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Purpose of the AoL and AoL cycle in Aalto BIZ

The purpose of the AoL is, by definition, to assure that students learn what they are expected to learn. By committing to a systematic improvement process, we support our programme directors in developing the programmes and assure excellent quality of each programme. In Aalto BIZ, students’ experience and learning is seen as a key component in our success and making sure the programmes are viable and future oriented. 

The steps of the AoL are described in the diagram below. AoL is integrated to our curriculum design process and planned to be compatible with the curriculum cycle of Aalto. The steps are

1. Setting the learning goals and objectives and then designing the programme and individual courses to align with them.
2. Running the programme and, if applicable, implementing planned improvements.
3. Measuring students learning and other programme results, then analyzing them.
4. Identifying possible problems and improvement needs, making a plan of improvements and agreeing on actions.

Curriculum design

Setting learning goals and objectives

The learning goals of our bachelor’s and masters’ programmes are defined in two levels: 

1. (Tutkintojen ja muiden osaamiskokonaisuuksien viitekehys) and (794/2004) (Valtioneuvoston asetus yliopistojen tutkinnoista) define general goals for the degrees.
2. Degree and programme level learning goals and objectives are defined in the curriculum:
   • The Finnish bachelor’s programme Kauppatieteiden kandidaattiohjelma has joint learning goals and each major defines specific learning objectives based on the programme level goals.
   • The English bachelor’s programmes International Business and Economics define the learning goals & objectives in the programme level.
   • Master’s programmes have joint learning goals, and each programme defines specific learning objectives based on the degree level goals.

Developing the curriculum

After agreeing the learning goals and objectives, each programme and major plan the degree requirements (content of the programme) to meet the set goals. Curriculum mapping is used as a tool to make sure the programme is aligned with the learning goals and objectives.  

Programme directors have a template in use and the pedagogical expert is available to support the work. Curriculum mapping can also be used to align e.g., teaching and assessment methods or development of transferrable skills.

Evaluating and renewing the learning goals and objectives

The learning goals are revised when found necessary. Reasoning might arise from e.g., the measurements of students’s learning or other results, feedback or insight of the programme or strategic choices of the school or university. 

• Programme directors are steering the renewing of the learning goals in Kauppatieteiden kandidaattiohjelma and academics responsible (pääainevastaava) are contributing to the work. Learning goals and objectives of the International Business and Economics porgrammes are revised programme vise. Renewals are steered at degree level by the vice dean for education.
• Vice dean for education is steering the renewing of the learning goals in master’s programmes and programme directors are contributing to the work.
• The staff responsible for support to curriculum development is coordinating and supporting the work in both degree levels. 

Data-driven programme development

Programme directors have access to comprehensive live data sources. The reports consist of statistical data about students, progress of their studies and admissions and survey data about student wellbeing, course feedback, graduated student’s feedback, employment etc. 

In addition, an annual programme report is compiled to support programme development. In the report, the most important data is pre-selected and programme directors are offered a reading guide to ease focusing on the key points. In this report, a summary of rubric data is compiled for programme directors as direct measure of students’ learning. 

Acting on found development needs

Programme level 

Programme results are processed in each programme. Development needs are recognized, and actions agreed upon in the academic community of the programme. Pedagogical expert and other staff are available to support the work as necessary. 

Programme director is in charge of the evaluation and steers the programme level development. To support that work, and to bring wider perspective, each programme has a programme committee that consist typically of key teachers, alumni, student representatives and employer representatives. Programme director can use the committee as a sounding board for the development plans or as a source of insight to interpret the results and explore development needs. See also the programme committee instructions below. 

Curriculum development follows the Aalto level cycle (currently 2 academic years), other development work can be done when necessary: e.g., course level development, support processes for students etc. 

School level

Education management team EMT monitors the School level results in various measures annually. EMT steers the development work via guidance, feedback to programmes and directing support resources if found necessary. 

At the start of each curriculum cycle the vice dean for education meets each programme director and their core team to discuss the results, plans and support needs of the programme.  At the end of each curriculum cycle programme directors/academics responsible for majors report to the vice dean of education on the development actions and on which data or reasoning the actions are based on. 

Evaluation of bachelor's and master's theses

The key element of the AoL is evaluation of the thesis in both degree levels. Both bachelor's and master's thesis are evaluated using common evaluation rubrics and evaluation forms. The rubrics are compiled and summarized by each attribute for program directors annual report to provide information on the achievement of degree and program level learning goals and objectives. 

School-wide rubrics for theses

Please find below the School-wide rubrics and evaluation forms for both bachelor's and master's thesis. These rubrics will be used to evaluate all bachelor's and master's theses whose preparation begins on August 1, 2024, or later and in all theses as of January 1, 2025. 

• The evaluation rubric contains the evaluation criteria for each evaluated attribute
• The evaluation form is a word-template, where the thesis advisor/supervisor marks the evaluation of each attribute and justiifes the grade. If you need assistance in using the rubric or the evaluation form, please contact your programme's planning officer (Student guide > your programme > contact)
• Please use the evaluation form in the language of the thesis

Bachelor's thesis evaluation rubric and evaluation form

Master's thesis evaluation rubric and evaluation form