Social and health care services are becoming increasingly international. In Finland, the quality of leadership in the social and health care sector is at a high level. Specialists are trained for leadership, development, and expert roles in social and health care through diverse and well-profiled master’s-level degree programmes offered by 19 universities of applied sciences. In addition, universities offer master’s degree programmes in social and health care leadership.
With the strengthening of leadership education, the social and health care sector has shifted to a competence-based leadership culture instead of career progression based solely on length of professional experience. A strength of universities of applied sciences in social and health care leadership education is strong competence in working life development and research-based development. Universities’ scientific research on leadership plays an important role, for example in strengthening the content of education.
Karelia University of Applied Sciences — Strength in Internationalisation
Based on national student feedback (AVOP 2025), internationalisation has been a key strength of Karelia UAS’s nursing education when compared with other Finnish universities of applied sciences. International exchange opportunities and other networking activities can increase the attractiveness of the institution, improve student satisfaction, strengthen cultural and inclusive competence, and open new career opportunities for students.
Karelia UAS also appears in a positive light in national comparisons of master’s-level education in social and health care leadership and development. According to the competency recommendations set by the Rectors’ Conference of Finnish Universities of Applied Sciences (ARENE 2020), graduates of master’s degrees are expected to demonstrate competence in developing multicultural practices, anticipating the impacts of global developments and phenomena, and engaging in international interaction and networking. Karelia UAS is among the few whose core studies in social and health care leadership include a mandatory English-language course focused on international interaction in leadership. (Rantala, Häkkinen, Maijala & Turunen 2025.)
One of Karelia UAS’s strategic focus areas is Education-Based Immigration and Internationalisation (Karelia 2025), which has guided and supported the development of international learning opportunities, programmes, and networks in social and health care leadership education. Development efforts have been active in recent years. The aims have included building strong and reliable partnerships for both educational collaboration and research and development projects. Previously established strong networks in nursing education as well as other Karelia UAS cooperation networks have supported this work together with international services.
A Historic Step for Master’s-Level Social and Health Care Leadership Education
As one concrete development action, the degree programme in Social and Health Care Leadership and Development, Responsible Leadership and Development of Wellbeing Services, organised in autumn 2025 what is believed to be the first Erasmus-funded Blended Intensive Programme (BIP) at Karelia UAS targeted at master’s-level students, with a theme of Inclusive Leadership.
The aim was to expand international learning opportunities for master’s students who are not able to participate in student exchange or study trips abroad and at the same time strengthens competence in inclusive leadership.
Planning began already in 2024, and in spring 2025 international services helped identify suitable international partners. In the Erasmus-funded BIP model, the coordinating institution receives funding for organising and implementing the course, but each participating institution finances its own students’ mobility. The course consisted of an online component and an on-site intensive week held in Joensuu.
Integrating Projects into Course Development
The development of the Inclusive Leadership BIP drew on learning materials from the ongoing Erasmus+ funded ChAnGe project (2023–2026). This international cooperation project has developed micro-learning modules related to climate change and adaptation, focusing on older adults (ChAnGe 2025). One of the modules led by Karelia addresses inclusive leadership, and its content and assignments were easily incorporated into the online section of the BIP course.
The course began with a joint online orientation introducing the structure, assignments, and learning platform. Students had approximately one month to complete the 3-credit online component before the intensive week in Joensuu.
Diverse Student Participation from Across Europe
A total of 27 students from four European countries — Finland, Italy, Belgium, and France — participated in the BIP. Participants represented different age groups, nationalities, and social and health care professions. For Finnish students, the intensive week provided a valuable opportunity to meet each other and study on campus, as the programme is normally delivered fully online.
The first day of the intensive week focused on group formation using various methods. Karelia UAS participates in the INNO North Karelia project, which has enabled the acquisition of various health technology innovations (INNO North Karelia 2025). We used, among other tools, robotic animals and ergonomic calming seating solutions to support group-building, as well as art cards for introductions. These methods supported the creation of a safe and immediate learning atmosphere and facilitated rapid development of dialogue among participants.
Participatory Pedagogy and Collaborative Learning
During the intensive week, students worked on projects presented in a final seminar. Project themes were co-created on the first day using a flash fiction method. Students explored global leadership challenges in social and health care in groups, producing ideas on Padlet. The material was then processed by AI into a short story, which the group listened to together. Next, the AI identified five key leadership challenges from the story, which formed the basis for the student projects.
Students had previously studied theoretical foundations of inclusive leadership based on research in the online component. These theoretical perspectives were assigned to student groups, who approached the selected leadership challenge using those perspectives, drawing on the online materials and additional research sources.
Students developed a case example and an evidence-based solution. Creativity and innovation were encouraged in preparing their final presentations. Project work took place over two days, divided into four phases each day to support progression and time management. Each phase began and ended with joint reflection.
Teachers were available throughout to provide support. Students were also able to use a dedicated well-being space with INNO North Karelia’s health technology solutions, experiencing for example an immersive alpaca journey and relaxing on various therapeutic seating and surfaces.
International interaction and experiences and safe environment were appreciated
On the first day, students shared their open-ended expectations for the intensive week. They expressed a desire to improve their English and overall communication skills, to learn about inclusive leadership from different perspectives, and to develop their teamwork and management abilities. Students also hoped to exchange cultural and professional practices while exploring Finnish culture, and to engage in meaningful discussions on leadership and global challenges, including climate change.
At the end of the final joint day, students reflected on their experiences, learning, and emotions from the week. Feedback was collected using the Learning Café method. Students were divided into five groups, and the method focused on five perspectives: language and culture, collaboration and teamwork, achieving BIP learning outcomes, learning methods and pedagogy as well as feelings and general feedback.
The discussions showed that students greatly appreciated the opportunities for cultural exchange, personal growth, and international interaction. They described meeting new people from around the world, discovering Finnish culture through food, nature, and local activities, and stepping outside their comfort zones. Many valued the chance to explore Joensuu and visit places like Koli National Park, noting that these experiences broadened their perspectives.
In terms of collaboration and teamwork, students acknowledged some challenges such as language barriers, differing work styles, and varying levels of technological skills. However, they emphasized that the supportive atmosphere, well-structured daily schedules, and diverse group compositions helped them overcome these difficulties. Shared experiences, mutual support, and the accessibility of teachers were highlighted as key factors that created a safe and productive environment for working together.
Students felt that the activities strongly supported the achievement of the BIP learning outcomes. They reported improvements in teamwork, self-confidence, and problem-solving abilities. They also gained new insights into inclusive leadership, sustainability, international healthcare perspectives, and practical tools such as Padlet and Canva. Many noted that co-creation, working with peers from different cultural backgrounds, and stepping beyond their comfort zones significantly enhanced their learning.
The learning methods and pedagogy received particularly positive feedback. Students appreciated the focus on teamwork, active problem-solving, discussions, and idea-sharing. They valued the encouraging learning environment, the enthusiasm and approachability of the teachers, and the balanced structure of activities, breaks, and independent work. Purposefully designed learning spaces and evidence-based approaches further strengthened the learning experience.
Overall, students described feeling tired but satisfied, grateful, and enriched by numerous new experiences. They highlighted meaningful friendships, cultural insights, and positive interactions with teachers. Many noted that the week boosted their confidence. Students also felt that the organization, time management, and even the cafeteria food contributed to a memorable and impactful intensive week.
Authors:
Elina Turunen, PhD, MNSc, RN-D, Principal Lecturer, Karelia University of Applied Sciences
Marika Lappalainen, MHC, RN, Senior Lecturer, Karelia University of Applied Sciences
References:
ARENE. 2022. The Rectors’ Conference of Finnish Universities of Applied Sciences Arene ry. Recommendation on the shared competences of universities of applied sciences and their application. www.arene.fi.
AVOP. 2025. Education Statistics Vipunen. https://vipunen.fi/fi-fi/amk
ChAnGe. 2025. https://forschung.fh-kaernten.at/change/
INNO Pohjois-Karjala. 2025. https://www.karelia.fi/projektit/inno-pohjois-karjala-sote-ja-hyvinvointialan-kestavat-palvelut-ja-innovaatiot/
Karelia. 2025. Karelia Strategy 2030. https://www.karelia.fi/en/strategy/ Rantala A, Häkkinen M, Maijala V & Turunen E. 2025. Kansainvälisyysosaaminen sote-johtamisen YAMK-tutkinnoissa. UAS Journal 3/2025. https://uasjournal.fi/3-2025/kansainvalisyysosaaminen-sote-johtamisen-yamk-tutkinnoissa/