Proceedings of the 8th WSEAS International Conference on EDUCATION and EDUCATIONAL TECHNOLOGY

Thematic Curriculum
Rauno Pirinen
Laurea University of Applied Sciences
Vanha maantie 9, FI 02650, Espoo
FINLAND
rauno.pirinen@laurea.fi

Abstract: - There are three main statutory tasks for Finnish universities of applied sciences, these are:
education, research and development, and regional development (third task). A design research’s and action
research’s objective for Laurea University of Applied Sciences is to design, integrate and implement these
three statutory tasks into everyday action. In early phase of integrative action and “learning in projects”
model, it soon became evident that the traditional curriculum process was not optimally supportive to the
new operating model in 2002-2004. The first objective was to design and implement the curriculum within
integrative action which continuously integrates the three statutory tasks of the universities of the applied
sciences. The result of first phase of designing and implementation work was competence-based core
curriculum developed in 2004-2006 and implemented in 2006-2008. This study is addressed to second
design and action research cycle for describing and designing as well as implementing a revised instance of
competence-based core curriculum namely thematic curriculum to the degree programme of business
information technology in 2008-2009.

Key-Words: - action research, higher education, methodology, networked expertise, research framework
Designed thematic curriculum is for students
1 Introduction who are interested in development and using of own
creativity and have motivation to learn information
systems, networks, security topics or information
1.1 What is thematic?
system related services in collaborative way. It
Oxford dictionary defines the adjective “thematic”
means learning in a way of three metaphors of
as having or relating to subjects or a particular learning [18] within thematic network of living labs
subject and as noun “thematics” is treated as a body
or learning environments. The applied three
of topics for study or discussion. In this integrative metaphor of learning is illustrated in Fig.1.
action the term “thematic” is related to creativity
and co-creation of innovations. Its aim is to join and
Three Perspectives of Learning
compose the promising creations, artifacts or Knowledge Acquisition Participation Knowledge Creation (3)
“objects of leading innovations” to regional or (1) (2)

societal innovation system and value network. knowledge transferring knowledge sharing new knowledge creation

Hence: a creation here means that it is a creation of process of learning within

individual’s mind
social activities and practices new knowledge objects and
as bases for learning activities are collaborative
human. Three examples of creations are: service, created
constructivism based socio-constructivism based freedom of methods and
practice and event. The term artifact means a on on support for creativity

creation that includes technology such as animation, process-based progressive creative

phone or information system etc. co-instructive co-operative co-constructive

In this study: the term “thematic” means that reactive active proactive

learning is related to body of dynamic or agile scope Element of Processing

Nature
Element of Knowledge
Sharing Community
Element of Knowledge and
Innovation Community
or theme for study; to important and interesting
area; the theme of research agenda; or focus area of Fig. 1 the Crystallization of Learning
cluster within innovation system. Thematic
curriculum defines “thematic competences” and 1.1 Why thematic competences are important?
makes it possible to join related thematic domains Some reasons and themes: we are living in world of
and thematic networks to collaboration by globalization; working in global network; research
implementations of curriculum. and development within national and international

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 Proceedings of the 8th WSEAS International Conference on EDUCATION and EDUCATIONAL TECHNOLOGY
innovation systems; global and local needs of
clusters; entrepreneurship and globalization;
developing agile objectives in international
cooperations; agents for representing and designing
solutions in different cultures; and creativity and
innovations. In this context: the term “authentic”
means that all transactions and implementations of
learning situations are simultaneously connected to
real development cases within the world of work
and have a definite value in the value network [19].
2. Problem Formulation
In this study the research question is: What kind of
competence-based core curriculum produces
thematic competences and knowledge? What type
of action bridges knowledge and competence in
study of thematic network, thematic city and living
lab?
2.1 Formulation of context
The development’s objectives of the European
Higher Education Area and research on curricula
carried out by Finnish higher education institutions
led to the adoption of a competence-based
curriculum idea and model in 2003-2006. The
model’s focus is on broader competences needed in
the workplace of the future [10]. In the late 1990s,
Laurea chose as its strategic approach the
integration of education, research and development,
and regional development as well as a concept of
learning and knowledge in line with the strategic
intent was recorded in Laurea’s pedagogical
strategy 2002 and revised in 2007.
According to the strategy, learning at Laurea
takes place through instruction, research and
development. The principle of triple task
integration, approved as Laurea’s strategy, was
turned into the idea of “learning in projects” in the
1990s. While implementing the pedagogical
strategy, Laurea’s practical developers refined this
principle into the Learning by Developing (LbD)
model [4, 23]. LbD combines two of the major
orientations of universities of applied sciences:
professional education (learning) and research-
oriented higher education (developing) [4, 10].
An extensive curriculum reform was concluded
in 2006, which led to the creation and
implementation of a shared competence-based core
curriculum for the Laurea in 2006-2008.
During the reform, a core curriculum model was
created, which produces service innovations and
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competence, and safeguards and facilitates the
fulfillment of strategies. All degree courses’
curriculums were revised according to this jointly
created model. The competence-based curriculum
forms an innovative statement on Laurea’s behalf,
as well as a contribution to the metropolitan area’s
innovation environment and the development of the
European Higher Education Area, in which it allows
research and development to be integrated into
education [10].
With the competence-based core curriculum,
Laurea was defined as a university of applied
sciences specializing in service innovations, whose
specific task is to foster the competitiveness and
regional development of the Helsinki area. A
significant crystallization for Laurea’s pedagogical
thinking was provided by the investigative and
exploratory learning model proposed by [4]. This
means learning is seen from three perspectives: the
information gathering metaphor, the participation
metaphor and the knowledge creation metaphor
[18]. The exploratory and investigative learning
approach has helped to create an understanding of
the learner’s thought and learning processes in R&D
projects, and to create work methods and practices
by which R&D skills can be developed in specially
formed integrative learning environments and
integrative action [4, 20].
2.2 Analysis of curriculum models The
consideration of curriculum is based on five higher
education curriculum models, defined in [11] and
illustrated in Table 1:
Table 1 Curriculum Models of Higher Education
---------------------------------------------------------------
1) The study-unit-based curriculum, in which
studies leading to a degree are listed by subject as
courses. The internal classification of each subject
area is used as the principle for grouping courses
together. 2) The module model, in which study units
are grouped into compulsory or optional modules.
Each module forms a cohesive competence area,
which must be completed as a whole.
3) The competence-based core curriculum, in
which modules are not defined as single study units
or competence areas, but as core competence
modules consisting of various subjects and
progression throughout the degree.
4) The project-based curriculum, in which
generic competences are implemented into
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 Proceedings of the 8th WSEAS International Conference on EDUCATION and EDUCATIONAL TECHNOLOGY
functional work entities - projects - for which
students achieve concrete outcomes.
5) The block model, in which the studies for
each semester form a fixed block of studies.
---------------------------------------------------------------
The outcome of the analysis of these models was
the 3) competence-based core curriculum, which
provides a solution to the practical integrative
implementation [10].
---------------------------------------------------------------
The curriculum process was a challenge for the
Laurea as it was a dynamic and changeable process
typical in an innovative environment, which could
not be completely controlled or planned in advance
[10]. The process was managed through shared,
target-oriented leadership, optimally achieved
through the collaboration of various participants and
interests in 2004-2006.
2.3 Related learning models
The Integrative Action Model and Processes [4, 21]
are developed within Learning by Developing
(LbD) culture and framework by using the Onion
model’s [4] actors and variables. The integrative
work includes innovative and cyclic activities as
well as linear development work. LbD’s dimensions
[23] and principles are related and supported in
Integrative Action and Process Model.
2.3.1 Learning by Developing (LbD) Learning by
Developing (LbD) is a pedagogical and communal
approach in which learning is linked to applied
research and development projects and culture [4,
23]. It means learning expertise that arises from
social interaction, knowledge and competence
sharing, researching and problem solving of
collective objects [6].
The model emphasizes on cooperation and
creating a “learning and developing” culture and
makes it possible to include and use various
scientific perspectives and methods of learning,
researching and developing in operation and action.
The model represents a management and work
philosophy and culture based on the production of
shared competence and creativity. In the current
developing culture there are genuine research- and
development tasks; there are no ready-made
solutions.
The learning process starts by identifying the
initial scope or strategic research object, analyzing
and describing it, and selecting appropriate work
methods. The model is not applicable for solving
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problems set in advance by someone else. Neither
does it support the commissioned project principle,
because the creative starting points are determined
by the cooperating participants of the value
network, often together with professional
developers from research and development
organizations. The creative objects of the work is
usually not possible to define clearly in advance, but
is specified throughout the development process.
The process requires critical thoughts, strategies and
skills for justifying solutions and evaluating
evidence. Work consists of a continuous developing
process, focusing on research, development and
generating new competence [4, 21, 22].
The Learning by Developing is illustrated as a
dimensional model, the aim is: first it supports the
construction of creativity and innovations, where
learning does not follow any fixed process model
but the supportive construction of courses which
brings out the dimensions in complementary ways;
and second, it focuses on learning culture, not on
the learning process.
The integrative dimensions of LbD and its three
perspectives of learning are: knowledge acquisition,
participation and knowledge creation. The
derivative dimensions of learning are the
individual’s learning, the community’s learning and
building new knowhow. The impacts of LbD are
support for creativity, partnership in action, a basis
in authenticity, use of an experimental nature and
research with international cooperation. The
dimensions of Learning by Developing (LbD)
culture are illustrated in Fig. 2.
Fig. 2 the dimensional model of Learning by Developing.
2.3.2 Onion model
Onion - or cooperation model is proposed in [4] for
integration of LbD and regional development work
as well as international cooperation and
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globalization. The Onion model can be referring to

an enhanced version on the Integrative Action and 3 Solution to the Problem
Process Model in perspective of actors and
variables.
3.1 Thematic environment
Laurea’s operations are steered by its strategic
The integrative action model is used as a part of
intent, which is to be a fully authorized and
larger innovation system value network. In this
international University of Applied Sciences
study the integrative action is presented in
participating in innovation activities. In terms of
perspective of learning in co-creative and thematic
regional and global development, “fully authorized”
learning environment.
refers to carrying out applied research and
In Service-Oriented Architecture (SOA) the
development work serving regional development, in
components of integrative action are represented as
accordance with the quality criteria set for the
units of “learning logic” and are known also as
European Higher Education Area.
“learning services”. These units are components for
Laurea is an operator in regional development,
implementation of curriculum by using
and the regional development task is linked to the
orchestration and different orientations in learning:
whole education task. In terms of international
model-based; development; research and innovation
relations, Laurea enriches its area of operation with
orientations [19, 20]. The learning and quality is
international top-level expertise and promotes its
described and planned in a syllabus which is
internationalization. For learners, Onion model
produced to each dedicated implementation of
means increased opportunities and the inclusion of
course of curriculum.
increased international interaction in studies.
Laurea’s learners are equal participants in
integrative learning environment development 3.2 Four elements of integrative action In the
groups, which also include lecturers, partners and integrative action four elements are specified in
researchers. Fig. 2 illustrates the Onion Model: [20]: 1) cyclic - to support creativity and
innovations; 2) thematic - for the co-creation of
pioneering innovations, scopes and structures of
bodies of knowledge; 3) linear - for the
implementation of research, development and action
processes; and 4) relevance - for validity and
scientific rigor as well as quality of execution and
production.

3.3 Integrative action

The integrative action process is a logic model of
action and used in the best practices of exploratory,
creative learning and LbD culture [21]. In this study
the objective is to implement and integrate the three
statutory tasks in the context of services, service
Fig. 4 the Onion model by Pirinen (2004). design, security and ICT by allowing creativity and
innovations in thematic network: This means
In the Onion model; the network of Integrative coaching activities with participants (students,
Action creates an enriching community of teachers, co-operators and manager) in co-operation
knowledge and practice. Innovative researchers within innovation system.
emphasize the importance of people’s spirit and
flow in innovative work. Innovations arise from
individuals and their interaction. An “enriching
community” means the interactive relationships that
link innovative individuals together and to their
region. In terms of innovation, the applied Onion
model’s implementation strengthens the innovation
capacity of its area of operation and creates
favorable conditions for the birth of innovations.

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Theory Components of Design Research Components Action Research Components

Information Systems Design for Competences for Competences
Theory
Design as an artifact: design research must Produces knowledge to guide practice of
produce a viable artifact in the form of a construct, modifications of action.
Purpose and scope:This design component says: a model, a method, or an instantiation.
what the system is for?

The object of the design research is to develop Utility aspect of the future systems; modifies a given
technology-based solutions for important and reality or develops a new system or action.
Constructs: aphysical phenomena or abstract
theoretical terms. relevant business problems.

Principles of form and function: the principles that The utility, quality, and efficacy of a design artifact
define the structure, organization, and functioning of must be rigorously demonstrated via well-executed
Action taking and evaluation.
the design product or design method. evaluation plans.

Artifact mutability:
the mutable nature of artifacts.
Testable propositions: if a system or method that
follows certain principles is instantiated then it will
work.
Research Contributions: Effective design research Implications of practice and implications and
must provide clear and verifiable contributions in the contributions of research in collaboration with
areas of the design artifact, design foundations researchers and participants of action system.
and/or design methodologies.
Research Rigor: design research relies upon the Evaluation of practical and epistemic utility. (scientific
application of rigorous methods in both the knowledge). Rigor and relevance.
construction and evaluation of the design artifact.

Justificatory knowledge: this component provides
the justificatory, explanatory knowledge that links
goals, shape, processes, and materials.
Principles of implementation: the
implementation in practice of an abstract,
generic design method or development approach;
the shape of the design and organization of the
design process are focused.
Expository instantiation: whether an instantiation
can be a component of a theory. Theory is an
abstract expression of ideas about the phenomena in
the physical world.
Design as a search process: the search for an
effective artifact requires utilizing available means
Action as participatory perspective: The researcher
to reach desired ends while satisfying laws in the
problem environment. Perspective of problem intervenes in the problem setting.
environment.
Communication of Research: Design research Knowledge is generated, used, tested and modified in
must be presented effectively both to technology the course of the action research project. Knowledge
oriented as well as management-oriented audiences. sharing perspective.

Fig. 4 the integrative research framework.

Fig. 5 the competence components of scientific IS research

The aim and meaning of the integrative action and
process model is the creation of a linear
development framework for cyclic innovation
activities with a quality perspective. The model
itself is a liberation process for innovative activities,
rather than a process for automatic innovation
generation. The innovative learning cycles do not
follow any fixed order and the freedom of methods
and creativity are emphasized in the innovation
orientation [21]. Hence, the nature of the integrative
process is supportive rather than managerial in the
cyclic and thematic elements.
The nature of integrative action process is clearly
a proactive, active and reactive philosophy that is
based on shared learning processes in the value
networks of the innovation system. In addition,
learning is based on services, innovations, design
and development (SID²).
3.4 Research Perspectives of Competences The
underlined research methods in the information
systems field are design research [7, 8, 9, 14, 15,
25] and action research [1, 2, 3, 12, 16, 24] with
behavioural science framework [4, 6]. Design
research (DR) consists of activities concerned with
the construction and evaluation of technology
artifacts to meet organizational needs as well as the
development of their associated theories.
Behavioural sciences are concerned with theories
that explain human or organizational behaviour,
while design research concerned with creating new
and innovative artifacts [7]. Action research (AR) is
sustainable and embedded into the action and
learning culture [19] for producing knowledge in
order to guide the practice of the modification of
action [1, 2, 19]. The scientific components of
competences are illustrated in Fig 5.
In this science structure of competences: the theory
components of information system design are based
on [5]; design research components are leaded from
[7, 14]; and action research components are based
on [1, 2, 8].
The behavioural science competences are
produced in Learning by Developing (LbD) culture
and further co-created, developed and documented
to part of general competences of Laurea [4, 10].
Furthermore in this view, case studies are made
to gain a detailed understanding of innovations [27].
A proactive approach is used for influencing the
future [26]. A service design is an activity aimed at
materializing the non-material dimensions of
services [13] and our natural research LbD scope
also synergizes the behavioral, psychological,
educational and sociological sciences [6].
3.5 The Framework of Competence Generation
The thematic competences structure of the Degree
Programme in Business Information Technology is
based on presented three statutory task, and covers:
1) competences that fulfil and continuously refresh
requirements of the labour markets; 2) competences
of development work within innovation system,
clusters and workplaces; and 3) scientific
competences. The aim of the programme is to
provide and develop adult education in order to 4)
maintain and increase workplace competences. The
framework of competence generation is illustrated
in Fig. 6.
Framework of Competences

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 Proceedings of the 8th WSEAS International Conference on EDUCATION and EDUCATIONAL TECHNOLOGY

Statutory tasks application:

Science
Enterprises

Thematic Region
stage, yet only few regional clusters and firms are
able to fully utilize international potentials in
Education is based on research Thematic City
and competences are connected to European
research and science or sciences Theory Qualification CLUSTER
Components Framework

Science General ECTS Value Network

Collector of New Competences
Flexible Themes and Scopes Finland.
Competence Innovation Systems
Competences
Structure
Interdisciplinary combination Development of competences
of sciences in the field
General

References:
Science-based Field
Competences
Competences Competences
NQF

Online Competence
Refreshment
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