Bachelor's degree education from year 2020 (autumn)

Bachelor's Degree Programme in Business Information Technology

Bachelor of Business Administration, 210 ECTS

Bachelor of Business Administration

  • Degree Programme
  • Curricula
  • Implementations

Key learning outcomes

The focus of the business information technology bachelor's degree programme is to prepare graduates for getting employed and succeeding in the global video game industry. The key learning outcomes are skills in critical and analytical understanding, applied game development skills, communication skills, critical skills in product development, ethical conduct, and skills for personal career development.

Education content and professional growth and know-how

Learning by doing is the main theme in this programme. The principle is utilized in almost all the modules and courses in the programme. In addition to face-to-face courses the learning goals are achieved by doing exercises and course wide assignments. The assignments can be e.g. developing a small size proof of concept game or a theme song of a game. The assessment is mostly done by recognizing the skills and knowledge face-to-face with the teacher in charge. Exams are used deliberately.

Another fundamental method is project-based learning. Students will create teams to solve given problems and create solutions. Tens of credits can be obtained by working in teams and developing own products from technical and businesswise aspects.

During the first year and second year, students concentrate on the fundamentals of game development, such as programming, game design, game engines, game art and visual design as skills to work in game development projects. They also acquire the necessary general working life skills. From second year onwards, students gain international exposure.

The third academic year students participate in Ticorporate Demo Lab, with focus on product development in a student-lead project. They are provided a working life environment and infrastructure together with local game development companies residing in Digi and Game Center. Practical training and/or an exchange period abroad is encouraged after Ticorporate Demo Lab project. One option is to continue the project work and game development with a team in Digi and Game Center with focus on entrepreneurship, production, monetization and publication of polished game product.

Flexible studies

Most of the courses are implemented by blending in-class activities with learning in virtual environments. There is also a good number of fully virtual courses. Students can choose their electives from bachelor level courses of other degree programmes or from CampusOnline, Edufutura, Yritystehdas, and Future Factory. In addition, relevant online MOOCs are regognized through approval by academic tutors and course instructors, as well as prior learning from other bachelor level studies.

Higher level studies completed elsewhere may be accredited as part of your degree. The student must have a certificate or some other document to prove that they have completed the studies. Skills acquired elsewhere can also be described and demonstrated to enable accreditation. Further information is available in the Study Guide.

Working life oriented learning

BIT students not only earn a BBA degree diploma, during their studies they also gain a significant level of project work experience in different game development projects. As BIT is an active partner in Jyväskylä Digi and Game Center, students also gain significant amount of contacts with local game development companies. In addition, BIT works closely with local game development collective. Practical training, projects and thesis are ways of learning and interacting with working life and companies. JAMK also offers support in participating in some important local, national and North European game development events.

Working life oriented learning is included in bachelor’s degree courses throughout the studies. These include practical training to promote professional skills, the thesis and various working life projects. At JAMK University of Applied Sciences, the operating model for working life oriented and student-driven learning is called JAMK Future Factory®. It combines working life operators, students, JAMK experts and working life oriented LAB environments and other learning environments. In addition to multidisciplinary and working life oriented project studies, it offers students a chance to develop their future working life skills, career paths and networks.

Studification is also among the options offered by working life oriented learning. It refers to combining work, project work, Future Factory activities, etc. with studies. Studification involves students drafting a studification plan and documenting it in the manner agreed with the teacher. Further information is available in the Study Guide.

Career opportunities and employment

After getting a Bachelor's degree in Business Information technology, there are lot of options for career. These include, but are not limited to:
Game Designer
Game Programmer
Game Artist
Game Producer
Project Manager
Marketing Manager


There are no specific degree-related or statutory qualification requirements in the field.

Further studies

Students may, after graduation and a working career of at least two years, apply for studies leading up to a master’s degree. Studies can also be continued by applying for a university master’s degree programme or similar programmes. After a bachelor’s degree from a university of applied sciences, it is also possible to continue studies at higher education institutes abroad on master’s degree level programmes. A university of applied sciences also provides opportunities for continuing education in the form of specialisation studies, open studies, an online study portal (CampusOnline) and working life based continuing education.

A student who completes a master’s degree at a university of applied sciences may apply to continue on to postgraduate studies in science or arts at universities (Act 558/2009, Section 37).

Education planning

Feedback for curriculum was asked from other educators and people working in game companies. The topic has also been discussed with various game industry people in different forums.

Contact Information

Karhulahti Mika
Senior Lecturer, Global Competence