Annual report 2014:

Strategic actions

Kuva: Ville Salminen

2

content

Rector’s review of 2014 ...............................................3

Together towards a change in learning ...................4

Stronger involvement of students ............................9

Working as a community was promoted by digital solutions .......................................................... 10

Applied research work was made stronger .......... 11

Considering international partnerships ................. 12

0

1000

2000

3000

4000

5000

all applicants 13491first-choise applicants 5269

Technology, Commnication and Transport

CultureNatural Sciences

Social Sciences,

Business and Administration

Natural Resources and the Environment

Social Services, Health and Sports

Culture

Culture

Social Sciences,

Business and Administration

Natural Sciences

Technology, Communication

and Transport

Natural Resources and

the Environment

Social Services, Health and Sports

Personnel at Häme Municipal Federation of Professional Higher Education (738)

Personnel: Education Personnel: Age structure

Export of expertise was furthered .......................... 13

A lot of effort was put into an operation model for the management and development of competence ................................... 14

The year 2014 - realisation of aims ......................... 15

Year 2014 at the Häme Vocational Institute ......... 16

Careful financial management resulted in a positive result ...................................................... 18

First-choice applicants / all applicants for Bachelor’s degrees

0

50

100

150

200

250

300

350

400

all applicants 1006�rst-choise applicants 722

Social Sciences,

Business and Administration

Technologuy, C

ommunication

and Transport

Natural Resources and

the Environment

S

ocial Services,

H

ealth and Sports

First-choice applicants /all applicants for Master’s degrees

Other personnel 369

Teachers 348

Project personnel 21

49.2%46.4%

2.6%

men

women

59.33%

39.7%

0

50

100

150

200

250

300

60-50-5940-4930-390-296.67% 16.13% 25.33% 36.67% 13.60%

0

50

100

150

200

250

300

Doctoralegree

Master´sdegree

Bachelor´sdegree

Uppersecondary

education orlower

8.87% 11.55% 21.41% 41.41% 14.79%

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The year 2014 was marked by the implementation of our new strategy HAMK 2020, the transition into a limited company and cuts in financing. The strategy emphasises the role of the student at the centre of activities and better serving the needs of industry and commerce. The idea of the student at the centre of activities can be crystallised into three different learning models, improved integration of employment and teaching, and the development of guid-ance and counselling. Operation models have been formu-lated and development projects have been started accord-ing to these aims. The introduction of the 8–16 model to all degree programmes has been the most significant ac-complishment of the year 2014.

Beginning the operations of three new research units has been a further, nearly as important achievement. The con-struction of a fourth research unit, the Sheet Metal Centre, was started in the autumn of 2014 at the University Centre. The establishment of international research groups with strategic partner universities is a central outcome in the domain of research.

Due to the transition into a limited company, the HAMK limited company had to reapply for an operating licence. There remains an obligation to develop the campus struc-ture so that activities are more focused on research and de-velopment centres than currently. This has been realised by increasing collaboration with secondary education in-stitutions and by strengthening the operations of research units on the campuses.

Export of expertise has developed favourably. Teacher education programmes realised in collaboration with na-tional higher education institution partners to Brazil and Kazakhstan are not only important to HAMK but also bear a national significance.

The process of transitioning to a limited company has been successfully completed. HAMK is currently a limit-ed company with a subsidiary company Häme Vocational Institute Ltd. All partner municipalities in the municipal federation became involved as owners. This creates a good and stable foundation for the coming activities. The bal-ance of the HAMK limited company is in order, its degree programmes suit the needs of the region and its buildings are appropriate for the operations. Therefore, the precon-ditions for activities are met.

The new, crystallised strategy of FUAS was published at the end of the year 2014. Work realised according to the new strategy will commence in the beginning of 2015. HAMK is responsible for the organisation of summer studies and for technology of the virtual campus. Work for both is well under way.

One can be quite satisfied with the results of 2014. In spite of tightening of funding, the HAMK finances are in balance as operations to adapt to the situation have been started sufficiently early.

” The year 2014 was marked by the implementation

of the new strategy, HAMK 2020, the tran-sition into a limited company and cuts in financing.”

Pertti Puusaari Rector, Häme University of Applied Sciences

Photo: Ville Salminen

RectoR’S ReVIeW oF 2014

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The heart of our strategy, the principle of the student at the centre of activities, directs the work for reforming education, which aims to increase students’ competence. We began the extensive education reform process spanning several years with knowledge of the fact that this would require cultural and structural changes and, in particular, a shared understanding and new language. The reform is structured around three elements: a competence-based and extensive reform of descriptions of competences for new degrees, making a concept of new studying methods simultaneously with the former, and transition of teaching from a teacher-oriented process into realising work in teacher teams.

Strategic development days that were planned in collabo-ration were organised to implement the reform.

The shared planning process was started in January. Characterisations and descriptions for three studying methods, ’8 – 16’ (work week), ’24/7 (fast-track studies) and ’18 – 100’ (studies alongside work) were the first tar-get of reform activities. There was a desire to use the stu-dent’s life situation and their willingness and ability to study in their own way as a starting point for studying methods. Over 400 people worked on the descriptions for the studying methods.

Study plans were also renewed into extensive competence descriptions (OSKU) alongside the development work for the three studying methods. The change of the concept had the purpose of highlighting the importance of compe-tence. We made a transition from more limited courses to extensive modules, which better answer to needs of indus-try and commerce. The studies are comprised of 15 cred-it modules, which are the responsibility of teacher teams. The teams create new ways of guiding students’ profession-

al growth in cooperation. A tool for module manuscripts was created to aid designing modules. The tool support-ed the planning of the first modules during joint strategic planning days. In the spring, the first modules were at the drafting stage. During a multi-disciplinary module fair, the teaching staff presented drafts of over 50 modules and exchanged ideas about new learning methods. During the staff days in August, nearly 400 people continued work-ing together in order to create a shared understanding on studying methods. Plans for the modules were cross-eval-uated and ideas were exchanged.

Those starting their studies last autumn were the first to follow the reformed studying model. In addition to the stra-tegic development days, the reform of education was con-tinued together with students in a number of workshops in the education and research centres. The development days and workshops handled, e.g. team work, evaluation, guidance and operational formulation of the implemen-tation plans for the modules.

During the previous year, we learned that it takes a long-term, laborious process to accomplish desired changes. Creating changes is challenging, requires the involvement of many active people, while working together brings forth shared experiences. It has also not been possible to avoid some emotions and tensions. Our development work will continue towards our vision of an inspiring higher educa-tion institution.

Kuva: Ville SalminenPho

to: R

eim

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allin

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togetheR toWaRdS a change In leaRnIng

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Birgitta Varjonen, Principal Lecturer & Pirjo Kuisma, Head of Development

New work methods for teaching in Bioeconomy Education and Research Centre

Developing teaching in the Bioeconomy Education and Research Centre began to bear fruit in 2014. The most crucial point of this major change had been clearly sur-passed and the piloting that had taken place the previous year started to be transformed into an experience. This could be seen in the satisfactory rate of those completing their education, in feedback and in the results of an occu-pational wellbeing survey.

In practice, the change in teaching was apparent in the form of new work methods. Both teachers and students worked as teams and the use of communal digital tools be-came an everyday reality. New viewpoints to team teach-ing were sought by discussing the matter with experts from Proakatemia in Tampere University of Applied Sciences. Bring your own device (BYOD) project accelerated pro-moting digitalism. The project resulted in students starting to use their own computers and mobile devices. It seems that when students get to use their own devices, opera-tions become more efficient. This is also apparent, for ex-ample, in the versatile outcomes of their work incorporat-ing multimedia.

Online meetings of the heads of degree programmes in Bioeconomy, held every fortnight, had a central role. Problems connected to the implementation of the strate-gy were solved and mutual practices were agreed on in the meetings. There was familiarisation with the actual oper-ations, for example, by compiling module-based ’module stories’ and constructing key ratios depicting the activities of the modules, though which it was possible to discov-er several good practices. In order to formulate students’ study paths, module playing cards were commissioned, among other things.

During the course of the year, two projects for develop-ing teaching receiving partial funding from the European Social Fund were brought to a conclusion: Mobiilisti mo-bile learning and Open Creative Community (OCC) pro-jects. The projects supported development in line with the strategy.

Going forward by working together at the Education and Research Centre for Technology

Curriculum work was conducted at the Education and Research Centre for Technology according to HAMK’s common guidelines. In the process, cooperation between different degree programmes in technology education was emphasised. Discussions with representatives of the busi-ness world were also connected to this.

The 8–16 model, putting the student at the centre of activi-ties, is in use in all of the groups that started their studies in the autumn of 2014 in all of the degree programmes. Based on feedback from first-year students, the realisation of the 8–16 model has been generally successful. Students have become more committed with the introduction of study-ing according to the work-week-like 8–16 model and each group’s own workspace, their ’home bases’. The changes have had a positive influence on team spirit.

Team-like and project-like way of working, contacts with employers and internationalisation have been introduced as a part of students’ own study path planning right at the beginning of their studies. Student assistants are involved in the process and offer guidance and support to students. This has been considered a good method.

A new learning and research environment that is being built for shared use of the Sheet Metal Centre and Construction and Civil Engineering has functioned as a real-life learning environment for construction. Students have followed and documented different phases of the construction.

” Our development work will continue to-wards our vision of an inspiring higher edu-cation institution ”

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Internationalisation, digitalism and team-like methods of working have been developed using shared practices and a systematic approach in the entire Education and Research Centre for Technology. The development process will con-tinue, particularly in the context of the 18–100 and 24/7 models. When implementing the reform, it was acknowl-edged that time is needed for staff to collaborate in order to create a change in learning.

Summer studies have also made it possible to study dur-ing the summertime. The most extensive summer study module was a 15-credit FUAS Innovation School, which involved multi-disciplinary, project-like and workplace-oriented course work. Some of the studies were offered in a virtual environment. Project assignments connected to studies were conducted in collaboration with businesses.

Developing learning and teaching practices at the Education and Research Centre for Wellbeing

Descriptions of competences were introduced to all de-gree-awarding education beginning in the autumn of 2014. Students form their expertise module by module. The teacher team is responsible for realising the mod-ules. The manuscripts and implementation of the modules were planned with the ’student at the centre’ principle in mind and by developing issues together in work groups and teams. The activities of the module teams have been found both challenging and rewarding.

In the autumn, the 8–16 model for education was intro-duced to daytime studies and the 18–100 model to mul-tiform studying. At the same time, the realisation of the 24/7 model, credit recognition and skills demonstration were developed according to students’ needs so that they could advance their studies in agreement with their per-sonal aims and plans.

In 2014, concrete actions were started in order to pro-mote and realise export of expertise in FUAS cooperation with JAMK University of Applied Sciences. A coopera-tion pilot with the purpose of developing nursing educa-tion in Kazakhstan was realised and there were plans to start exploring options for cooperation in the United Arab Emirates and Oman.

The student, business orientation, multi-disciplinarity and entrepreneurship at the heart of the Education and Research Centre for Entrepreneurship and Business

At the Education and Research Centre for Entrepreneurship and Business, descriptions of competences were renewed, the three-channel model for education was developed and modules were made to incorporate team work and utilise digitalism. Home base areas were established to all stu-dent groups according to the 8–16 model in all degree programmes. The students were able to have a say on the planning of their home bases and the placement of furni-ture in them.

Practice enterprise operations were started in the Degree Programme in Business Administration. A practice enter-prise is a company founded by students that imitates re-al-life business activities and is backed and supported by an actual company. Practice enterprises conduct business transactions between one another in a worldwide practice enterprise network including over 40 countries and thou-sands of practice enterprises. The aim of the activities is to teach participants to be more proactive and independ-ent and to provide competence connected to establishing a company and conducting business activities.

The well-received 15-credit Global Fashion Business mod-ule, offered for the first time and organised in English, was jointly implemented by the degree programmes of the Education and Research Centre. New modules of the en-

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trepreneurship education implemented in a multi-disci-plinary way also included Amazing Business Train, FUAS Innovation School and Start-up School, all of which pro-duced solutions to the business sector. Entrepreneur stud-ies were supported by a number of virtual applications, and a virtual environment for developing ideas was piloted.

Students’ business competences were strengthened at a Christmas fair realised in collaboration with Tietotien lukio upper secondary school and Valkeakoski Vocational College. The Christmas fair combined practical business and campus cooperation in an international operating environment.

Cooperation between the Degree Programme in Design and Tavastia Vocational College has been expanded and made stronger, particularly in the context of developing foot-wear education and a footwear cluster. Footwear design at HAMK and shoemaking education at Tavastia Vocational College use the same premises, share tools and have, in part, the same staff. The aim is to create a Nordic centre for the footwear industry.

Strengthening learning enthusiasm at the Education and Research Centre for Master’s Degrees and Professional Teacher Education

Education was developed systematically and in accord-ance with the main items of the strategy.

The Director of Education and the head of studies of the Education and Research Centre were responsible for man-aging the practical aspects of development work during the spring semester, while the heads of the degree pro-grammes took on the role according to the new organisa-tion structure during the autumn semester. Teacher teams and a pedagogic development group had key roles in plan-ning and implementing the reforms.

At the Education and Research Centre, there was particular emphasis on digitalisation, caring guidance and strength-ening enthusiasm for learning. The used concepts were in part already familiar pedagogic innovations, which were enriched through conversation and connected to wider strategic contexts. The competence-based approach and the so-called ’rope weaver pedagogy’ are good examples of pedagogic development in line with the strategy.

Externally funded projects, such as Developing a Competency-Based Curriculum for Finnish Higher Education and the YLERMI project, also partially support-ed the planning process. Practical tools were also acquired to quality work from the Developing a Competency-Based Curriculum for Finnish Higher Education project. In the YLERMI project, tailored study paths were created to stu-dents conducting Master’s studies and teacher education at the same time and efficiently proceeding their studies.

HAMK’s vision as the most inspiring and customer-orient-ed higher education institution is the basis for developing education with the student at the centre of activities. For part-time students, work rather than the higher educa-tion institution is often a natural learning environment. During this year, the offered education was made more ef-ficient by making the pace of studies faster and by incor-porating assignments to students’ work even more close-ly than previously. As a result, completing one’s studies was enhanced to the point that approximately 80% of stu-dents graduated within a normal time frame. The effec-tiveness of development work was also indicated by very good feedback on quality.

The Professional Teacher Education Unit also actively par-ticipated in the pedagogic development of HAMK in dif-ferent groups and roles.

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Number of students studying for a bachelor’s degree (6236)

full-time students

part-time students76%

24%

Technology, Communication and Transport

Natural Resources and the Environment

Social Services, Health and Sports

Social Sciences, Business and Administration

Culture

Natural Sciences

6.8%

14.0%

4.8%

39.1%

18.7%

16.6%

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In 2014, the Student Union had strong presence in the im-plementation of the strategy, for example, through partic-ipation in several work groups. Participating in Boards of Directors was the most significant form of involvement, as decisions on the implementation of the strategy were made in them. Moreover, the Student Union held regular discussions with the rectors and director of finance and administration on the progress of issues.

” The voice of students also began to be heard in the Boards of

Directors of Education and Research Centres”

Electing and training student representatives to the Boards of Directors of Education and Research Centres was the most significant step of 2014 towards the implementation of strategy by the Student Union. This enabled getting students’ voices heard also in the Boards of Directors of Education and Research Centres where the implementa-tion of the strategy is made more concrete. This also made it possible for many students to participate in the strategy implementation process.

Riku KemppinenChairman of the Häme University of Applied Sciences Student Union

Number of Students studying for a master’s degree (605)

Photo: Reima Kallinen

14 %

14 %

41 %

32 %

StRongeR InVolVement oF StudentS

Number of Students studying at Professional Teacher Education Unit (PTEU) (819)

Technology, Communication and Transport

Social Sciences, Business and Administration

Social Services, Health and Sports

Natural Resources and the Environment 31%

35%

22%

12%

18,7 %

Professional student counsellor education

Professional special needs teacher education

Professional teacher education

76,31%

11,97%

11,72%

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Ari KuusioDirector of Information Management

WoRkIng aS a communIty WaS pRomoted by dIgItal SolutIonS

In 2014, the implementation of the HAMK strategy includ-ed the theme of digitalisation. The year 2014 was particu-larly a time for introducing cloud services. Transition to a communal method of work with the introduction of Office 365 services was one of the most central steps forward. These new technologies and services promoted both new forms of learning for students and working in collabora-tion for staff. The new services were also presented dur-ing the staff days of last autumn.

Moreover, during the previous year, wireless network and other technical services were renewed, which particularly promoted students using their own computers as part of their studies. Virtualisation platforms for teaching were also developed. The utilisation of videos was promoted, for example, by piloting YouTube and Moodle environments and improving instructions. Designing new forms of sup-port services was also started in this context. A significant

step for communication was taken at the beginning of the year by introducing HAMK’s new public website. In 2014, HAMK joined the Peppi consortium, whose purpose is to design and develop new national student and teacher ser-vices. The renewal of the payroll system was the most im-portant information system project aimed at staff.

Operations were made more efficient by, for example, mon-itoring the utilization rate of IT classrooms, which helped to gain new information to support decisions on IT pro-curements. An enterprise architecture model and cooper-ation with various stakeholders were used to further com-prehensive development, also on the national level.

” The year 2014 was particularly a time for introducing cloud

services.”

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” HAMK wants to be a pioneer in developing the business world. ”

Janne SalminenVice Rector

applIed ReSeaRch WoRk WaS made StRongeR

Research units at HAMK conducting applied and busi-ness-oriented research started to take shape last year. The units were named and directors were appointed to them. In addition to the Sheet Metal Centre, Research Units for Professional Excellence, Bioeconomy and Smart Services will also be part of operations from now on. Construction of a new laboratory of the Sheet Metal Research and Development Centre at the University Centre has been started. This project has included close collaboration with RUUKKI/SSAB. The aim of the research units and research groups working in them is to increase the quality and com-petitiveness of HAMK’s RDI activities. There is particular focus on increasing the quality of applied research in co-operation with the business world.

Students graduating this year will produce approximately 1,000 theses on different fields. Theses are a pivotal tool in HAMK’s RDI activities. New solutions in the fields of bioeconomy, wellbeing, culture, business and technology have a major importance to businesses and communities in the region. Students in Master’s degree programmes also developed the business world through nearly one hundred theses.

The year marked the culmination in project activities, as a seven-year EU funding period ended. Research and de-velopment work for progressing the region was conducted by approximately 100 people. Getting funding from Tekes has been a particular challenge in the region and this also has had an impact on companies. In HAMK, the amount of such funding was increased for the first time in a long while. Let the direction of this change be a signal of our efforts for realising more challenging projects in collabo-ration with our partners.

HAMK also put a lot of effort into research collabora-tion with three strategic partner higher education insti-tutions in Brazil, China and Denmark. The first joint re-search was started in the field of wellbeing with Brasilian and Danish partners. Seeds have also been sown for pro-jects in other fields.

HAMK wants to be a pioneer in developing the business world by strengthening applied research. This is partly guaranteed by our role as a higher education institution that has distinct features, responds to the challenges of the region and sparks interest on an international level, also in the future.

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The year 2014 was particularly a time for assessing and developing international partnerships. In internationali-sation, partners are a significant resource for developing operations according to the strategy, in addition to pro-viding good opportunities for mobility and other forms of cooperation. The new Erasmus+ programme had the pre-requisite of assessing old partnerships and making new contracts. Promotion of international mobility of students was a central criterion in the assessment. This was also the case when naming key partners to individual degree pro-grammes. In 2014, the number of students and members of staff leaving abroad increased, but there were fewer of those who came to our institution from abroad. Improving the latter will be a major challenge for the coming year.

Beginning research activities was the key aim of the stra-tegic partnership network in 2014. Research units in the network discovered shared themes for research at the beginning of the year, based on which research projects were started in workshops organised in October. Multi-disciplinarity was increased and new forms of operations were commenced in the partnership network.

Key partnerships and opportunities for cooperation should be transparent and open. Communication has often been recognised as a challenging area. Even though the portal and e-mail are functional communication channels, they are swamped with information. In August, workshops re-lated to internationalisation at the annual staff days were able to reach a high number of people who found the topic of internationalisation fairly unfamiliar. We are an inter-national community in which expanding the internal net-work of participants, communication and providing op-portunities are important parts of operations.

Maija RäikkönenHead of International Affairs

conSIdeRIng InteRnatIonal paRtneRShIpS

” Beginning research activities was the key aim of the strategic

partnership network.”

Pho

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Leh

tom

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Export of expertise was furthered in concrete steps. Export of expertise at HAMK is founded on external and internal partnerships and cooperation, which are used to divide risks and create synergy in implementation.

During the year, cooperation with long-term partners, JAMK and Tampere Adult Education Centre, was enforced particularly in Kazakhstan, with significant outcomes.

A nine-month training course on English and pedago-gy provided to upper secondary school teachers from Kazakhstan with Bolashak scholarships was completed at the end of June 2014. The pilot and its assessment pro-duced excellent information for further product develop-ment. Many partners in cooperation, particularly from the region, were involved in realising the training. Local pro-viders of virtual learning environments were also involved in presenting their products.

Close cooperation with JAMK, LAMK and HAMK in a pro-ject for developing health care in Kazakhstan lead to na-tionally significant results.

The first period (5 months) of a VET Teachers for the Future Professional Certificate teacher education programme was realised in cooperation with TAMK and HAAGA-HELIA, and an application period was also organised for a sec-ond group, which includes clients arriving in Finland in the February of 2015.

Synergy and cooperation between Education and Research Centres of HAMK make it possible to quickly tailor pro-grammes according to the needs of clients. A study visit, training for one or two two-week periods, is a good method as a part of offering longer periods of training. Visits were organised in cooperation with Education and Research Centres for Chinese and Kazakh partners, among others. A contact person for export of expertise was appointed in each unit.

The Developing Excellence in Skills programme is founded on HAMK’s long-term operations in the field of research and teaching of professional excellence. The first pilot was realised for a Brazilian client, the world’s largest vocational education institution, SENA (March-October 2014) (two weeks in Brazil, one in Finland and development assign-ments). The purpose of the assignments is to make sure that the education will be effective in the home organisation.

HAMK also has an active role in collaboration with and networks of authorities of export of expertise, such as the Future Learning Finland steering group.

Seija Mahlamäki-Kultanen

expoRt oF expeRtISe WaS FuRtheRed

” Export of expertise is founded on external and

internal partnerships and cooperation. ”

Pho

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Kui

ttin

en

Seija Mahlamäki-KultanenDirector of the Professional Teacher Education Unit

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During the previous year, a lot of effort was still put into activities in line with the operation model for the leader-ship and development of competence at Häme University of Applied Sciences. In the spring on 2014, new heads of degree programmes and directors of research units were appointed to the organisation. Their tasks included further-ing reforms named in the strategy in cooperation and en-suring the growth of intellectual capital of Häme University of Applied Sciences through their own actions. In order to increase intellectual capital, the organisation must be ob-served more and more as a systemic whole in which differ-ent parts and functions of the organisation are intertwined. This requires active ’swarming’, new experimentations and even closer cooperation between units and individuals.

According to the operation model for the management and development of competence, aims in accordance with the strategy were determined in cooperation with units and joint services during the performance agreement negoti-ations of last autumn. The performance agreement pro-cess makes aims consistent with the strategy to take a con-crete form as activities of units and individuals. The shared aims have been entered into the Stara system and can be accessed there by anyone. Aims also form links between units and individuals and depict future needs for compe-tence. The future needs for competence challenge units and individuals to have an increasingly active role in develop-ing their own expertise. Regardless of strict goals, partic-ipants should be given the maximum possible freedom to create, innovate and develop. This is first and foremost a matter of leadership.

In the future, management at HAMK will be founded on collective leadership and increasing interaction. Instead of dictating to others what to do, management should be realised through encouraging participation. When people become more involved, it will be possible to harness the potential found in units for the use of the entire organi-sation. New technologies also change the way we operate and transform leadership. New technology cannot be in-troduced to old structures; instead, new operational log-ic is needed. This also refers to a new logic of leadership.

In 2014, we have emphasised a discussion on competence and its significance in maintaining competitiveness. Häme University of Applied Sciences also has an opportunity to succeed through expertise as the new model for funding guides its operations. In turn, new expertise acts as a driv-ing force for future strategies.

New expertise cannot emerge without wellbeing. In or-der to learn new things, one needs an internal motivation and a sufficient amount of sleep and energy. The results of a wellbeing survey published at the end of the year re-quire all of us to stop and consider these issues. How can we support the wellbeing of our colleagues, managers and leadership through our own work, actions and behaviour? After considering these issues, it will be the time to trans-late our ideas into actions.

” HAMK has an opportunity to succeed through expertise also as the new

model for funding guides its operations.”

Heidi Ahokallio-LeppäläDirector of Human Resources

a lot oF eFFoRt WaS put Into an opeRatIon model FoR the management and deVelopment oF competence

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Let’s think about those with the most central role in shared activities in the organisation. Are they representatives of the management or employees representing the inter-ests of workers? Does a well-arranged occupational safe-ty organisation ultimately guarantee the wellbeing of the community? Are achieved results and positive reputation of the working community connected to those responsi-ble for this? All of the aforementioned actors are needed, but the source of the success of a living community must be found within each member of the working community. Understanding this fact in the middle of busy every day work and a high number of work requirements requires de-tecting and coordinating different personalities and talents.

The HAMK strategy highlights fast pace, efficiency and adaptability to changes, which are hard values that have been found to produce results in the workplace. However, there is also need for tolerance, mutual respect and taking others into account and valuing them. Defining strategy in the crossfire of expectations and a changed work envi-ronment may cause uncertainty, weariness and even fear in individual employees, confused by new teaching meth-ods. This was at least indicated by the results of the wellbe-ing survey realised during the previous year. Nevertheless, some employees are glad to take on new challenges for teaching, while others become passive and indifferent to the overhauls occurring around them. These are the kind of situations where the role of immediate managers is em-phasised and where cooperation between all workers must be direct and communicative.

When there is little time and money available, both must be spent in a sensible way. When it comes to time, this task can even be considered as an easy one. The premises of suc-cessful human resource policy are simple, as they are very concrete: time spent on work time planning and properly and carefully planned meetings at work is never wasted.

Keeping set timetables and promises results in guarantee-ing a work environment worthy of trust. The use of such simple measures makes cooperative operations part of the management of change. Team work is also better realised in the supervision of managers who engage in listening to employees in genuine interaction instead of hiding behind their work or avoiding confrontations. Genuinely prac-tising collaboration has been a central challenge in 2014. Regardless of saving measures and shortage of resources, the finances of our working community have been sound. This has been a central requirement for implementing the large number of changes and reforms.

During the previous work year, staff and student repre-sentatives have again had a possibility to influence the op-erations of the community as members of the Board. Staff have also found it important that they have had the oppor-tunity to participate in hearing the auditing realised dur-ing last autumn by the Ministry of Education and Culture and be involved in related discussions. Involvement of both staff and management in work groups has contin-ued to strengthen interaction and flow of information be-tween different parties. It has also been possible to open-ly deal with detected faults through these forums. The participation of staff representatives in such cooperation hopefully also supports and strengthens management and decision-making.

One can only gain competence and expertise in cooperation through experience. A correct attitude and a mutually ac-cepted approach is also required from all members of the community. I know that the members of HAMK commu-nity are on the right track of openness and trust to reach the aforementioned aims. In 2014, we have required com-mitment to the strategy, reacting at the right time and flex-ibility in confronting new challenges and situations from both managers and staff. All of this will still be needed.

Sirpa Neuvonen, Lecturer in Communications,Chief Shop Steward (AKAVA/JUKO)

” When there is little time and money available, both must be spent in a

sensible way.”

Pho

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Miil

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Seija Mahlamäki-Kultanen

the yeaR 2014 - RealISatIon oF aImS

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Ari MikkolaRector of Häme Vocational Institute

The admissions process at the vocational institute was very successful. The number of first choice applicants was similar as in the previous year, even though smaller age groups have resulted in increased competition for new stu-dents. In the programmes for young students leading to professional qualifications, the number of primary appli-cants was 1.5 per each available study position. The total number of students of the vocational institute fell slight-ly short of the maximum of 365 students required by the operating license. During the year, 106 students received their qualifications.

The operating licenses of vocational institutes were re-newed in 2013. The maximum number of students in a vocational institute will gradually decrease by 35 from the previous 375 students by 2016. In 2014, the maxi-mum number of students was 365, in 2015, it will be 355, and in the 2016 funding, the maximum number allowed will be 340.

Improvement of central performance figures was evident in performance-based funding for vocational education and training. The figures published at the end of 2014 used as the basis for performance-based funding were further improved. When measured with a result index, the Häme Municipal Federation of Professional Higher Education was the 25th of around 120 education providers and the best in the region of Kanta-Häme. In the previous year, it was rated 53rd nationally. Long-term development work to raise completion rate and lower the rate of withdrawal is beginning to yield results. Similarly to previous years,

” Long-term development work to raise completion rate and lower the rate

of withdrawal is beginning to yield results.”

Number of Students at Häme Vocational Institute (HAMI) (360)

yeaR 2014 at häme VocatIonal InStItute

Häme Vocational Institute is an educational institute pro-viding education in the field of natural resources and the environment and the related fields of food production and tourism. The central methods of operation of the in-stitute are vocational education and training leading to a basic degree, aimed at young people and adults, and vo-cational further and continuing education. The institution engages in close cooperation with the Häme University of Applied Sciences, as the two institutions operate in the same premises and use shared resources. The education activities of a meat industry institute, which ceased its op-erations in Hämeenlinna in 2014, have been relocated to the vocational institute.

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Food Industry 103

Horticulture 111

Forestry 74

Agriculture 56

Tourism 6

2%

15%

20%

28%

30%

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the rate of employment among graduates from the institu-tion was good. Graduating in time and good employment rate are central grounds for performance-based funding.

The maintenance system of the educational institution was renewed in the beginning of 2015. As the Häme University of Applied Sciences became a limited company, the Häme Municipal Federation of Professional Higher Education, previously responsible for organising education, was dis-assembled in the end of 2014. Häme Vocational Institute Ltd (Hami Ltd), a subsidiary of which Häme University of Applied Sciences Ltd has 100% of ownership, became the new education provider. Operating licenses for providing education at Hami Ltd were applied for and received dur-ing the autumn of 2014.

The vocational institute continued its activities in the Välkky network, based on a partnership agreement be-tween institutes providing upper secondary vocational ed-ucation and training, in various forms. Several projects were ongoing within the Välkky network and in coopera-tion with other partners with aims such as developing the professional skills and on-the-job learning of teachers and promoting entrepreneurship.

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caReFul FInancIal management ReSulted In a poSItIVe ReSult

Mirja Pöhö Director of Finance and Administration

” The municipal federation has already since 2011 prepared for the structural change, and

adaptive measures have been taken in good time”

One can be quite satisfied with the results of 2014. In spite of contraction in funding, the budget is in balance. This is mainly because the financial adjustment measures related to the structural change of universities of applied sciences were started early enough.

In 2014, the funding for the university of applied sciences was for the first time based on indicators on results, i.e. it relies solely on performance. The funding for the voca-tional institute remains to be founded on the real number of students, which was 350 in 2014. The financing model for secondary education will also be reformed to empha-sise performance.

In 2014, the operating profit of the municipal federation was €66.5 million. The share of so-called norm-based fund-ing of overall profits was 73.7 per cent. The norm-based funding also includes student-based investment funding.

Actual operating expenditure of the municipal federation totalled €61.2 million, out of which €40.3 million (or 66.7 per cent) were personnel costs. Expenditure from services purchased amounted to €11.7 million. Materials and sup-plies accounted for €5.5 million and other operating ex-penses for €3.4 million.

The actual annual contribution margin for 2014 was €5.5 million, which is better than estimated. The result is the outcome of careful financial management. Already since 2011, the municipal federation has prepared for the struc-

tural change of the university of applied sciences and re-alised adjustment procedures in due course.

Depreciation according to the municipal federation’s plan for 2014 was €3.8 million.

€6.6 million had been reserved for investments in 2014. The actual investments amounted to €5.0 million; thus, the appropriation spent was short of the assigned by €1.6 million. This was caused by the fact that a number of in-vestments were postponed to the following year.

The transition of Häme University of Applied Sciences into a limited company caused responsibility for VAT verifica-tion of €5,013,130.87, which has been documented in fixed assets. The responsibility for VAT verification was caused by the assignment of property to the limited companies. The municipal federation had to return value-added tax to the state that was once reduced from the price of the property. The Ministry of Education and Culture will re-pay the returned value-added tax to Häme University of Applied Sciences Ltd in funding for 2016.

The good annual contribution margin and investments smaller than usual produced a positive change in finan-cial resources for the year of activity. Indeed, this was the objective in order to meet the liabilities for 2015–2016 when effects of funding cuts for universities of applied sciences and construction investments in 2015–2017 will still have an impact.

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Solutions for premises were furthered ac-cording to plan

Plans for making more effective solutions for premises, started in 2012, have been furthered. The most significant investments of 2014 includ-ed the construction of teaching, research and production barn in Mustiala and the Sheet Metal Centre, which will be moved to the Visamäki University Centre, as well as other amendments to buildings in the Visamäki campus. The aim is that the Häme University of Applied Sciences will concentrate all its activities in Hämeenlinna to the University Centre in Visamäki by the end of 2015.

Profit and loss account: revenue 63,2 million euros

Profit and loss account: costs 61.5 million euros

Overall investments 6,1 million eurosStudents bringing funding (5 776)

buildings, new constructions (0 %)

buildings, renovation work 4.6 million euros

75.4%

24.6%

other revenue 1.8 million euros

other sales revenue 9.7 million euros

revenue from education 49.0 million euros

78%

15%

4%3%

subsidies 0.3 million euros

depreciations 3.7 million euros

other costs 2.1 million euros

material and supplies 5.4 million euros

services 9.8 million euros

personnel costs 40.2 million euros

65.4%15.9%

8.8%

6.0%

3.4% 0.5%

Häme Vocational Institute (350)

Häme University of Applied Sciences (5 426)

93.9%

6.1%

Häme University of Applied Sciences

Visamäentie 35 A, PO Box 230

FI-13101 Hämeenlinna

tel. +358 3 6461

www.hamk.fi