HAAGA-HELIA education has the following vision: learning together with working life.
The parties involved in the professional growth process have the following roles:
The student’s task is to grow into a proactive and self-driven professional who is motivated to develop on the personal level as well as to develop his or her job and workplace community. Students set learning objectives for themselves as well as for the student body as a whole, and also participate in planning their study processes within the framework of the curriculum.
The teacher’s task is to function as a planner, enabler, advisor, motivator and learner, as well as a professional consultant when required. Teachers cooperate with students, business community representatives and other stakeholders, and guide the learning process. Teachers take into account the different learning styles and starting levels of students. The professional identities of both teachers and students are built via social interaction in a learning environment.
Partners enrich the learning process and also provide motivation and support for it. Participation in the learning community also develops their own competencies and operations.
In addition to focusing on professional competencies, the curricula aim to ensure that HAAGA-HELIA graduates have competencies including the following:
- time management and prioritisation skills
- independent monitoring of one’s professional growth and a commitment to learning
- ethical awareness
- national and international communications know-how (understanding of different cultures, broad communication skills, proficiency in one’s mother tongue and other languages)
- business expertise and a solid all-round education
- knowledge of organisations (understanding of strategy and vision, ability to function within organisations, teamwork skills, leadership and managerial skills)
- ability to produce new information ability to function in a community by sharing expertise and knowledge
- ability to search for and make use of information
- a commitment to learning
- ability to take into account the needs and objectives of different players
- ability to set development goals and follow through on them
- networking expertise
- entrepreneurial competencies.
Investigative and development-oriented learning
Investigative and development-oriented learning in HAAGA-HELIA refers to a practical, communal and regenerative approach to learning.
The evaluation of teaching, learning and curricula is development oriented, in which results are actively used for the establishment of new approaches. The evaluations combine evaluation on the personal, peer, counsellor levels, as well as evaluation by partner businesses and other organisations.
The entire HAAGA-HELIA teaching community participates in evaluation and in this way contributes to successful development.