How do we act, what do we believe in?
Be good, do good.
We believe in being good and doing good.
We want to impact the students’ beliefs about entrepreneurship and we also actively take down the old stereotypes around entrepreneurship. We believe that entrepreneurship is the exemption movement of work life. It is a way to do good and change the world. Good can be done in many ways: by taking care of staff, by employing, with a business idea that improves the world.
Our core mission is to promote entrepreneurship both within the Tampere Universities and in the Tampere ecosystem. We want to achieve a systemic change.
We create small cracks in the dam that can blow up the entire dam over time. We question and break existing stereotypes around entrepreneurship.
Our values
Be good
Do good
Trust the Team
Make People Powerful
Also, our partners, who we work with, value students and learning, and share our values.
Most important residents in the village
Students are the most important residents in the village for us. They are the source of our endless joy and insights, and that is why we are always curious towards them. They succeed to surprise us one time after the other with their innovative skills and talent. Students also keep us moving forward. Feedback tells us how we succeed in our work.
Learning at HUBS
Our goal is to help students develop into socially responsible change makers and sustainable entrepreneurs, who are
- Skilled team players / team members and leaders (responsibility of social wellbeing)
- Business-savvy developers (responsibility of economy)
- Empathic innovators (responsibility of environment and humanity)
Our conception of people is humanistic: we believe in a person’s will, goodness, creativity and in ability to grow and develop. We see a person as a unique, self-imposed and goal-oriented individual, who trusts their own development opportunities.
HUBS courses are linked by trust in students and between students, collegiality, relaxed and encouraging atmosphere, authentic experiences (with companies), use of team agreement, talking about learning (principles of dialogue, tasks of a learning team, three-layered learning, significance of trust in team work etc.), encouraging continuous and open interaction, building trust in learning teams and project teams and also reflecting what has been learnt (e.g., check-in/check-out).