Study guide
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Bachelor’s Degree, Full-time studies

Biotechnology and Chemical Engineering, Material technology

Autumn 2019

Select years, semesters and periods (when only one year is selected) by clicking buttons below. (S = Spring, A = Autumn)
Year of study 1 2 3 4
Search for study unit: ECTS 1 2 3 4 1A 1S 2A 2S 3A 3S 4A 4S 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5
CORE COMPETENCE 190                                                                
Chemistry 1 5
Chemistry 2 5
Biochemistry 5  
Engineering Precalculus 5
Calculus 5
Engineering Physics  5
Measurements in Physics  5  
Electrical and Automation Engineering 5    
Language and Communication Studies
Workplace Communication 2
Swedish for Working Life, Oral Communication (replacing compulsory Swedish) 1
Swedish for Working Life, Written Communication (replacing compulsory Swedish) 2
Working English 2
English Professional Skills 3  
Working Life Skills
Working Life Skills   5
Software Tools for Professionals 5
Basics of Quality 5    
Business Operations 5      
Processes and analytical methods
Introduction to Chemical Engineering 5
Basics of Chemical Engineering 5  
Processes in Chemical Industry 5  
Design and Implement Project 5  
Microbiology 5
Chemical Working Methods 5  
Analytical Methods 5  
Analytical Methods 2 5  
Organic and Physical Chemistry 5  
Project competence
(Select 15 ECTS)
Innovation Project 10    
Project Hatchery 5
Material technology 1 
Basics of Materials Technology  5    
Processing Technologies 5    
Selection of Materials  5    
Material technology 2 
Processing of Plastics 5      
Packaging Technology 5      
Basic Practice 1 10
Field-Specific Practice 1 10  
Professional Practice 10    
COMPLEMENTARY COMPETENCE 50                                                                
(Select 30 ECTS)
Introduction to Chemistry 3
CAD 5  
Mathematics Refresher Course for Science 5
Bachelor's Thesis
Thesis, Methodology 5      
Thesis, implementation 10      
Thesis, Reporting and Maturity Test 5      
ECTS credits per period / semester / academic year 75 63 45 40 35 40 25 38 10 35 35 5 36 36 26 26 26 28.5 28.5 23.7 23.7 23.7 10 10 23.4 23.4 23.4 37.5 37.5 9 9 9

Due to the timing of optional and elective courses, credit accumulation per semester / academic year may vary.

Material technology

Materiaalit (not translated)

Programme description

Chemical engineers are to graduate furnished with co-operative skills and innovative capability. The engineering student’s more precise field of expertise is determined by the student’s individual choices and may comprise one of the following or a combination thereof: biotechnology, food technology, analytical instrumentation, materials engineering, or process technology. The graduating engineer’s skills set is based on bioscience, physics, chemistry, and mathematics. The student’s competence in matters related to quality and safety is developed from the very beginning of studies. In addition, the student understands the significance of circular economy and entrepreneurship.

Structure and content
The extent of a Bachelor of Engineering degree is 240 ECTS credits, of which 190 cr consists of core competence studies (basic studies 90 cr, professional studies 90 cr, practical training 30 cr). The students expand on their core competence by selecting optional studies which best support the desired competence, and by conducting a final thesis project which is relevant for said competence.
The studies are arranged into modules with different themes each year. As a general rule, the extent of the modules is 15 cr. Within the basic studies block, the modules are subject-based to ensure a solid theoretical basis for future engineering studies.

The different years of study are themed as follows:
During their first year, the students acquire the skills set needed for university studies and learning, as well as a solid competence basis in science. The basic engineering subjects are studied, i.e. chemistry, mathematics, and physics. Language and communication studies are started, and studies providing work life competence and entrepreneurial skills are embarked upon. The objective during the first year is to achieve such basic mastery of sciences that can be exploited by the students to solve practical problems during the later phases of study. In addition, first-year students learn to contribute actively as group members and take in the basic principles of project management during practical projects.

During their second year of study, the students apply their science knowledge within their professional engineering studies, thereby constructing a technological competence basis. The professional studies comprise, among others, biotechnological processes and methods, chemical engineering, microbiology, the processes and hygienic requirements of food production, chemical analyses, and processing of materials. Practical laboratory and project working skills constitute an essential part of the desired competence. Working life skills are developed in conjunction with the studies. During their second year, the students select their first optional studies.

During their third and fourth year of study, the students deepen their mastery within the selected specific area of study. Networking skills are enhanced by taking part in an extensive, multidisciplinary, working life based project (innovation project). The third year encompasses the so called International Semester in which even exchange students participate and which for that reason is conducted entirely in English.

The professional and advanced studies consist of the following:
• Chemical engineering and methods for processing and analysing materials
• Project management skills
• Advanced studies; two modules of choice. These may be related to biotechnology, food technology, materials engineering and/or analytical instrumentation. The specific themes of the advanced modules vary according to what is topical within the research groups.

The average annual extent of studies is 60 credits. Students who wish to complete more studies during the academic year may do so e.g. by selecting summer courses, carrying out more practical training than indicated in the curriculum, by participating in research projects, or by applying recognition of learning at work procedures.

The students may specialise in biotechnology, food technology, chemical engineering, or materials technology. Even combinations of these are possible.
The choice of advanced module is conducive to the choice of specialisation. The options vary annually because the advanced modules on offer are dependent on ongoing working life based projects. This ensures the flexibility and up-to-datedness of the studies.

Feedback system
The feedback procedures generally applied within the university are in use in the programme. Essential channels include the web-based student barometer survey, feedback days, and course feedback. Naturally, feedback is also received in direct communication with the students.

The programme feedback day is arranged in the spring. Students have the opportunity of taking up issues they wish to bring to the awareness of the staff. Representatives from all student groups as well as staff members are invited. Memos on the feedback day discussion are made available to everyone concerned on the intranet. In addition, the program manager meets the groups in the autumn to inform them about measures taken as a result of the feedback. In this way, the students get feedback for their feedback, and they get to know that their feedback is processed and leads to action where needed.

Course feedback is collected in different ways. The feedback may be oral or written or it may be collected in digital form. The collected feedback is taken into account in the design of the next implementation where possible. In addition, the collected feedback is discussed in development discussions between teacher and superior.

Typically, students gain international competence by taking part in student exchange programs. It is possible to conduct professional studies or optional studies abroad, and practical training periods and thesis projects can be taken on also.
International competence can be gained in Finland e.g. by acting as a tutor for international students at TUAS. In addition, the third year encompasses the so called International Semester in which even exchange students participate and which for that reason is conducted entirely in English.

Career prospects
Graduates find employment at different levels in a vast variety of companies and research organisations within the field of chemical engineering. The pharmaceuticals and diagnostics industries, the oil refining industry, different manufacturing industries and the food industry, for example, provide versatile job opportunities.

Graduates may take on expert or supervisory duties within the biotechnology, food, or chemical industry. Alternatives include tasks in research groups, in the pharmaceutical industry, or even as a municipal health officer.

Post-graduate studies
Bachelors of Engineering may continue to complete a Master’s at a university of applied sciences or at a university of technology or a science university.

Competence objectives

Learning objectives
The learning objectives of the degree are a combination of objectives in accordance with the set of innovation competences as identified at TUAS, and objectives emerging from the substance studies.

The competences produced by a degree in Chemical and Materials Engineering:
Individual innovation competences
• independent thinking and decision-making
• goal-directedness and perseverance
• creative problem-solving and working method development
• ability to self-evaluate learning and to develop learning methods

Interpersonal innovation competences
• capable of co-operation in multidisciplinary teams and working communities
• has an enterprising approach and acts responsibly to reach the objectives set by the community
• capable of carrying out R & D projects while applying and combining knowledge and methods from different fields
• acts in accordance with principles of ethics and social responsibility
• manages the different interaction and communication situations encountered in working life

Networking-related innovation competences
• can create and maintain working life contacts
• capable of networking
• capable of multiprofessional and multicultural collaboration
• capable of international communication and interaction

Project competence
• can use project management tools
• capable of project-form work according to schedule
• familiar with the management of financial matters related to projects

Process competence
• masters biotechnological processes and knows the special requirements of processed materials
• has a grasp of the basics and processes of food production
• understands production systems as entities
• process hygiene
• knows the basics of processing and testing materials

Communication skills
• makes use of data networks and information and communications technology
• has good group working skills
• has a good grasp of reporting and communication in general

Quality competence
• identifies and can control the risks related to quality, hygiene, and the environment in the context of production processes
• knows the principles of lean operation

Applied science competence
• possesses essential field-specific skills and knowledge in mathematics, physics and information technology
• possesses essential field-specific skills in chemistry, materials chemistry, biochemistry and microbiology
• capable of applying said skills into practice

Business competence
• knows the specific characteristics of the field from an industrial engineering point of view
• strives for market-oriented, sustainable operation
• understands the business significance of circular economy

Pedagogic approaches

Pedagogical methods
The Chemical and Materials Engineering programme is built in compliance with the CDIO framework designed for engineering education. The CDIO framework aims to ensure that graduates possess the basic knowledge and skills base as well as the co-operation skills required of engineers. The CDIO framework supports the implementation of innovation pedagogy. Essentially, during their studies the students work in projects where they themselves conceive, design, implement and operate products or outcomes. The learning environments are designed to enable all of this.

The students’ project management and teamwork skills are honed in accordance with innovation pedagogy and the CDIO framework during the entire duration of the studies. The first year sets off with the study unit Project Management, which initiates the students to the principles of project-form work. During their second year, the students tackle the study unit Chemical Engineering Project, meaning that they work on a topic provided by one of the research groups, applying skills and knowledge acquired during the year. The third year includes the multidisciplinary Innovation Project which is based on an external commission. Students from different disciplines form groups where they contribute with their different skills sets to create synergy and to learn to work in a multidisciplinary team already as students.

Other study units are integrated with the students’ projects in varying ways and depending on topics (examples include orally presenting projects plans to the Finnish Language and Communication teacher, or giving the project groups tasks to be done in English). Self- and peer evaluation as well as innovation competences are applied.

There are many options for the students to deepen their learning within their area of interest. The project topics (15 cr) vary, as do those of the advanced modules (30 cr), the multidisciplinary innovation project (15 cr), and the optional studies (30 cr). The students also choose where to apply for a practical training (30 cr) place, and what to study in their thesis project (20 cr). In addition, it is possible to resort to recognition of learning at work procedures and get credits for work done in a company or a TUAS research group. Thus, the students themselves are in charge of the working life relatedness of their studies, and if desired, a considerable portion of the studies may be conducted outside the university setting.

Typically, students gain international competence by taking part in student exchange programs. It is possible to conduct either professional studies or optional studies in a university abroad. Even practical training periods or thesis projects may be carried out abroad. Students may also be involved in international operations at TUAS, e.g. by acting as tutors for exchange students. In addition, the third year of study doubles as the International Semester offered to foreign exchange students, and the language of the studies in English for all students.

Entrepreneurial spirit is encouraged in many different ways during the studies. For instance, an optional entrepreneurship-oriented module is offered, and project studies and thesis topics may be supportive of entrepreneurial activity, as are recognition of learning at work procedures.

The standard duration of the studies is four years. Good planning may allow graduation within a shorter time. Means to this end include, for example, summer studies which are offered by all Finnish universities of applied sciences on a common platform. Even program-specific studies are available. Recognition of learning at work procedures are another way of speeding up studies.

The learning environment has been arranged to support innovation pedagogy and CDIO-based study. The classrooms are mainly furnished for group working, and the students may also independently book rooms for group working. The laboratory setting also has premises for project-form working.


Varied assessment methods are applied in the Chemical Engineering programme. Assessment may be a joint operation performed by different teachers together because a significant part of the studies is arranged as team teaching. Mainly, the different study units are graded on a scale from 1 to 5. Exceptions include the various practical training periods where the grade is either a pass or a fail.

Assessment procedures seek to match the learning objectives for each study unit. The assessment methods selected vary according to the implementation methods. Some examples are provided below:
• The students collect points from tasks designed to generate learning in compliance with the learning objectives. The total points count determines the final grade for the study unit. The assessment system is presented to the students at the start of the study unit so that they can set their own learning objectives for the unit.
• Individual guidance and feedback is provided e.g. in the context of laboratory experiments.
• In project assessment, innovation competences and both self- and peer evaluation are exploited. Intermediate feedback in the form of peer evaluation allows students to improve their performance while the project is still ongoing.