Technology, Kuopio
Technology, Varkaus
Design, Kuopio
Business, Kuopio
Music and Dance, Kuopio
Tourism and Hospitality
Social Services and Health Care, Kuopio
Social Services and Health Care, Iisalmi
Natural resources, Iisalmi
Multidisciplinary Studies
Basis of Education Competence Standards Structure of Studies Development of Expertise Methods and implementation Course Table

ES20SP Degree Programme in Electrical and Automation Engineering

This curriculum is a translation of the curriculum of the Finnish degree program.

Methods and implementation

In Savonia, the pedagogical starting point is the Open Innovation Space (OIS 2.0) model. It combines high-quality education with research and development activities close to working life. Work-related education emphasizes students' motivation and commitment to studies. The development of students' expertise is promoted in various learning environments, by enabling diverse, time- and place-based year-round study and by making extensive use of the study of work. Comprehensive student guidance and the identification and recognition of prior learning are part of the students' personal study plan.

The working life orientation of Savonia's education is realized through the diverse networking of teachers. Networks also ensure the continuous development of substance expertise. The staff creates learning situations and supports student learning. Student services, library and information services, international services and other university services help with studying. The training follows the principles of accessibility and sustainable development.

The structure of the degree program in Electrical Engineering requires several mutually supportive study courses, which form a study path and a pedagogical structure. Students are instructed to choose their own in-depth study path, encouraged to study abroad as well, actively directed to apply for an internship and thesis topic, and strive to create an inspiring, motivating, open and warm-minded environment.

The CDIO model is also applied in the planning and implementation of electrical engineering training. CDIO is an international framework for engineering education, the aim of which is to develop not only the content of education but also teaching and learning methods so that the skills of graduate engineers meet the requirements of working life as well as possible. The standard framework provides direction for the development and evaluation of curricula in degree programs. The key idea is to increase the orientation of working life by utilizing active teaching methods. An essential element in the engineering profession is also the development of a central product development curve and solution-oriented thinking functionally from the very beginning of studies. CDIO supports Savonia University of Applied Sciences' pedagogical OIS thinking.

Electrical engineering education is based on mathematics and science. Typical jobs as an electrical engineer require applied knowledge in these areas. For this reason, the studies include a strong mathematical-scientific foundation on which to build the mindset and applications of electrical engineering.

At the beginning of the studies, the student is also introduced to the applied tasks of electrical engineering according to the CDIO principles, in addition to the fact that the majority of the initial studies are theory-winning drilling. Gradually, as studies progress, the share of applied electrical engineering increases. The studies are designed in such a way that the basic skills required for typical engineering tasks are accumulated. Lifelong learning has been taken into account in education in such a way that the planned basic skills provide the skills for the continuous development of expertise in working life.

The internship is planned between school years, for summer time. Internships are an important part of applying skills while learning working life skills.
Separate learning environments include electrical laboratory facilities and classroom facilities for electrical engineering design programs. Both special facilities support work-based learning. They are developed according to the needs of working life together with the students. The aim is to obtain business cooperation for the studies if it supports the progress of the studies.

Savonia University of Applied Sciences' competence-based principles are applied in the assessment of studies.

Working life requires international skills and knowledge of cultures. In electrical engineering studies, language studies are independent studies and integrated with other studies. One to three vocational courses can be taken in English. At least one of the following courses is taught in English: Electric Power Distribution, Integrated Building Automation Systems (Intelligent Building) or Electric Drive Control.

Students from foreign universities can be offered 60 ECTS studies in English.

Swedish language and communication studies are included in the studies to the extent that the student acquires language skills in accordance with the University of Applied Sciences Ordinance. Language and communication studies are integrated with studies in other subjects. In addition to compulsory language studies, the student can complete optional language studies.

Students can develop a personal study and career plan with an emphasis on internationalization. This international study path may include, for example, a study and internship period abroad, an internship period in an international company, working on an international project or a thesis abroad.

Education Planning and Student Feedback

The planning of the electrical engineering training is carried out every semester. The study courses to be implemented during the same semester are planned as a single entity and an implementation plan is prepared for this. The implementation plan takes into account the Competence Objectives linked to the academic year / sub-theme.

Quantitative and qualitative feedback is collected from the semester and discussed with students. In addition to this, the student has the opportunity to give feedback through thestudent intranet. Feedback can be given in your own name or anonymously. In addition, the teacher can, if necessary, collect feedback on the course using an appropriate method. A description of the collection and processing of course feedback is included in the course implementation plan.

The studies in the curriculum can be implemented either in full or in part as online studies. Some of the studies are organized as online studies throughout the year, regardless of time and place. The course may also include part-time courses, the study and completion of which is supervised and supported online. Online implementation can also be an alternative way of completing the course.

Some of the courses are either entirely or partly in English, as language skills are an essential part of an engineer's professional skills. The English-language implementations also enable exchange students to participate in study courses, thus promoting the growth of the international skills of all students. In connection with the implementation of English-language courses, learning is ensured, if necessary, with support material in Finnish and a professional vocabulary.

Studying is a flexible way to study, especially in the final stages of studies. The competence included in the degree is acquired in part by doing work and performing agreed tasks. Studying is not an automatic recognition of work experience. In some cases, the student's leisure activities and hobbies can also develop his or her professional skills so that studying is possible.

Studying begins at the student's initiative and the related plan is made and approved by the course teacher in advance. If the student's work tasks fit the competence objectives of the course, it is possible to study. The curriculum may also include a study course designed specifically for study (eg project studies).

Learning in the workplace or in hobbies is planned on the basis of the competence objectives of the course in cooperation with the teacher of the course. The work tasks presented by the student are assessed whether they in themselves produce sufficient competence in relation to the objectives or whether additional performance is required to achieve the competence. Competence can be supplemented, for example, with a presentation or a report.


We reserve the right to make changes to the curriculum due to the need to update the content being studied.