz who is studying exchange students about CLINT. Two of them CLINT works in close affi liation with Tamko by International Business for the fourth year have even created their own “CLINT” at their taking part in training the new international has been an essential part of CLINT for home universities. tutors twice a year and also by maintaining a year now. She started as a Survival Kit and supervising the Survival Kits for the new Coordinator, but is now the Chairman for http://clint.tamk.fi students. CLINT is operated by its board and the year 2011: www.tamko.fi an active group of international tutors. The board consists of six members and operates - I’ve been an international tutor one one semester at a time, but is aiming at semester before and then I participated in Text: Essi Kannelkoski, doubling the term in the future. CLINT’s annual events. The best memories so Tamko Public Relations Offi cer far have been Survival Weekend last winter Photo: Stephanie Scharschmidt Along providing the necessities for the new and a trip to St. Petersburg last October. arrivals, CLINT also helps preventing the They were diff erent from each other but formation of culture shock by organizing both amazing because of the people and many events during the year, a few of surroundings!
6 What’s up? WHAT’S UP? Short news from TAMK
Online teacher education to Dubai IGUAL* bridges gaps in Latin America (* equal in Spanish) TAMK started exporting education: the School of Vocational Teacher Education organizes extension studies for 50 higher education teachers in the United Arab Emirates. The topics Many Latin American countries have low quality are online teaching and utilisation of modern learning methods. primary and secondary education, leading into a wide gap between privately and publicly schooled Compared with traditional teaching, online teaching requires a diff erent approach, and online students in the universities. teachers must have a new kind of understanding of how learning takes place. Social media have ways to interest and inspire people, and facilitate sharing and learning. TAMK Research, Development and Innovation unit coordinates IGUAL, an EU-funded project aiming High quality teacher education is one explanation for Finland’s excellent PISA results. Finnish to bridge this gap. teacher education can be marketed worldwide to all levels of education, exploiting this rare competitive advantage. In 2011-2013, teachers, staff members and students will develop computer programming studies: e-learning software, pedagogical methodologies and learning materials to help disadvantaged students to receive the extra support needed to overcome the gap with their peers.
The pilot aims to have an eff ect at least on 2000 university students in Latin America.
Partners in IGUAL are universities from Romania, Brazil, Chile, Colombia, Chile, Ecuador and Mexico.
www.igualproject.org Photo: Seppo Pajari
The Tampere-Dubai education agreement with Dubai Men’s College was signed on 15 August 2011.
Tampere is Study in Tampere now All Bright!
TAMK, University of Tampere (UTA) and Tampere University of Technology (TUT) continue Tampere Region Economic Development Agency cooperation in arranging courses in English for international degree and exchange students (TREDEA) renewed the Tampere Region brand. studying in Tampere. The most popular course is the “Finnish Society and Culture” lecture Tampere is a good place to Visit, Invest, Live and series, arranged twice a year. Innovate!
www.studyintampere.fi www.tampereallbright.fi
7 IS IT WORTH GOING?
School of Health Care Studies abroad in nursing education as a method to learn cultural competence
he globalisation process aff ects all in today’s nursing because, as it was and cultural perspectives have been societies all over the world. Various stated by the Commission of the European increasingly integrated with teaching and T professional groups move around Community in 2007, “experts of today should learning methods in nursing education. It is the world in order to fi nd new challenges, be able to move in global labour markets crucial that nursing students increase their better economical and living conditions and and they should be able to communicate preparedness for international activities and educational opportunities for themselves with foreigners”. Furthermore, it has been cultural competence already during their and their family. Also nurses migrate from stated that nurses have a moral obligation to basic education. International collaboration one country to another and, therefore, the provide culturally appropriate care for their between educational institutions is focused, demand for culturally competent nurses patients. Thus, nursing institutions have a among others, on student exchange, and increases in the future. social responsibility to equip their students some of these programmes are funded by with knowledge and skills which are needed the EU. ‘Cultural competence in nursing’ is defi ned in culturally competent nursing. as ‘a set of skills and behavior that enable a Leaving the comfort of the familiar and nurse to work eff ectively within the cultural coping with everyday life in a foreign context of a client or a patient’. D , culture seldom proceeds without problems. During the exchange, nursing students face There are two diff erent types of cultural challenges demanding a new kind of thinking. competencies. ‘Generic cultural competence’ The local language is often diff erent from a refers to knowledge and skills which are . student’s own mother tongue, and although applicable across ethnic groups, whereas the student may have a good command of ‘specifi c cultural knowledge and skills’ are the foreign language, the local language may applicable to a particular ethnic group. Because of these demands of cultural sound strange and cause a language barrier. Both of these competencies are needed competence in nursing, the international Diff erent practices in nursing, a perception
8 Recommendable reading:
The full article by Reija Kokko was published in the Journal of Nursing Management, Special Issue: Priorities in nursing management, Volume 19, Issue 5, pages 673–682, July 2011 (also available on the internet).
of hygiene, strange smells, climate, etc. may interaction with foreign people. The exchange give them a chance to participate in nursing be demanding. At the beginning, nursing also enhances students’ self-reliance and and education in a foreign country. Nurses students may experience confusion and self-confi dence. Nursing students experience who have completed exchanges and studies stress, even hostility towards circumstances that they are not the same persons, they feel abroad should be utilised in working life, around them. Social networks, quality that they are more tolerant and international and they should be allowed to disseminate tutoring, open-mindedness and openness to than before. Also the experience of being their cultural knowledge and skills forward. diff erences help the student cope and lead to an outsider in a foreign culture makes them Nursing institutions should organise an expanded world view, and to appreciation understand people/patients who may be in educational programmes and cooperation and acceptance of diff erences. the same situation. with representatives of clinical practice also in cultural issues. In spite of problems, nursing students’ The answer to the question “Is it worth going” problem-solving, language and communi- is positive. Numerous studies show that there ‘Culturally competent care’ means quality cation skills improve, increasing the are a lot of valuable competencies which care for patients: all possible methods should students’ preparedness for communication nursing students acquire for their future be used in gaining this aim. and interaction in a multicultural working work. Due to the globalisation process, it is environment. Students acquire both culture- recommended that nursing schools prepare generic and culture-specifi c competence in students for culturally competent care and
Text: Raija Kokko, PhD, Senior Lecturer in Nursing
9 Supervisor
School of Health Care EDUCATION
helps nurses become good supervisors for health care students
he professional studies of health care Since January 2008, I have planned and understand the learning views of present- education include 75-135 credits implemented supervisor education three day education, learning and supervision. The T of clinical training in diverse health times a year. At a time, the education is education familiarises the participants with care units. The number of credits depends attended by 24 student supervisors from the curricula of the Degree Programme in on the degree programme. To guarantee diverse units of the hospital district. In Nursing and Health Care, diverse learning quality clinical training for students it is accordance to the guidelines of the Ministry styles and supervision processes, as well as highly important that each clinical training of Social Aff airs and Health, the course is strengthens the supervisors’ pedagogical period supports the development of students’ further education for the clinic staff . skills in providing feedback and supporting professional skills as well as possible. students in developing their expertise.
The joint report of TAMK and Pirkanmaa G Feedback so far shows that the supervisors Hospital District (hospital district around have found the education useful and Tampere) states that the supervisors’ , inspiring. They have been satisfi ed with the supervision skills are defi cient. Due to this, research-based education and considered a senior lecturer’s position was established it important to exchange experiences with to TAMK School of Health Care in cooperation . colleagues. with Pirkanmaa Hospital District to develop supervised clinical training and the supervisors’ supervision skills. Good skills The education is implemented according support students’ learning, which is indirectly to problem-based learning (PBL) principles Text: Helinä Roto, Senior Lecturer in Health Care refl ected in good patient care. as the supervisors should personally
The education familiarises the participants with the curricula of the Degree Programme in Nursing and Health Care, diverse learning styles and supervision processes, as well as strengthens the supervisors’ pedagogical skills in providing feedback and supporting students in developing their expertise. 10 “ R&D and Innovation
hysical activity constitutes one of the major components The best practices found include e.g: of a healthy lifestyle. There is increasing evidence that P improved physiological and psychological conditions • Exercises with a chair (Stolemotion), Denmark of senior citizens help maintain personal independence and • The Active Aging in Tampere Region study: Exercise reduce need for care services. intervention to older women to reduce risk factors for falls and fractures, Finland The Senior Sport Project provided answers to this challenge • Sports for All, Greece by collecting a set of good practices and developing a set • Fit for Life Nederland, the Netherlands of concrete recommendations that can easily be adapted • Living like sport’s men (Vita da Sportivi), Italy and implemented by diff erent stakeholders. The aim is also • Exercise Looks after You (El ejercicio te cuida), Spain to increase awareness of the benefi ts of health-enhancing • Fit as a Fiddle National and South East Regional Initiative, physical activity. UK
The project integrated the expertise in TAMK’s physiotherapy education and R&D services in an excellent way. More information at www.seniorsport.eu SENIOR SPORT
found best practices for active and healthy aging in Europe
Text: Liisa Sittig, Teacher in Physiotherapy, and Hanna-Greta Puurtinen, Development Manager in R&D and Education Services Photo: Regional Government of Extremadura
The Senior Sport Project (January 2010–March 2011) was fi nanced by the European Commission’s Preparatory Action in the Field of Sport.
The consortium was coordinated by the Regional Ministry for Youth and Sports of Extremadura (Spain).
Participants were University of Kent (UK), TAMK, Active Institute (Denmark), Foundation for Research and Technology (Greece), Italian National Olympic Committee Institute for Science and Medicine (Italy), Observatory on Euro-Mediterranean Democracy, Knowledge and Common Heritage, e-Medine (Italy), and Business Development Friesland Foundation (the Netherlands). The Senior Sport Final Conference took place in El Anillo, an international centrecentre f for sportive innovation and naturalnatural environm environment t i in Extremadura, Spain.
11 SAWUBONA!
(=Hello in Zulu) School of Wellbeing and Social Services
12 Text: Oona Tuovinen and Johanna Välilä, Second year students of TAMK’s Degree Programme in Social Sciences Photo: Jukka Haltimo / Cartina
In spring 2011, didn’t really get any orientation so we had to understand everything because some to fi gure things out by ourselves. Luckily of the lecturers had a very strong accent, we studied fi ve locals and other exchange students helped especially the Zulu accent is sometimes us so we found our way to the classes. TAMK difficult to understand. Professional months in Howard certainly feels very small after this, especially vocabulary also gave us lots of grey hair: because we are studying at Pyynikintie even though we had studied it back home College, Durban, Campus. it was totally diff erent to use it all the time. The most annoying thing was when you were South Africa. During our exchange, we took several writing a paper and you had a great idea in courses: Helping Theories in Social Work, Finnish but you didn’t know how to say it in ife in South Africa was very diff erent Working with Groups, Engaging Communities English. Unfortunately, they didn’t have any from Finland, and it took a while for in Action, Culture and History of 19th and ‘non-native’ assessment. L us to get used to this culture. The term 20th Century KwaZulu-Natal, and also did a ‘African time’ really exists: when something is practical training at KwaZulu-Natal Society Besides studying, we had time to travel supposed to happen in ten minutes, it usually for the Blind. around and get to know Durban, an awesome takes at least an hour to happen. People are city with nice beaches just next to the Indian happy and open-minded and they greet you Studying required initiative even more than Ocean. Most of the residents are Zulus, and whether they know you or not. People enjoy back home. You had to check your degree the atmosphere is very African with its songs, life and they don’t stress about little things. programme and grades from the notice foods and many languages. In Durban, there boards, check the exam dates and venues is also a touch of India because there are The sad part is that racism has a big role in yourself and take care of your fees and many Indians living there. everyday life. Even on campus, young people registrations. Nobody does it for you, and don’t really interact over cultural boundaries: if you don’t take care, you don’t get your During our Easter break, we drove to white people have their own groups, and fi nal marks. Although, even when you have Swaziland, Kruger National Park and St. Lucia. blacks and Indians their own ones. And done your requirements you might want It was nice to see the views and beautiful poor little exchange students try to balance to double-check them: in Howard College, nature, and the animals in Kruger were between them! forms sometimes disappear. amazing. Driving in South Africa was also quite an adventure. Unfortunately, we didn’t Music is a big part of the culture and you can Social work is a very popular major subject see any lions so we have to go back later. We hear it everywhere, and we really do mean in South Africa, and we could see that in also took a bus from Durban to Cape Town, everywhere: in the shower, in the stores, in our lectures. One of our modules had 250 which took 24 hours there and 27 back but public transport and even in the university students, and it took a lot of attention it was defi nitely worth it! Cape Town was because we had our own dj there. And when to concentrate on what the lecturer was amazing and very diff erent from Durban. It South Africans listen to music, they listen saying. It also gave a whole new meaning to has been called the most European city in to it loudly. “group work”: when there are14-20 people South Africa, and it certainly felt like that. doing one presentation and there are 12 Howard College is a huge campus, and we presentations in the module, you really need We enjoyed the lovely sunny weather of were a bit lost during the fi rst weeks. We patience. In lectures, it was sometimes hard Durban and all the nice people. And yes, we also studied hard. Sometimes on the beach…
13 TAMK’S FIRST INTERNATIONAL WEEK FOR engineering
through the eyes of an Environmental Engineering student School of Industrial Engineering
had the opportunity to take part in lectures Sander’s lecture on phycology (the world Biodiesel and Bioproduction Development concerning my fi eld, Environmental of algae) was positively surprising as it in the United States. As a native speaker I Engineering, such as biogas production, enlightened us more about for example of English and a strong performer, he was algae, drinking water, biofuels and endosymbiosis and utilization of able to hold our interest until the end, and wastewater treatment. microalgae in energy production. of course the topic was also an eye-catcher so it infl uenced the outcome quite a bit. Monday, which was the fi rst day of the Wednesday started nicely by an American International Week for Engineering, lecturer Guay Don from University of The most surprising lecture of the whole was a peculiar day for us Environmental Wisconsin-Stevens Point, with the topic of week was given by Thorsten Ahrens Engineering students, because it was only from Germany, on Biogas Production and one hour long! Also, the lecturers were Hydrothermal Carbonization. students from Ostfalia, Germany. Part of the glory goes to Ahrens getting The students’ presentation on their project on the same level with the students, of Household Waste as Renewable Source and his enthusiasm about biogas. Most of Biogas was interesting, partly due to importantly, we received the lecture slides people wondering about what they were beforehand which meant that we didn’t actually using as waste in their experiment, have to panic about writing everything which was caused by a slight confusion in down and listening at the same time. We the beginning. After all, seeing nails in the had time to enjoy his performance and “end product” was a bit mind-boggling. think for ourselves. Unfortunately my hands didn’t work with the speed of light so writing down the Because this lecture was four hours long, presentations during the week turned it was actually vital to have the slides out to be challenging, especially when already beforehand. It is of course not lectures sometimes lasted for almost four guaranteed that students will print them hours. Fortunately, we were provided with out, so the only way to be sure that the the slides afterwards so we could have slides actually are with the students is to some more solid “souvenirs” from the distribute them on spot. week. Before Ahrens’ lecture I was not that On Tuesday, we had a lecture about interested about biogas production but Removal of Heavy Metals from Mine after it I even considered changing my Water which was presented by Jan Cebula. course of master studies. Unfortunately, The topic was really interesting. Hedda the supply of English taught environmental
Krzysztof Piotrowski, Silesian University of Technology, master’s degrees is quite sparse. Gliwice, Poland
14 The last lecturer of the week for me and for most of the Environmental Engineering students was Encina Perdo Garcia who talked about Wastewater Biological Nutrients Removal and Anaerobic Treatment of Industrial Wastewater. This was the most challenging lecture due to its four hours length, speed and content. It had a lot of potential and was a really vital lecture especially for me.
The International Week for Engineering is an event which I would not miss even if it came again as a repetition. However, I would like to have some things done diff erently, such as getting the lecture slides at least a day before or on spot, and maybe choosing more lectures than the Environmental Engineering students were off ered.
All in all, the week was an experience you should not pass as it will guide you in decisions concerning your future studies and/or work preferences.
Text: Katri Hepokorpi Photos: Elias Suominen
Elke Wilharm, Ostfalia University of Applied Sciences, Wolfenbüttel, Germany
TAMK’s fi rst International Week for Engineering was held on 21–25 March 2011. There were 18 visiting lecturers from seven countries and 600 TAMK students took part in the lectures. The second International Week for Engineering will be held on 19–23 March 2012. For more information, please contact Mr Riku-Matti Kinnunen: riku-matti.kinnunen@tamk.fi .
15 TAMK BUSINESS INFORMATION SYSTEMS renewed curriculum School of Business and Services
The curriculum work started with to customers timely. High quality ICT TAMK D egree extensive background work, giving education plays an important role. a basis for BIS Curriculum Renewal Programme in Business 2011: Making a future together report. Other important skills for the future Information Systems Graduates and over 100 entrepreneurs ICT experts are good professional were sent a questionnaire in order to skills, particularly project work skills, (BIS) started clarify their views. Well done background work-related project management work provided valuable information methodologies and strong business the academic year for the actual curriculum work. expertise. The new curriculum is based on project learning, adapted to 2011–2012 with The fi rst important fi nding was that the needs of the degree programme. Information and Communication a new curriculum. Technologies (ICT) are not going to The fi rst year is started in educational disappear. However, a challenge for coaching teams. This develops project the curriculum work is the fact that the working skills and stresses the he reason for the premature curriculum fi eld of ICT is facing a constant change. importance of learning to learn. Students work is the TAMK-PIRAMK fusion in January Looking ahead, it is the fi rst priority to work in teams: in the autumn, on smaller T 2010, which brought the Ikaalinen BIS unit note that all kind of ICT services are educational cases, and in the spring, to Tampere. Therefore, it was considered important planned and implemented with high doing a large project. From the ICT sector’s to begin with a common bachelors curriculum. quality and they must be provided point of view, many important skills are
TAMK is renewing all curricula by autumn 2013 according to EU requirements. In the new curricula, the course descriptions will be based on learning outcomes for the students.
TAMK’s ECTS Study Guide: http://ects-guide.tamk.fi .
16 Journey of a Student (210 credits)
Year 1 Year 2 Year 3 Year 4
Infrastructure, Projects, Projects, team, case, services, apps, apply, Self-reliant project network integration
• Basics of ICT • Specialisations • Mixing specialisations • Practical training • Thesis • Graduation • Product Development • Delivery Project • International Project Project • Demola • Demola • Game 2011 • Imagine Cup • R & D & I • Clients • Contest (GGJ)
acquired during the fi rst year. Learning The new curriculum seeks to respond to Many experts took part in the curriculum goals concentrate on pragmatism and TAMK strategy, such as participation in development: the curriculum team, the facing a suitable challenge. The BIS collective activities, international issues, entire BIS staff , Tampere Chamber of programme believes that learning is fun! cooperation in diff erent fi elds with the Commerce of the ICT Policy, TAMK’s businesses, and creating strong research, own ICT Advisory Board, and a In the new curriculum, the programme development and innovation (RDI). representation of the current and former has four areas of expertise: 1) software students. Hopefully, we have predicted and information system development, 2) The role of internationalisation was the future so that the Bachelors of network services, 3) digital entertainment thought through very carefully. We Business Administration will receive and services, and 4) health information believe that our projects are attractive the conditions for a wide variety of systems. All the expertise areas take to students from any countries. Already interesting and challenging career paths. into account that in the near future in spring 2012, there will be a 30-credit ICT is pushed into other industries and Game Development module in English. more than half of ICT professionals are located in the user organisations.
Text: Mira Grönvall, Lecturer in Business Information Systems
17 “WORLD WIDE BUSINESS!” School of Business and Services
The 4th International Study Week on Business Administration on Mänttä-Vilppula Campus
Text: Irja Pietilä, Lecturer, Organizer of the International Study Week Photos: Seppo Aarnio
fascinating combination of local and I themes were current in our globalised world. global business cultures met when The lecturers gave students opportunities to A TAMK Mänttä-Vilppula Business School get fi rst-hand information, raise questions and organized the 4th International Study Week discuss more about the topics. “World Wide Business”. Themes of the study week covered At the end of March 2011, eight visiting F international business issues, like principles lecturers from fi ve Erasmus partner institutions and fundamental elements of business came to Finland. The lecturers came from negotiations, aspects of culture and coping France, Lithuania, the Netherlands and Spain. . strategies with cultural diff erences, and The students participating the study week competences needed in intercultural were mainly fi rst-year Business Administration communication situations. Students also A central part of the week were presentations students and some Erasmus exchange students got information and practiced mathematical and workshops given by the visiting lecturers. from TAMK Virrat Campus. models in business management. One of the The one-week programme addressed various workshops presented how Facebook and aspects of international business, and the other forms of social media transform the
18 way people do business in the future or even already today.
A very current topic was doing business in Asia. The presentation made students aware of the diff erences between the most signifi cant emerging economies in Asia and how it aff ects the way Westerners can do business there. Some more culture-specifi c topics touched upon youth unemployment in Europe and especially in Spain, sustainable development in Lithuania and students’ expectations in practical training in Lithuania.
T - .
This kind of international study week can serve many purposes in internationalisation. During the week, participants can develop and strengthen professional cooperation between TAMK and the lecturers and students of the partner institutions, encourage awareness of other cultures, other countries, world aff airs and their infl uence on our lives, and share cultural experiences. Finnish students also got an idea about an international conference as they were responsible of some “conference” tasks, such as designing the cover page of the programme leafl et and taking care of the registration desk and taking photos.
Lithuanian Anastasija Vasiljeva (sitting) and Vaida Bartkute-Norkuniene had time to enjoy Finnish winter sports, kicksled, An international study week is a great before heading to sauna. opportunity for the visiting lecturers to experience Finnish culture and way of life. Mänttä-Vilppula, and one of the guests tried The “World Wide Business” week was intensive Hence, some social events were organized, cross-country skiing for the fi rst time in his life. and illuminating. The participants were very giving the visitors an opportunity to informally Of course, the guests were taken to sauna. All content. Discussions between colleagues meet colleagues from other countries. The went to sauna but none had the courage to during the week brought up many new ideas social programme enabled the participants swim in the frozen lake. As Mänttä-Vilppula for future cooperation. to share common interests, to network, to has a long history in paper industry, it was consider potential educational cooperation, very logical to take the international lecturers and to socialize with colleagues. At the end to Serlachius Museum where they could hear of March, there was still plenty of snow in about the history of the local business culture.
19 School of Art, Music and Media
FOUR DAYS FULL OF percussion Piteå Percussion Repertoire Festival
group of TAMK students travelled to The festival truly focused on repertoire and There were also lot of lectures, master northern Sweden in mid-March 2011. creating new ideas. Each day was fi lled with classes, workshops and clinics run by the ATheir destination was Piteå where performances or rehearsals. The group of visiting teachers. the music department of Luleå Technical 40 participants was unique and fi lled with University is located. They were invited to energy! The participants became more like a The best thing in the festival was to meet the Piteå Percussion Repertoire Festival, family than a group of strangers. There were all the other students and teachers. It was organized by Ensemble Evolution, an teachers and students from Sweden, USA, also interesting to fi nd out that there are international ensemble exploring the future Finland, Australia, Denmark and Taiwan. remarkable diff erences in the education of percussion through composition, education systems and teaching methods between and technology. The ensemble consists of Two TAMK students, Eljas Tikanmäki and the countries. For example, in Sweden three members: Maria Finkelmeier, Jacob Leena Nousiainen, report: “In the beginning, they emphasize the specialisation in one Remington and Charles Martin. the groups from each school gave a short percussion instrument whereas at TAMK the students study all the orchestra percussion E , instruments.” Leena and Eljas think that the diverse mastery of percussion instruments enhances , substantially the employment opportunities.
. Overall, they found the festival a very good experience. The TAMK students were especially pleased with the lectures and The idea of the festival was to create a unique concert. The actual activities happened in clinics. If there was a chance to participate in experience for international percussionists: small groups. Each day, the participants were the festival again, they would defi nitely go! one in which students, teachers and split into four international improvisation professionals have a platform to present groups, which created a piece of music and music and new ideas. performed it in the fi nal concert.
Text and photo: Anu Lainio, Producer
20 TAMK’s first EILC
AMK’s fi rst Erasmus Intensive Language Course (EILC) ran on 1–19 August 2011. T There were 18 exchange students taking part in the Finnish language course from Austria, Czech Republic, Estonia, Germany, Greece, Italy, Lithuania, Poland, Slovenia and the United Kingdom. Half of the participants continued their exchange at TAMK and the other half spent the rest of their Erasmus period in other Finnish universities.
Five other beginner level Finnish language courses were organized in Tampere in August: the University of Tampere (UTA) organized three EILC courses, and the three universities in Tampere jointly arranged a SITR Summer School for non-EU exchange students, as well as an Intensive Language Course (ILC) for Hungarian students, in honor of the 90-year-old diplomatic relations between Exchange students went to sauna and swam in the lake by the Viikinsaari island. Hungary and Finland. The TAMK EILC course cooperated with the other Finnish language courses, especially on free time activities.
Already after the fi rst Finnish language parts of Tampere such as Hervanta suburb, The programme also included discovering lesson, students were using common small- city centre, Finlayson museum area, Stable the Pyynikki recreation area and observation talk phrases like “Mitä kuuluu?” (= How are Yards and Pyynikki ridge. tower, a trip to Museum Centre Vapriikki and you?) as if they were true Finns. to Adventure Park Särkänniemi, watching We also made a trip to Viikinsaari Island with Finnish movies, tasting some traditional In addition, the course included many the UTA EILC courses. There were 70 of us, Finnish food and much more. cultural activities. Ms Ulla-Maija Koivula from and the atmosphere was fun and relaxed. the Degree Programme in Social Services Almost everyone tried sauna and swimming lectured about Finnish Society and Culture. in the refreshing water of Lake Pyhäjärvi. Everyone was laughing out loud to a YouTube The day also included some football and Text and photo: Tiia Partanen, sketch on Finnish drinking habits. We also volleyball, sunbathing and of course grilling EILC Course Secretary had a guided sightseeing tour around delicious sausages. The sun shined all day so Tampere. We discovered the most interesting the weather was in our favour!
“MITÄ KUULUU” from TAMK’s fi rst EILC course
21 School of Vocational Teacher Education
Studying in Vocational Special Needs Teacher programme. SPECIAL NEEDS EDUCATION gained positive attention
innish teacher education has recently The special needs teachers learn the for the writers, along with the members gained a lot of positive attention. basics of special education and various of the schools’ administration and other FThis was evident also to Hanna Ilola pedagogical forms of support, the actions organisations, for example those who work and Annikki Torikka from the School of in their own workplaces, and diverse in regional special employment. The aims Vocational Teacher Education of Tampere networking. In addition, the special needs of the strategy include the following: (TAOKK) who participated in the conference teacher students take part in workplace Tampere Region off ers renewable, high of Association for Teacher Education in guidance in which they develop their own quality education for all young and Europe (ATEE) in Bled, Slovenia, in February professional identities. Vocational special adult students with special needs. 2011, where Ilola and Torikka presented needs teacher education has proven to Tampere Region innovatively develops the results of the ESR project ”Special Skills be a very popular programme, and the methods for special support. and Guidance”. third group began their studies in autumn The educational institutes of the 2011. The scope of the studies is 60 cr, to region develop their actions to be The aim of the project was to improve the be completed in 1.5 years. more inclusive. learning opportunities of students in need of special guidance in the Tampere Region. Another signifi cant operation model The work on these demanding goals developed in the project is regional continues in many ways even after the One signifi cant aim of the project was to networking. A strategy has been drawn up project has ended. launch vocational special needs teacher together with the vocational institutions education at TAOKK. This is further and vocational special education institutes education for persons who have already of the region, enabling the schools to completed their teacher education and develop their special needs education. At who work in vocational education. There the same time, joint regional aims have Text: Hanna Ilola, Project Manager, TAOKK Teacher is a great need for special needs teachers, been discovered. The strategy was created Photo: Ville Salminen because the need for special support for by various groups: the experts on special the students in vocational education has needs education off ered their guidance continuously increased.
22 international graduate TAMK HELPED ME fullfi ll my dreams
oming to Finland was like a destiny students to learn diff erent concepts of The objective of the IP was to help students that was meant to be. To live abroad tourism and to be prepared professionally to familiarize with various working styles C was not a part of my master plan for the wide variety of requirements in the and cultural issues in order to fi nd out how but Finland has helped me to embrace the tourism fi eld. to communicate in intercultural business opportunities to see life on the other side management situations. of the globe. During my studies at TAMK, I was able to participate in three Erasmus Intensive Lastly, I had a chance to assist in the IP on Philippines will always be my home. It is Programmes (IP). The fi rst, Destination Intercultural Communicative Competence where I took my fi rst steps, the place I grew Analysis, was held in Finland, with a total in Zwolle, the Netherlands. My tasks as an up in, the starting point of my dreams. As number of 60 tourism students from three assistant taught me to distinguish the my parents used to say “we brought you European universities. The task of the signifi cance of respect in cultures in order to life but it is YOU who can fulfi ll your life students was to familiarize themselves and to be successful in working environment. and dreams.” And now, I am enjoying every other participants with culture and tourism step I have taken and every move I have of the selected tourist destinations in the I encourage people to study in Finland. The made while living in Finland for almost a Tampere Region. country has a wide selection of courses in decade. preparation for bright opportunities in the The second IP was held in Bad Hindelang, future. Finland is a unique and beautiful The Tourism programme deepened my Germany. More than 40 participants from country, and the people are friendly and knowledge academically and practically. eight universities in Europe had diff erent trustworthy. Nowadays, tourism industry is one of academic and professional backgrounds. the most important sectors in the world economy. TAMK off ers opportunities for
Text: Hazel Von Yancha, 2011 graduate of Tourism Photo: Mirja Onduso
23 TAMK BRIEFLY
Tampere University of Applied Sciences Tampere University of Applied Sciences
This is TAMK
Tampere University of Applied Sciences (TAMK) is an students in the English programmes and another 400 exchange internationally oriented multidisciplinary higher education students studying at TAMK every year. TAMK has more than 370 institution in the Tampere Region, Finland. partner institutions all over the world.
TAMK concentrates on promoting wellbeing and health, With some 10 000 students, TAMK is the second largest economy and production as well as learning and creativity. university of applied sciences in Finland. Our campuses are TAMK off ers education and related research, development and located in the city of Tampere as well as three other towns in innovation services in seven fi elds of study. In addition to the region: Ikaalinen, Mänttä-Vilppula and Virrat. professional degree studies, there are versatile possibilities for extension studies. TAMK also provides pedagogical qualifi cation The current Tampere University of Applied Sciences is a result required of teachers in vocational institutions. of the merger of former TAMK University of Applied Sciences and Pirkanmaa University of Applied Sciences in January 2010. TAMK is a multi-cultural and multi-lingual studying and working environment. There are more than 400 international degree
Mission
With its multidisciplinary approach and strong orientation to working life, TAMK promotes the success and development of a wide range of professional fi elds. Vision TAMK off ers keys to success by creating new and international expertise.
24 Campuses
Virrat
Kihniö Tampere Mänttä- Main campus, Kuntokatu 3, FI-33520 Tampere, Finland, Tel. +358 3 245 2111 Parkano Vilppula Finlaysoninkatu 7, FI-33210 Tampere, Finland, Tel. +358 40 801 6256 Ruovesi Koulukatu 18, FI-33200 Tampere, Finland, Tel. +358 50 557 3711 Ylöjärvi F.E. Sillanpäänkatu 9, FI-33230 Tampere, Finland, Tel. +358 50 311 9686 Ikaalinen Pyynikintie 2, FI-33230 Tampere, Finland, Tel. +358 50 311 9724 Juupajoki Åkerlundinkatu 8, FI-33100 Tampere, Finland, Tel. +358 50 311 9735
Tampere Orivesi Ikaalinen Hämeenkyrö Kyrösselänkatu 5, FI-39500 Ikaalinen, Finland, Tel. +358 50 311 9639 Kangasala Kuhmalahti Nokia Mänttä-Vilppula Pirkkala Sastamala , FI-35800 Mänttä, Finland, Tel. +358 50 311 9720 Lempäälä Koskelankatu 2 Pälkäne Vesilahti Virrat Valkeakoski Akaa Sipiläntie 1, FI-34800 Virrat, Finland, Tel. +358 50 311 9660 Punkalaidun Kylmäkoski
Urjala
Contact
Telephone exchange: +358 3 245 2111 Telefax: +358 3 245 2222 Internet: www.tamk.fi
25 SCHOOLS AND DEGREE PROGRAMMES
Language of tuition is Finnish, unless mentioned otherwise.
BACHELOR’S DEGREE PROGRAMMES
School of Wellbeing and Social Services School of Art, Music and Media
Physiotherapy Media (in English, Tampere) Biomedical Laboratory Science Film and Television Radiography and Radiotherapy Fine Art Social Services Music Media (Virrat) School of Business and Services Business Information Systems
Hotel and Restaurant Management School of Industrial Engineering Service Management Tourism (in English) Automobile and Transport Engineering International Business (in English) Mechanical and Production Engineering Business Administration (Tampere) Forestry Business Administration (Mänttä-Vilppula) Paper, Textile and Chemical Engineering Business Administration (Virrat) Environmental Engineering (in English) Business Administration (Ikaalinen) Laboratory Sciences Tourism (Ikaalinen) School of Health Care School of Construction and Electrical Engineering Nursing and Health Care (option of Nursing, youth education) Nursing and Health Care (option of Midwifery and option of Public Construction Engineering Health Nursing), Construction Site Management Emergency Care Building Services Nursing (in English) Engineering Nursing and Health Care (adult education) Electrical Engineering ICT Engineering MASTER’S DEGREE PROGRAMME IN ENGLISH
Information Technology
SCHOOL OF VOCATIONAL TEACHER EDUCATION
26 INTERNATIONAL SERVICES
Tampere University of Applied Sciences (TAMK) E-mail: international.offi ce@tamk.fi International Services, B1-corridor Internet: www.tamk.fi /internationalservices Kuntokatu 3 FI-33520 TAMPERE Staff email addresses are in the format: FINLAND fi rstname.familyname@tamk.fi Tel. +358 3 245 2111 (switchboard) Fax: +358 3 245 2360
Head of International Services Outgoing students Ms Kirsi Tolvanen, Ms Piri Hiltunen, International Coordinator LLP/Erasmus Institutional Coordinator Mr Matti Pietilä, International Coordinator Email: outgoing.students@tamk.fi Partner agreements, statistics Ms Kristiina Alaruusi, Teacher and staff exchanges International Coordinator Ms Noora Järventaus, International Coordinator Ms Johanna Niemi, International Coordinator Incoming students (leave of absence until February 2012) Ms Emma Roinila, International Coordinator Ms Mirja Onduso, International Coordinator International mobility projects Email: incoming.students@tamk.fi Ms Camilla Kalevo, International Coordinator
Finances Ms Merja Mäkipää, International Coordinator
International Coordinators in the Schools Staff email addresses are in the format: fi rstname.lastname@tamk.fi
School of Wellbeing and Social Services School of Construction and Electrical Engineering School of Industrial Engineering Ms Ulla-Maija Takkunen, Social Services Mr Riku-Matti Kinnunen Ms Marja-Leena Lähteenmäki, Biomedical Laboratory Science, Physiotherapy, Radiography and Radiotherapy School of Health Care School of Art, Music and Media Ms Sanna Laiho, incoming students Ms Gitte Taulo, outgoing students and other international activities Ms Sohvi Sirkesalo, Fine Arts, Media, Finlayson Campus Ms Anu Lainio, Music Mr Janne Tauriainen, Media, Virrat Campus School of Vocational Teacher Education Ms Irja Pietilä, Business Information Systems Ms Eeva Manni
School of Business and Services Mr Janne Hopeela, Business Administration, Tourism Ms Riitta Vihuri, Business Administration and Tourism, Ikaalinen Campus Ms Irja Pietilä, Mänttä-Vilppula Campus Ms Pirkko Varis, Business Administration, Virrat Campus Ms Leila Kakko, Service Management, Koulukatu Campus Ms Riitta Brännare, Hotel and Restaurant Management, Åkerlundinkatu Campus, Service Management, Koulukatu Campus
27 INTERNATIONAL WEEK Moments of International Week for Non-Teaching Staff, June 2011
Photos: EliasElia Suominen
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Upcoming International Weeks and Intensive Programmes at TAMK:
• 11 – 17 December 2011, “Collaborative Creation of SME-business Intelligence II: Introducing Finnish Paper and Pulp Industry in the Tampere Region” (Ikaalinen Campus Business Administration, Forestry, Paper Technology, maija.karna@tamk.fi ) • 13 – 17 February 2012, Business Administration and Tourism International Week, Ikaalinen Campus (riitta.vihuri@tamk.fi ) • 19 – 23 March 2012, International Week for Engineering (for Engineering teachers, riku-matti.kinnunen@tamk.fi ) • 15 - 26 April 2012, LLP Erasmus Intensive Programme “DIGISOMEMAR” (Digital, social and mobile media in marketing, Internet and IT applications & management of M- and E-business), Virrat Campus (pirkko.varis@tamk.fi ) • NEW! 16 – 20 April 2012, Vocational Teacher Education International Week (eeva.manni@tamk.fi ) • NEW! 23 – 27 April 2012, RDI International Week (hanna-greta.puurtinen@tamk.fi ) • 7 – 11 May 2012, Tampere Art Factory (TAF), (Fine Art, Film & Television, Media/Tampere and Media/Virrat International Week) (cai.melakoski@tamk.fi ) • 21 – 25 May 2012, International Study Week on Social and Health Care “Family Nursing and Cultural Diversity in Nursing” (BA/MA levels, gitte.taulo@tamk.fi ) • April – May 2012 (dates to be confi rmed), International Study Week in Social Services (ulla-maija.takkunen@tamk.fi ) • 11 – 15 June 2012, International Week for Non-Teaching Staff (noora.jarventaus@tamk.fi ) • 20 – 31 August 2012, BIOCEN Erasmus IP (eeva-liisa.viskari@tamk.fi ) • NEW! Autumn 2012, International Business & Tourism International Week