Degree Student

Regulations and Principles

This page sets out the main rules and principles that govern students' studies and student life. Please familiarise yourself with them.

Degree Regulations

The Degree Regulations of Jamk University of Applied Sciences are rules that are approved by the Academic Board. The regulations determine the most important principles and practices governing studying and guidance.

  • The right to study / study entitlement: student admission, enrolment, maximum study period, losing and restoring the right to study
  • The studies: study guidance, curricula, Personal Learning Plan (PLP), completing studies, accreditation, assessment practices, thesis and maturity test
  • Graduation: degree certificate
  • Drug testing
  • Disciplinary Procedure
  • Appeals to the decisions of the University of Applied Sciences.
Degree regulations of Jamk (pdf)

Pedagogical Principles

The pedagogical principles guiding the actions of Jamk University of Applied Sciences offer three perspectives that are considered to be of mutual importance and that guide us as a learning community in multidisciplinary operating environments.  

Together with the ethical principles, the pedagogical principles set the premises of our actions in accordance with Jamk’s strategy and Degree Regulations. Our other guiding documents, such as the Jamk quality manual, the principles of the curricula and the principles of guidance, give concrete expression to the pedagogical principles and their high-quality implementation.

The principles describe what kind of pedagogy we implement at Jamk to enable studying, study guidance and development activities. The principles help us prioritise and make justified choices and decisions in our everyday practices. 

High-quality pedagogy enables learner-oriented and flexible learning processes

The learner is at the centre of our pedagogical actions, guided toward and supported in active and self-directed agency. We plan and implement pedagogy that promotes study ability, utilising movement and physical activity in learning. We build flexible learning paths that support continuous learning by identifying the learner’s previous competence and experiences. We select pedagogical solutions that support learning, interaction and building a sense of community. We plan and support learners’ learning processes, investing in instructional feedback and continuous evaluation.  

Structures and actions strengthen well-being and sense of community

Respectful encounters and caring collaboration are at the heart of our pedagogical approach. We create structures that support participation and wellbeing, which take diversity into account and enable equality and accessibility. We enable smooth learning in diverse environments, using digital solutions. Our pedagogical approach takes into account building a sustainable future. 

Work-oriented and research-based pedagogy ensures future competence

As a university of applied sciences, we focus on the development of skilled labour and regional working life. Our pedagogy is based on research information, anticipates future competence needs and emphasises a strong work orientation. We engage in active interaction with working life partners and make use of our various national and international networks. 

Ethical Principles

Ethical principles affect everyday life, study and teaching, research, development and innovation (RDI) and business. All of these areas may also apply to a student. Ethical competence is a common, general working life competence of university of applied sciences students that the student must know and understand. Disregard and misconduct (e.g. plagiarism or cheating in an exam) also lead to sanctions. The Ethics Committee of Jamk promotes the implementation of ethical principles in the university’s activities. Jamk's ethical principles describe the operating methods in accordance with good scientific practice, as well as the procedural guidelines used to deal with unethical activities (disregard and misconduct).

Ethical Principles (pdf)

Principles of Guidance at Jamk

The guidance provided by Jamk supports students in completing their degree, gaining employment, and in developing lifelong career skills. The principles of guidance are applied in all Jamk units and courses and apply to all students and staff.

Principles of Guidance at Jamk

Equality and Non-Discrimination

Student Union JAMKO supports students in questions of equality, non-discrimination and ethical principles and makes sure that students are treated equally. If you experience discriminating behaviour in school, first thing to do, is to discuss about the matter with the person in question. If you have questions or problems regarding equality and barrier free learning you are supported by JAMKO's trusteeship responsible in social policy.

JAMKO's trusteeship responsible in social policy: sopo(a)jamko.fi

Further information on equality (JAMKO)
Equality and Non-Discrimination Plan (pdf)

Jamk's Principles for Safer Space

Jamk’s principles for safer space have a goal to make it possible for the members of the community to participate and work together regardless of one’s background in all Jamk’s actions.

Introduction

Jamk’s principles for a safer space have a goal to make it possible for the members of the community to participate and work together regardless of one’s background in all Jamk’s actions. In a safer space you are not judged, and everyone gets respect and support as they are including diversity. For example, in teaching and guiding situations you can sometimes be out of your comfort zone which might evoke uncomfortable feelings. However, you should remember that you can’t always avoid uncomfortable feelings because they are a natural part of the learning process. A respectful and appreciative atmosphere makes it possible to face difficult emotions and to talk about them if necessary. Principles for a safer space are made to give tools for individuals to intervene with situations and discuss issues together.

Principles for a safer space are learned together so making mistakes and learning about them is possible. Principles presented here are not flawless, but they are meant to be adapted in different situations. To make a safer space possible, their meaning needs to be worded in a way that is suitable for practice. A teacher can for example go through the principles in the first course meeting, so everyone knows what kind of rules apply in actions together. It would be important to present Jamk’s principles for a safer space also for example in staff trainings and other Jamk’s events.

Jamk’s principles for a safer space are one of the actions in Jamk’s equality plan. In addition to Jamk’s equality and accessibility plans these principles are also affected by Finnish constitutional and equality laws.

Actual principles
  • Don’t bully, discriminate, act disruptively or treat others with disrespect. Pay attention also to unintended situations where you might have acted wrong without your knowledge. Be open to the feedback you receive and if necessary be ready to act differently in the future. Treat others equally regardless of their:
    • age, origin, nationality, language, religion, belief, opinion, political or trade union activity,
      family affairs, health condition, disability, sexual orientation, or any other reason related
      to a person.
  • Intervene and speak up. Creating a safer space is everyone’s responsibility. If you see or experience a space unsafe, talk about it with the party concerned. It is important to bring up your own point of view constructively without insulting or blaming others.
  • Respect others’ right to personal space, self-determination, and bodily integrity. Everyone has their own personal boundaries that need to be respected. You need to identify your boundaries yourself first and say them out loud so you can tell others about them.
    • In an online learning environment, you need to show up with your own name and picture and make sure that outsiders aren’t present and/or within hearing distance.
  • Acknowledge your own presumptions. Everyone makes assumptions but actions based on them can be harmful. With your own actions you can build a safer learning environment where everyone can be themselves while respecting others.
  • Use understandable language. Understandable language means for example explaining hard terms and using English instead of Finnish when there are others than Finnish-speaking people present. Understandability also means that communication is clear and appropriate.
  • Listen and be heard. In addition to listening, it is important to aim to understand others. Understanding others is a part of interaction and dialogue skills. In communication and discussions with others you need to act with respect and appreciate different points of view. Remember that communication also includes non-verbal communication: body positions, facial expressions, and gestures. You can always ask if you have understood the thing correctly and ask more about others’ way of thinking.
Poster of Jamk's Principles for Safer Space (pdf)

Quality criteria for online pedagogy

Jamk's digital pedagogical quality criteria define the principles and quality of online teaching.

Quality criteria for online pedagogy

ECTS and Student Workload

ECTS (European Credit Transfer and Accumulation System) is a European system for the transfer and accumulation of study credits and grades. 

The purpose of reforming the system has been to create a uniform European higher education area. The ECTS increases the competiveness and attractiveness of European higher education, as compared to other continents, and facilitates student mobility and the comparison of the curricula of different higher education institutions. The starting point for the ECTS is the student workload needed to achieve the learning outcomes of a degree programme.

Student Workload

Student workload in full-time study is 1600 hours per academic year, corresponding to 60 ECTS credits. If the annual hours are allocated to 40 weeks, the workload of each week is 40 hours. Respectively, the total workload of a semester is 800 hours of student work (30 ECTS credits). One ECTS credit is equivalent to about 27 hours of student work. This can consist of contact lessons, online learning, group work, independent study, preparation for exams, exams, etc.

ECTS website of the European Commission

Principles of physical activity and taking breaks

It has been observed that being sedentary and sitting for a long period of time are harmful to wellbeing. Physical activity promotes cognitive functions such as thinking and learning. Breaks that increase wellbeing help students recover and increase the sense community between learners. Breaks in studies also alleviate cognitive load and increase alertness. 

  • Students are given the opportunity to engage in activities that include physical activity during learning and to take breaks. An effort is made to avoid staying sedentary for long periods of time at all stages of the learning process and in different learning environments.
  • Physically active learning methods are included in both contact and distance learning, students are encouraged regularly change their working positions and to actively take breaks to reduce being passive and sedentary.
  • In independent studies, students are guided to take breaks from working, maintain alertness and recover.
  • During the practical training periods included in the studies, students are encouraged to take breaks in their work, move around and change their working postures, taking the possibilities and conditions of the practical training environment into account.