Quality

At KEA, we develop new knowledge in close collaboration with other research institutions and the labour market for which we train and prepare our students. As a business academy, one of our main objectives is to apply research-based knowledge in close collaboration with the business community.

KEA's teachers participate in research and innovation projects that ensure that national and international research is included naturally and continuously in teaching. In other words, the students' learning is supported by KEA as a knowledge institution.

At KEA, we organise the programmes in such a way that the students are part of the link between the labour market and new knowledge. In practice, this means that the students get the opportunity to help create new knowledge and solve challenges posed by companies, organisations, other knowledge institutions and international partners.

At KEA, we match labour market development with relevant competences.

In practice, this means that we at KEA organise the full-time programmes in such a way that students meet the business community several times during their studies so that, through their learning process, they acquire the professional competences that are in demand on the labour market.

In the part-time area, we put the students' own practice into play in the learning processes. The teachers continuously develop their knowledge from the business community and put this knowledge into play in the learning processes.

At KEA, we know that practice-oriented and application-oriented teaching has a positive effect on the students' learning outcomes and job readiness.

Therefore, we organise the programmes in such a way that the students acquire knowledge, skills and competences that correspond to the practice of the professions now and in the future, and that all full-time programmes include internships of at least 10 weeks' duration.

The teaching is based on specific problems from industries and professions, and the learning courses are case-based, product- and project-oriented. In practice, this means that the students in the teaching regularly encounter specific problems and cases posed by external stakeholders.

On KEA's part-time programmes in particular, the students' industry experiences are used to create knowledge sharing and professional networks across different types of companies and industries.

At KEA, we educate our students to be professional players in the labour market.

Therefore, we organise the programmes in such a way that the students acquire or strengthen the general professional skills that are in demand in the labour market.

We focus on strengthening the students' professional identity so that, through their programme, the students get relevant tools and concepts to be able to argue for and navigate in various industry and work-related processes that strengthen their business skills.

In practice, this means that the teaching is organised in such a way that the student develops interpersonal skills, business understanding, technology understanding, creativity, entrepreneurial skills, understanding of sustainable production, as well as global and cultural competences.

At KEA, we know that a clear and well-structured organisation creates meaningfulness and thus increased learning outcomes.

Therefore, we organise the programmes in such a way that the students encounter a visible and coherent structure and progression on the programme.

In practice, this means that the programme is organised in a such a way that the connection between teaching, assignments, projects, assessment activities and examinations is clear and uniform. In addition, at KEA, we communicate with the students in a consistent, clear and meaningful way.

At KEA, we believe that it is essential for the students' learning outcomes that teachers set the framework for the students' learning.

At KEA, we identify the learning needs of the students and initiate learning situations where the students put themselves at the centre of their own learning and contribute positively to each other's learning. There is consistency between learning objectives and outcomes for each module, which is crucial for the students' intended learning outcome.

In practice, this means that it is the teachers who organise and manage the framework for the learning processes in such a way that the students' learning is scaffolded and that they actively participate in learning activities.

Learning activities at KEA are characterised both as teacher-driven and as driven by the students themselves. 

At KEA, we know that varied teaching creates good opportunities for participation and increased motivation.

In practice, this means that we organise the learning processes with varied learning activities and teaching methods so that the students can be active learners and thus increase their learning outcome.

Common to learning activities and teaching methods is that they support KEA's practice-oriented approach.

At KEA, we know that formative evaluation and various assessment activities help to create learning that has an effect in the business community.

Therefore, we work consciously with scaffolding the students' learning by ensuring that the students in all learning processes receive continuous feedback and sparring on their learning, their assignments and results from fellow students and teachers as well as through framed self-reflection.

In practice, this means that it becomes clear to the individual student where he or she is going, how far he or she has come, and what the next step towards the goal is.

The formative evaluation also includes that the teacher receives feedback on his or her teaching from the students, - and works in a dynamic process to improve the teaching.

Feedback is linked to all learning and assessment activities and, as far as possible, is both process- and product-oriented.

At KEA, we work to ensure that learning technologies function as a natural and integrated part of our programmes.

Therefore, students at KEA can expect digitalisation and technology to play a key role in the organised learning processes. Partly to enable students to assess where and when the use of technology makes sense, and partly to find out what challenges technologies can create and solve. Digital learning technologies also meet the need to acquire knowledge flexibly.

In practice, this means that teaching is characterised by relevant and varied use of learning technology to ensure an optimal and real learning outcome.

At KEA, we know that a good study and learning environment stimulates the students' intended learning outcome.

Therefore, at KEA, we create an attractive and accessible learning environment that stimulates well-being, networking, talent, creativity and professional development.

We organise the programmes in such a way that the students themselves contribute to and take an active part in a good study environment.

In practice, this means that KEA continuously develops integrated offers that aim to support the student in playing an active part at KEA.