HAMK Annual Report 2014 by Häme University of Applied Sciences, HAMK

Kuva: Ville Salminen

Annual report 2014: Strategic actions

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

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

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

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

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

The year 2014 - realisation of aims.......................... 15 Year 2014 at the Häme Vocational Institute.......... 16 Careful financial management resulted in a positive result....................................................... 18

Personnel at Häme Municipal Federation of Professional Higher Education (738) 2.6%

Other personnel 369 Teachers 348

49.2%

46.4%

women

39.7% 59.33%

Project personnel 21

Personnel: Education

men

Personnel: Age structure

300

250

200

150

100

50 8.87%

Upper secondary education or lower

11.55%

21.41%

41.41%

14.79%

Bachelor´s Master´s Doctoral degree egree degree

First-choice applicants / all applicants for Bachelor’s degrees first-choise applicants 5269

50 0

6.67%

16.13%

25.33%

36.67%

13.60%

0-29

30-39

40-49

50-59

60-

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

all applicants 13491

5000

first-choise applicants 722

all applicants 1006

400 350

4000

300 250

3000

200 2000

150 100

1000

50 0

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Pertti Puusaari Rector, Häme University of Applied Sciences

”

The year 2014 was marked by the implementation of the new strategy, HAMK 2020, the transition into a limited company and cuts in financing.” Photo: Ville Salminen

RECTOR’S REVIEW OF 2014 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 guidance and counselling. Operation models have been formulated and development projects have been started according to these aims. The introduction of the 8–16 model to all degree programmes has been the most significant accomplishment of the year 2014. Beginning the operations of three new research units has been a further, nearly as important achievement. The construction 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 structure so that activities are more focused on research and development centres than currently. This has been realised by increasing collaboration with secondary education institutions and by strengthening the operations of research units on the campuses.

Export of expertise has developed favourably. Teacher education programmes realised in collaboration with national 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 limited 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 balance 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 preconditions 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.

Photo: Reima Kallinen

Kuva: Ville Salminen

Together towards a change in learning 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 teacheroriented process into realising work in teacher teams. Strategic development days that were planned in collaboration 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 target of reform activities. There was a desire to use the student’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 competence. We made a transition from more limited courses to extensive modules, which better answer to needs of industry and commerce. The studies are comprised of 15 credit 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 supported 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 working together in order to create a shared understanding on studying methods. Plans for the modules were cross-evaluated and ideas were exchanged. Those starting their studies last autumn were the first to follow the reformed studying model. In addition to the strategic development days, the reform of education was continued 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 implementation plans for the modules. During the previous year, we learned that it takes a longterm, 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 education institution.

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

”

Our development work will continue towards our vision of an inspiring higher education institution ”

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 surpassed 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 occupational 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 became an everyday reality. New viewpoints to team teaching were sought by discussing the matter with experts from Proakatemia in Tampere University of Applied Sciences. Bring your own device (BYOD) project accelerated promoting 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, operations become more efficient. This is also apparent, for example, in the versatile outcomes of their work incorporating 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 strategy were solved and mutual practices were agreed on in the meetings. There was familiarisation with the actual operations, for example, by compiling module-based ’module stories’ and constructing key ratios depicting the activities of the modules, though which it was possible to discover 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 developing teaching receiving partial funding from the European Social Fund were brought to a conclusion: Mobiilisti mobile learning and Open Creative Community (OCC) projects. 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 business world were also connected to this. The 8–16 model, putting the student at the centre of activities, 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 studying 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.

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 continue, particularly in the context of the 18–100 and 24/7 models. When implementing the reform, it was acknowledged 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 during the summertime. The most extensive summer study module was a 15-credit FUAS Innovation School, which involved multi-disciplinary, project-like and workplaceoriented 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 degree-awarding education beginning in the autumn of 2014. Students form their expertise module by module. The teacher team is responsible for realising the modules. 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 introduced to daytime studies and the 18–100 model to multiform 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 personal aims and plans.

In 2014, concrete actions were started in order to promote and realise export of expertise in FUAS cooperation with JAMK University of Applied Sciences. A cooperation pilot with the purpose of developing nursing education 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 student 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 furniture in them. Practice enterprise operations were started in the Degree Programme in Business Administration. A practice enterprise is a company founded by students that imitates real-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 thousands of practice enterprises. The aim of the activities is to teach participants to be more proactive and independent and to provide competence connected to establishing a company and conducting business activities. The well-received 15-credit Global Fashion Business module, 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-

At the Education and Research Centre, there was particular emphasis on digitalisation, caring guidance and strengthening 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 Students’ business competences were strengthened at a pedagogic development in line with the strategy. Christmas fair realised in collaboration with Tietotien lukio upper secondary school and Valkeakoski Vocational Externally funded projects, such as Developing a College. The Christmas fair combined practical business Competency-Based Curriculum for Finnish Higher and campus cooperation in an international operating Education and the YLERMI project, also partially supportenvironment. ed the planning process. Practical tools were also acquired to quality work from the Developing a Competency-Based Cooperation between the Degree Programme in Design and Curriculum for Finnish Higher Education project. In the Tavastia Vocational College has been expanded and made YLERMI project, tailored study paths were created to stustronger, particularly in the context of developing foot- dents conducting Master’s studies and teacher education wear education and a footwear cluster. Footwear design at at the same time and efficiently proceeding their studies. HAMK and shoemaking education at Tavastia Vocational College use the same premises, share tools and have, in HAMK’s vision as the most inspiring and customer-orientpart, the same staff. The aim is to create a Nordic centre ed higher education institution is the basis for developing for the footwear industry. education with the student at the centre of activities. For part-time students, work rather than the higher educaStrengthening learning enthusiasm at the Education tion institution is often a natural learning environment. and Research Centre for Master’s Degrees and During this year, the offered education was made more efProfessional Teacher Education ficient by making the pace of studies faster and by incorporating assignments to students’ work even more closeEducation was developed systematically and in accord- ly than previously. As a result, completing one’s studies ance with the main items of the strategy. was enhanced to the point that approximately 80% of students graduated within a normal time frame. The effecThe Director of Education and the head of studies of the tiveness of development work was also indicated by very Education and Research Centre were responsible for man- good feedback on quality. aging the practical aspects of development work during the spring semester, while the heads of the degree pro- The Professional Teacher Education Unit also actively pargrammes took on the role according to the new organisa- ticipated in the pedagogic development of HAMK in diftion structure during the autumn semester. Teacher teams ferent groups and roles. and a pedagogic development group had key roles in planning and implementing the reforms. trepreneurship education implemented in a multi-disciplinary way also included Amazing Business Train, FUAS Innovation School and Start-up School, all of which produced solutions to the business sector. Entrepreneur studies were supported by a number of virtual applications, and a virtual environment for developing ideas was piloted.

Number of students studying for a bachelorâ&#x20AC;&#x2122;s degree (6236) 4.8% 6.8%

Technology, Communication and Transport Natural Resources and the Environment

14.0%

39.1%

16.6% 18.7%

Social Services, Health and Sports Social Sciences, Business and Administration Culture 24%

Natural Sciences

76%

full-time students part-time students

Riku Kemppinen Chairman of the Häme University of Applied Sciences Student Union

”

The voice of students also began to be heard in the Boards of Directors of Education and Research Centres”

Photo: Reima Kallinen

Stronger involvement of students In 2014, the Student Union had strong presence in the implementation of the strategy, for example, through participation 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.

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 implementation of the strategy is made more concrete. This also made it possible for many students to participate in the strategy implementation process.

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

11,72%

Professional teacher education

11,97%

Professional special needs teacher education Professional student counsellor education

76,31% 18,7 %

Number of Students studying for a master’s degree (605) 14 % 3212% %

14 % 35%

41 %

Technology, Communication and Transport Social Sciences, Business and Administration 22%

Social Services, Health and Sports 31%

Natural Resources and the Environment

Ari Kuusio Director of Information Management

” Photo: Reima Kallinen

The year 2014 was particularly a time for introducing cloud services.”

Working as a community was promoted by digital solutions In 2014, the implementation of the HAMK strategy included the theme of digitalisation. The year 2014 was particularly 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 collaboration for staff. The new services were also presented during 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 support 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 services. The renewal of the payroll system was the most important information system project aimed at staff. Operations were made more efficient by, for example, monitoring the utilization rate of IT classrooms, which helped to gain new information to support decisions on IT procurements. An enterprise architecture model and cooperation with various stakeholders were used to further comprehensive development, also on the national level.

Janne Salminen Vice Rector

”

Photo: Ville Salminen

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

Applied research work was made stronger

Research units at HAMK conducting applied and business-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 competitiveness of HAMK’s RDI activities. There is particular focus on increasing the quality of applied research in cooperation 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 development 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 collaboration with our partners. HAMK also put a lot of effort into research collaboration with three strategic partner higher education institutions in Brazil, China and Denmark. The first joint research was started in the field of wellbeing with Brasilian and Danish partners. Seeds have also been sown for projects 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.

Maija Räikkönen Head of International Affairs

” Photo: Taina Lehtomäki

Beginning research activities was the key aim of the strategic partnership network.”

Considering international partnerships The year 2014 was particularly a time for assessing and developing international partnerships. In internationalisation, partners are a significant resource for developing operations according to the strategy, in addition to providing good opportunities for mobility and other forms of cooperation. The new Erasmus+ programme had the prerequisite 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 programmes. 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 strategic 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. Multidisciplinarity 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 related 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 international community in which expanding the internal network of participants, communication and providing opportunities are important parts of operations.

Seija Mahlamäki-Kultanen Director of the Professional Teacher Education Unit

”

Photo: Petri Kuittinen

Export of expertise is founded on external and internal partnerships and cooperation.”

Seija Mahlamäki-Kultanen

Export of expertise was furthered 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.

Synergy and cooperation between Education and Research Centres of HAMK make it possible to quickly tailor programmes 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.

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

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 assignments). The purpose of the assignments is to make sure that the education will be effective in the home organisation.

Close cooperation with JAMK, LAMK and HAMK in a project for developing health care in Kazakhstan lead to nationally significant results.

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.

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 second group, which includes clients arriving in Finland in the February of 2015.

Heidi Ahokallio-Leppälä Director of Human Resources

”

Photo: Kikka Miilus

HAMK has an opportunity to succeed through expertise also as the new model for funding guides its operations.”

A lot of effort was put into an operation model for the management and development of competence During the previous year, a lot of effort was still put into activities in line with the operation model for the leadership 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 furthering reforms named in the strategy in cooperation and ensuring 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 observed more and more as a systemic whole in which different 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 negotiations of last autumn. The performance agreement process makes aims consistent with the strategy to take a concrete 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 competence. The future needs for competence challenge units and individuals to have an increasingly active role in developing their own expertise. Regardless of strict goals, participants 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 organisation. New technologies also change the way we operate and transform leadership. New technology cannot be introduced to old structures; instead, new operational logic 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 driving force for future strategies. New expertise cannot emerge without wellbeing. In order 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 require 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 translate our ideas into actions.

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

”

Photo: Kikka Miilus

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

Seija Mahlamäki-Kultanen

The year 2014 - realisation of aims 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 interests of workers? Does a well-arranged occupational safety organisation ultimately guarantee the wellbeing of the community? Are achieved results and positive reputation of the working community connected to those responsible 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 detecting 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 environment may cause uncertainty, weariness and even fear in individual employees, confused by new teaching methods. This was at least indicated by the results of the wellbeing 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 emphasised 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 successful 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 guaranteeing 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 practising 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 representatives have again had a possibility to influence the operations of the community as members of the Board. Staff have also found it important that they have had the opportunity to participate in hearing the auditing realised during 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 continued to strengthen interaction and flow of information between different parties. It has also been possible to openly 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 accepted approach is also required from all members of the community. I know that the members of HAMK community are on the right track of openness and trust to reach the aforementioned aims. In 2014, we have required commitment to the strategy, reacting at the right time and flexibility in confronting new challenges and situations from both managers and staff. All of this will still be needed.

Ari Mikkola Rector of Häme Vocational Institute

” Photo: Petri Kuittinen

Long-term development work to raise completion rate and lower the rate of withdrawal is beginning to yield results.”

Year 2014 at Häme Vocational Institute Number of Students at Häme Vocational Institute (HAMI) (360)

2% 15%

Food Industry 103 Horticulture 111

30% 20% 28%

Forestry 74 Agriculture 56 Tourism 6

Häme Vocational Institute is an educational institute providing 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 institute are vocational education and training leading to a basic degree, aimed at young people and adults, and vocational 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 operations in Hämeenlinna in 2014, have been relocated to the 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 students. In the programmes for young students leading to professional qualifications, the number of primary applicants was 1.5 per each available study position. The total number of students of the vocational institute fell slightly 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 renewed 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 maximum 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,

the rate of employment among graduates from the institution 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 disassembled 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 during the autumn of 2014. The vocational institute continued its activities in the Välkky network, based on a partnership agreement between institutes providing upper secondary vocational education and training, in various forms. Several projects were ongoing within the Välkky network and in cooperation with other partners with aims such as developing the professional skills and on-the-job learning of teachers and promoting entrepreneurship.

Mirja Pöhö Director of Finance and Administration

” Photo: Petri Kuittinen

The municipal federation has already since 2011 prepared for the structural change, and adaptive measures have been taken in good time”

Careful financial management resulted in a positive result 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.

tural change of the university of applied sciences and realised adjustment procedures in due course.

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 vocational 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 emphasise performance.

€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 investments were postponed to the following year.

In 2014, the operating profit of the municipal federation was €66.5 million. The share of so-called norm-based funding 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 supplies accounted for €5.5 million and other operating expenses 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-

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

The transition of Häme University of Applied Sciences into a limited company caused responsibility for VAT verification 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 repay 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 financial 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.

Solutions for premises were furthered according to plan Plans for making more effective solutions for premises, started in 2012, have been furthered. The most significant investments of 2014 included 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 4%

revenue from education 49.0 million euros 15%

other sales revenue 9.7 million euros

78%

other revenue 1.8 million euros

Profit and loss account: costs 61.5 million euros 3.4% 0.5%

personnel costs 40.2 million euros

6.0%

services 9.8 million euros

8.8%

material and supplies 5.4 million euros 15.9%

65.4%

depreciations 3.7 million euros other costs 2.1 million euros subsidies 0.3 million euros

Students bringing funding (5 776)

Overall investments 6,1 million euros

6.1% 24.6%

buildings, renovation work 4.6 million euros

Häme University of Applied Sciences (5 426) 93.9%

Häme Vocational Institute (350)

75.4%

buildings, new constructions (0 %)

H채me University of Applied Sciences Visam채entie 35 A, PO Box 230 FI-13101 H채meenlinna

tel. +358 3 6461