Study guide
Study guide
Study guide
Autumn 2020
Due to the timing of optional and elective courses, credit accumulation per semester / academic year may vary.
Graduates from the programme can design, construct, service and maintain equipment intended for use in the fields of chemistry and health technology. They have knowledge and skills in chemistry, electronics and ICT, and are able to tackle the challenges of different kinds of equipment and measurement applications.
The graduating engineers’ skills set is based on electronics, ICT, chemistry, physics and mathematics. In addition, the programme is designed to help the students develop their interaction and communication skills. In the course of the program, the students acquire a basic grasp of the concept of sustainable development and work on their potential for contributing to a sustainable future.
The basic studies consist of modules on chemistry, mathematics, physics, information and communications technology, language and communication studies, and studies concerning working life skills, entrepreneurship, and sustainable development. In the basic studies phase, the students acquire a foundation for their engineering competence.
During their professional studies the students deepen and further develop their skills and knowledge, and they also hone their ability to work in teams. The professional studies include chemical and biochemical analytics, chemical engineering, instrumentation and control engineering, embedded electronics, and health technology. The extent of the modules is mainly 15 cr.
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 80 cr, professional studies 80 cr, practical training 30 cr). The students broaden their competence by selecting optional studies (30 cr) which best support the desired competence, and by conducting a final thesis project (20 cr) which is relevant for said competence. Thus, the competence-broadening studies have an extent of 50 cr.
Competence tracks
The students are free to aim at their desired skills set and knowledge by means of their choice of optional studies, practical training place, and thesis topic.
Feedback system
The programme makes use of TUAS feedback procedures, whereby essential channels for feedback comprise the student barometer, feedback day sessions, and feedback collected concerning individual courses.
The programme feedback day takes place in the spring. Each group sends their representatives to the feedback session to take up topics they wish to bring to the awareness of the staff. A memo is compiled and uploaded into the Messi intranet. The following autumn, the Head of School visits the groups to inform them of measures taken based on their feedback.
Course-specific feedback may be collected either by the programme, or each lecturer may organise their own feedback survey. The results are discussed as part of the lecturer’s goal and development dialogue with the superior.
Career prospects
This is a novel type of programme within the scope of chemical engineering education. The graduates may find employment requiring expertise in process equipment within the biotechnology, foodstuffs or chemical industries, or with a company that manufactures or sells such equipment. Potential employers include the pharmaceutical and diagnostics industries, the food industry, and various types of equipment suppliers. The education is also beneficial for employment within other fields requiring skills in instrumentation, such as environmental measurements.
Postgraduate study options
Bachelors of Engineering may continue their studies and complete a Master’s degree at a university of applied sciences or at a university of technology.
The programme aims to provide students with a combination of substance mastery and innovation competences.
Individual innovation competences
- independent thinking and decision-making
- goal-orientedness and perseverance
- creative problem-solving and work method development
- ability to self-evaluate learning and to develop learning methods
Interpersonal innovation competences
- capable of collaboration in multidisciplinary teams and workplace communities
- has an enterprising approach and acts responsibly to pursue goals shared 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
- copes in different interaction and communication situations encountered at work
Networking-related innovation competences
- can create and maintain work contacts
- can operate within different networks
- capable of multicultural and multiprofessional collaboration
- capable of international communication and interaction
Programme-specific competences
Project competence
• can use project management tools
• capable of project-form work according to schedule
Basic ICT competence
• can interpret program code and make use of programming for problem-solving
• is familiar with the basics of electrical and automation engineering and of electronics
• understands the function of data networks and the importance of information security
Process competence
• knows the basics of processes implemented by the chemical industry
• understands the systemic nature of a production system
Quality competence
• is familiar with field-specific quality systems
• is familiar with the demands posed by regulations for business within the field
Applied science competence
• possesses essential field-specific skills and knowledge in mathematics, physics and chemistry
• is capable of putting said skills to practical use
Business competence
• understands the specific characteristics of the field from an industrial engineering and economics point of view
• strives for market-oriented, sustainable action
Instrumentation and diagnostics competence
• can describe how pharmaceutical and foodstuffs diagnostics systems and the related sensors work, and is familiar with devices commonly used within the industry as well as materials used in the sensors
• is familiar with process automation, control engineering, maintenance and instrument diagnostics
• is familiar with the architecture and operation principles of electronic devices
• can design and implement simple devices using microcontrollers and connected monitors, sensors, motors and switches
• is familiar with key IT standards and architectural solutions within the field
The programme is arranged as multiform learning consisting of both contact and distance learning periods as well as web-based learning. Between contact periods, the students work on a digital platform and are encouraged to cooperate with the help of modern technology. The aim during the contact teaching periods is to deepen the knowledge gained during the distance period, and also to do hands-on work in the university laboratories. Students attending a multiform study programme need to be capable of independent studying. In addition to intensive weeks, hands-on working takes place during the practical training periods. If the student is employed with a company that operates within the field studied, it is also possible to make use of recognition of learning at work procedures.
The pedagogical structure of the programme is designed in accordance with the CDIO framework applied within engineering education, and innovation pedagogy as understood at TUAS. In practice, this means that the students carry out design-implement projects during their studies. In the project context, the students learn to search for information and to apply it to practice.
The studies are designed to be completed within four years. With careful planning, it is possible to graduate sooner. This can be helped e.g. by taking on summer courses, available through the shared portal of all universities of applied sciences in Finland, which offers even programme-specific studies. Recognition of learning at work procedures are also possible and may be resorted to for quicker completion of the programme.
Varied assessment methods are applied. Assessment may be a joint operation performed by different teachers together because some of the study units are co-taught. Mainly, the different study units are graded on a scale from 1 to 5. Exceptions include the study units on Higher Education Studies and Working Life Skills and 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.
- Reports to commissioners are assessed. Assessment criteria are made available before the work is started.
- Individual guidance and feedback e.g. for hands-on laboratory assignments.
- 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.