Master’s degree programmes at Xamk are provided by Master School. Master School is a multidisciplinary, international and change-oriented learning and RDI environment. You can choose from a number of different learning paths to develop your expertise and skills and promote your career.
Graduates from Master School are experts in understanding and recognising changes in work environments. At Master School, you have the opportunity to study in multidisciplinary learning and development environments that are closely linked to work-related development and innovation. You can flexibly choose courses from the selection offered by Xamk’s Master School.
Your teachers provide guidance and counselling, encouraging critical thinking, argumentation and generation and application of new knowledge.
The employment depends on the student’s earlier competence, the new possibilities that have arisen in the world of work during the studies and the new targets of the interest of the students. The students have employed as experts, project leaders and managers in health care.
The general and programme-specific learning outcomes and the process of students’ professional growth and learning are specified in the curriculum of the university of applied sciences. The curriculum is based on the European Qualifications Framework (EQF) and National Qualifications Framework (NQF). Level 7 corresponds to the knowledge and skills achieved by completing a Master’s degree. The curriculum is based on the needs and development of the world of work and the overall strategic choices of Xamk.
The competence-based curriculum consists of the programme’s learning outcomes, modules and courses. The objectives, contents, teachers, learning and teaching modes, arrangements, work required, timetables and evaluation methods for courses are specified in implementation plans. The implementation plans provide the foundation for students’ personal study plans (‘HOPS’ in Finnish) and individual choices. In addition, they provide the basis for fruitful co-operation between students representing different fields of study.
The competence developed through the degree programme is divided into core competence and supplementary competence.
Core competence (must know) comprises the knowledge, skills and aptitude required of graduates by employers. All graduates should possess this competence. In addition to this, supplementary competence is necessary for deepening or expanding the core competence. Core competence is developed through programme-specific advanced professional studies and the Master’s thesis. In degree programmes of 90 and 60 credits, core competence accounts for 60 and 50 credits, respectively. The thesis (30 credits) is included in core competence. Core and supplementary competences are specified at the module level.
Supplementary competence (should know) deepens and/or expands core competence. Supplementary competence allows students to specialise in a certain area. Supplementary competence is acquired through advanced professional studies that are common for all degree programmes in Master School. In degree programmes of 90 and 60 credits, supplementary competence accounts for 30 and 10 credits, respectively.
The curriculum consists of programme-specific core studies (30 credits), supplementary studies common for all programmes (30 credits) and a Master’s thesis (30 credits), which is a development project.
In accordance with your personal study plan (HOPS), you may choose supplementary competence courses as follows:
- courses common for all Master School students, including research and development studies, leadership studies, entrepreneurship studies, Russian studies, communication skills training and courses on topical themes
- core competence courses from other Master’s degree programmes (specifically agreed)
- courses corresponding to Level 7 provided by other higher education institutions.
Common Master School courses are provided as online courses, courses taught in English, intensive courses and on a blended learning basis. Student groups are multidisciplinary, which promotes the development of your networking skills.
The Master’s thesis (30 credits) is a research or development project. You will study topical questions associated with your field of study and produce development data through research. Thus, the Master’s thesis is always a project that aims to develop the work environment, workplace or field of industry/business.
The courses included to the core competence are planned and implemented only for Health Promotion program. The responsible person is Marja-Leena Kauronen. The education director and the teachers have participated in the description and the planning of the courses according to their expertise.
The degree programme is built on the European (EQF) and National (NQF) Qualifications Frameworks. Master School is Xamk’s multidisciplinary, international and change-oriented learning and RDI environment.
The studies that develop core competence are specifically designed for each degree programme. This work is led by the person in charge for the programme. The responsible person for the planning Health Promotion program is Marja-Leena Kauronen.
The supplementary courses provided are common for all Master’s degree programmes. Xamk’s Master School team together with the persons in charge of the degree programmes are responsible for designing these studies. See the Student intranet for the composition of the team and the persons in charge.
Competence map for Master’s programmes
- can systematically assess and improve their expertise in multiple ways
- can find, process, produce and evaluate information critically and from perspectives of different fields of business/industry
- can take responsibility for the promotion of goal-oriented learning within the organisation
- can take responsibility for the operations of the organisation and their consequences
- can apply the principles of professional code of conduct as an expert and developer of the workplace
- can make decisions while taking into account the perspectives of the individual and the organisation
- can promote the principles of equality in the workplace community
- can promote the principles of sustainable development and corporate social responsibility
- can lead socially influential operations adhering to ethical values
Workplace community skills
- can improve the functioning of the workplace community and promote well-being at work
- can develop multidisciplinary communication and interaction at work
- can utilise information and communication technology at work
- can create networks and partnerships
- can work as a leader and improve operations in complex environments and unforeseen circumstances
- can manage demanding expert, leader or entrepreneur jobs
- can generate new knowledge and improve working methods by combining skills from different fields of business/industry
- can lead projects
- can lead research, development and innovation projects and knows research and development methods
- can develop customer-driven, sustainable and profitable business
- can manage international communication at work and when developing the operations
- can work in international environments
- can anticipate effects of internationalisation and related opportunities in his/her field of business/industry
The program consists of blended learning that includes independent information search and studies, web-based learning in the small group, independent and/or the group work and contact teaching at school. In the first year contact learning 3-4 days a month, second year less 2-3 days. It is possible to start supplementary competence courses and complete in the first term. A part of them can be completed as the web-based studies.
Collective development of competence
The students in the Health Promotion program have the diversity of expertise according to their previous work experience that they share during the learning process. By this way, the students can build their competence from several points of the view; primary health care, special health care, elderly care, social work etc. and modify their competence collectively. This conversation is very fruitful and will develop student’s skills of argumentation. Almost always it is possible to combine the assignments to the situations of working life by a reflective way. The presentation skills develop by giving presentations belonging to the assignments and getting feedback from the other students.
Progress of the thesis process
The goal of the Master thesis is to develop practices in the social and health care services. The goal of the thesis process is that the student develops the topic and presents the thesis plan presentation in the spring term of the first semester. The research and development unit of Xamk offers topics from its wellbeing and health promotion projects to the students. In addition, the partners from the world of work give development topics that will present to the students. The supervisor to every thesis work will be given at the beginning of the process. The student’s pages include the beneficial advice and instruction of thesis work.
Competence-based curricula require competence-based evaluation.
Your degree programme applies Xamk’s common evaluation criteria for Master’s programmes, from which course-specific evaluation criteria have been derived. Students receive grades for courses in accordance with the degree regulation. Course-specific evaluation criteria can be found in the course description.
At the beginning of the studies, the student draws up a personal study plan that will be accepted. The planning will be supported by group counseling in the class room and by the individual supervising. The study plan will be modified according to the supplementary studies chosen. The supplementary studies offer possibility to build the student’s own expertise and carrier. It is also possible to complete more than 90 credits during the studies. The personal counseling discussions will be implemented in the meetings with study a counsellor. The student’s pages include the beneficial advice and instruction of the personal study plan.
Xamk offers excellent environments for your learning. Significant part of studying happens ouside the classroom. Innovation- and project environments (e.g. Xinno, Xentre, CampusIT and Logistiikkaverstas), different kinds of simulation environments and teaching restaurants, eLearning environments and working life and RDI –projects are your learning environments. You can also conduct your studies in two authentic local environments: in the forest and at the sea.
Xamk values quality and the improvement of quality is integral part of the work of all staff and students. Xamk continuously improves the quality of teaching, guidance, learning environments and degree programmes.
The feedback collected on a regular basis from students, staff and stakeholders is very important for the quality improvement work. As a student, you have a central role in the continuous development of quality at Xamk. During your studies, you will be asked to answer a number of quality surveys. Course feedback, the entry and development surveys carried out during your studies and the feedback collected at the graduation stage constitute part of our quality assurance system.
Staff and students process quality feedback together on various collaboration forums, deciding on new methods and discussing the effects of previous development measures. These forums provide an efficient channel for students to express their views on performance and planned measures.
Our quality assurance system is based on the so-called circle of continuous development, or quality circle: Plan – Do – Check – Act. For more information about quality assessment and improvement, see the Student intranet.