Call for papers: UAS Journal 3/2020, Universities of applied sciences promoting social sustainability

We invite all those interested in the topic of social sustainability to submit articles for issue 3/2020 of the UAS Journal. The theme for the issue is ‘Universities of applied sciences promoting social sustainability’.
Sustainable development was first defined by the UN Brundtland Commission in 1987. The work of the commission initiated a process that has continued to develop at both the international and national level, involving both governments and different sectors of society.

In Finland, sustainable development has been promoted since 1993, at which point Finland became the first country in the world to establish a national commission on sustainable development. This commission defined sustainable development as follows: ‘Sustainable development is a globally, regionally and locally ongoing process of continuous and targeted change in society. It aims at safeguarding opportunities for a good life to current and future generations. This requires that the environment, people and the economy are equally taken into account in decision-making and activities.’ (Ministry of the Environment, https://www.ym.fi/fi-fi/ymparisto/kestava_kehitys/mita_on_kestava_kehitys).

Finland is committed to the 2030 Agenda for Sustainable Development, which was approved at the UN Sustainable Development Summit in 2015. The 2030 Agenda includes 17 sustainable development objectives of which many relate to social sustainability (https://um.fi/agenda-2030-sustainable-development-goals). These include in particular goal 1: no poverty, 2: zero hunger, 3: good health and well-being, 4: quality education, 5: gender equality, 8: decent work and economic growth, 10: reduced inequalities, 11: sustainable cities and communities, 16: peace, justice and strong institutions, 17: partnerships.

Universities of applied sciences promote social sustainability through their education, projects, cooperation with employers and other practical measures. These methods for promoting sustainability can also connect with and support each other in many ways, and their scope and scale can vary from globally-orientated actions to very local ones. We also very much hope to receive articles that relate to the international projects (including educational, RDI projects etc.) of universities of applied sciences and their stakeholder groups, (e.g. associations and companies). We will give priority to articles that tell of projects and trials that have already been carried out and which offer valuable lessons for universities of applied sciences and their stakeholders. Furthermore, we are interested in hearing both about successful projects and unsuccessful ones!

The maximum length of a specialist article is 10,000 characters, a review 4,000 characters and less formally structured texts about 3,000 characters (incl. spaces). Detailed instructions for authors can be found on https://uasjournal.fi/in-english/instructions-for-writers/

The editors for this themed issue are Tove Holm from the City of Turku, Silja Kostia from Tampere University of Applied Sciences and Kaija Saramäki from Karelia University of Applied Sciences.

Tove has worked for 18 years in universities of applied sciences and adult education centres in the areas of quality management, environmental management, and promotion of sustainable development. She completed her PhD in environmental science at the University of Turku in 2014. The subject of her research was cross-disciplinary: enabling change in universities and enhancing sustainable development education. In recent years, she has been working for the Baltic Sea Challenge project initiated by the cities of Helsinki and Turku, which has cast a vision for a clean, productive and shared Baltic Sea.

Silja works as a principal lecturer at the Tampere University of Applied Sciences, and before that she was a principal lecturer and Dean of the Faculty of Technology at Lahti University of Applied Sciences. During her career, Silja has participated extensively in the promotion of sustainable development through educational and R&D activities involving both national and international networks. She completed her PhD in biology at the University of Helsinki in 2000.

Kaija works as a Senior Lecturer at the Karelia University of Applied Sciences and is actively involved in the activities of the ENO online school. Her areas of expertise include sustainable development, cooperation and networks, sustainable use of natural resources and internationalisation. By training, Kaija is a Forestry Engineer (BSc) specialised in marketing and communications, and she is also a Master of Science in Environmental Forestry who has specialised in the social questions relating to the use of natural resources.

Please send your proposed articles to the editors at kaija.saramaki(at)karelia.fi no later than week 34 (23 August 2020). Use the following subject for your email: UAS3 article. Please remember to follow the writing instructions and title your article according to the lead author’s surname.

  • Article proposals to be sent to the editors by 23 August 2020 at the latest.
  • Feedback on the articles will be sent to the lead authors by week 36.
  • The revised version of the articles should be delivered by week 38 at the latest.
  • The themed issue will be published in week 40.

Sustainability as a driver of impact creation

Authors: Amit Kumar Mishra, Jaana Seikkula-Leino & Eeva-Liisa Viskari.

Universities of Applied Sciences need to make an impact in society

Universities of applied sciences (UAS) have existed in Finland since 1990’s. The statutory task of UAS’ is to provide professional higher education and promote the industry, business and regional development and regenerate the industrial structure of the region (Universities of Applied Sciences Act 932/2014). In recent years UASs have been actively seeking alternative ways of making an impact in the society both in terms of education and applied research and development activities.

Understanding impact creation – presenting IC1.0

There is a growing opinion that higher education institutes have to create impact. Tampere University of Applied Sciences has adopted a new approach and started to increase its impact in three strategic fields: sustainability, new technologies and future competencies and learning. These fields interact through the activities, and the team working together, thus creating impact in the society.  Based on this, the authors suggest a Venn diagram (Figure 1) of these strategic fields, which may create impact, and call it the map of impact generation – IC1.0.

Real lasting impact is created by a consolidated effort in at least three domains, namely sustainability, new and emerging technologies, and future competencies and learning. Each of these three domains affects each other in a symbiotic manner.

  • New technologies for sustainability and sustainability for new technologies (T4S4T)

Most of the goals listed in UN’s Sustainable Development Goals (SDGs) need major contributions from emerging technologies. At the same time, SDGs give motivations and challenges for technological innovations.

  • Future competencies and learning and economy for sustainability and sustainability for future competencies and learning (L4S4L)

Be it learning or competency creation, the effect of sustainability is conspicuous. Universities and UASs can expand their business and education material and pedagogy by delivering materials, learning environments and other pedagogical initiatives in the domain of sustainability. Similarly, competencies and learning for technology, and technology for learning and economy (L4T4L) interact (Figure 1).

Figure 1. The map of impact generation IC1.0 as suggested by the authors.
Figure 1. The map of impact generation IC1.0 as suggested by the authors.

How is Tampere University of Applied Sciences creating an impact?

Tampere University of Applied Sciences is implementing a new approach in increasing its societal and educational impact. At the beginning of 2020, three new Impact Leaders have started their targeted work to increase the role of the university in research and development, build networks and strengthen the visibility and recognizability of the university as an R&D player, both nationally and internationally. The three strategic impact areas are:

  1. Adaptation of emerging technologies and 4IR
  2. Learning capabilities in modern work environments and international networks
  3. Ecological innovations and socio-cultural challenges.

Since the target of impact, creation involves a multidisciplinary approach of different domains, continuing knowledge creation, and specific procedures. To begin with, we are aiming to find a more particular understanding of the impact and its nature. What is impact, especially in UAS context? What will be our processes and ways to promote impact? With whom do we create an impact? What are the indicators? How to evaluate and assess the outcomes? These are the questions to be focused on. It cannot, however, be a task of one single UAS only. Therefore, fundamental discussion, both in national and regional level needs to be initiated; what has been the impact of universities of applied sciences in Finland nationally and regionally, and these days even more – internationally?

Authors

Amit Kumar Mishra, PhD, Impact Leader – Emerging Technologies and 4IR, Tampere University of Applied Sciences, RDI and Business Operations, amit.india(at)gmail.com

Jaana Seikkula-Leino, PhD, Impact Leader – Future Competencies and Learning, Tampere University of Applied Sciences, RDI and Business Operations, jaana.seikkula-leino(at)tuni.fi

Eeva-Liisa Viskari, PhD, Impact Leader – Sustainability, Tampere University of Applied Sciences, RDI and Business Operations, eeva-liisa.viskari(at)tuni.fi

New research group wants to promote sustainability of future circular bioeconomy society

Authors: Silja Kostia, Ulla Häggblom, Erkki Kiviniemi, Mikael Lindell, Riitta Vihuri & Eeva-Liisa Viskari.

New research group promoting sustainable solutions and business

Four research groups started at Tampere University of Applied Sciences (TAMK) in the beginning of February 2020. TAMK is an acknowledged actor in the research, development and innovation (RDI) activities and an attractive multidisciplinary educator with over 10 000 students and over 40 degree programmes. The Master’s degree programme in Risk Management and Circular Economy (RIMCE) is a forerunner. This is an excellent basis for the developmental actions.

Target of the “Next level circular bioeconomy actions” research group is to strengthen TAMK’s impact as a promoter in future sustainable solutions and business. It originates from the existing expertise and research projects, and meets the challenge of a multidisciplinary team sharing a common goal. In this article we describe TAMK’s research topics and achievements in circular bioeconomy, and aims and actions of the new research group. TAMK’s role in the regional innovation ecosystem is also discussed.

From table to table – research closing nutrient and material loops

No food is grown without fertilization and energy input in agriculture. Due to diminishing phosphorus reserves, nutrient recovery and reuse is essential in the future. Promising results have been achieved in terms of using, for example, source-separated urine as such, or nutrients recovered from urine, as a fertilizer. Tampere University of Applied Sciences has coordinated in 2015–2019 several research projects related to nutrient recovery and reuse (Viskari et al., 2018, Malila et al., 2019b), and therefore has a lot of experience in promoting circularity and sustainable livelihoods. The research and development also aim at raising discussion about the acceptability, safety and administrative challenges of these fertilizer products. Furthermore, different technological solutions, like a mobile nutrient-recovering toilet unit in the field use have been tested (Malila et al., 2019a).

Food production, including the whole value chain, is one of the key factors in lowering carbon emissions. Also, the source of protein in our diet has importance. Concrete outcomes of the research projects are for example the initiation of Tampere Hall roof plantations and edible park of the Lielahti Manor, in the project where urban agriculture was implemented and pilot plantations established in the city of Tampere (Asikainen et al., 2017). Use of local and seasonal food has been promoted by recipe development and piloting, with special emphasis on seasonal ingredients and local foodstuffs (Elinvoimaa lähiruoasta, 2018). In addition, new sustainable food products, menus and business models have been created to Särkänniemi area as an outcome of carbon-neutral food chains development, which is more widely described also in this journal (Heikkilä & Lindell, 2019; Heikkilä & Lindell, 2020). Together with five research partners, know-how of economically feasible insect production has been developed. Towards insect bioeconomy project, in which TAMK participated, searched for the latest know-how on biomass, that could be utilized in insect rearing systems, profitability of production, and the cornerstones of the economy, new business models, insect product development, consumer preferences, and the health and welfare effects of insect products (Vihuri & Wickman-Viitala, 2020).

Food and packaging industries aim at using sustainable packages and replacements for plastics in packaging. In Finland, oat paper is the first circular economy package application utilizing side streams of the food industry (Häggblom & Viitaharju, 2020). Other side streams like barley shells, mash, peels of carrots and potatoes are the next target of the research (Ecodesigncircle, 2020). Alongside technical development of innovative materials, an important activity has been a dialogue between creative industries and multidisciplinary student teams. This has resulted in bio-based package and service innovations commissioned by the industry (Häggblom et al., 2017). To promote low carbon bio-based society, a testing environment for biodegradability and compostability of materials and products is important. A testing environment has been built and is available for research and testing of biodegradable materials and products (PIHI, 2020).

Figure 1. How would it sound to you to purchase an oat bread which is packed in a bag partly made of oat shell waste? This might be possible in near future, while first pilot bags have already been manufactured.
Figure 1. How would it sound to you to purchase an oat bread which is packed in a bag partly made of oat shell waste? This might be possible in near future, while first pilot bags have already been manufactured.

Actions are needed to reach the next level

Frølund and coworkers have studied key elements of collaboration between universities and companies for a long time. They underline that collaboration between companies and universities is a critical driver of the innovation economy, and that even smaller, more regionally oriented companies have come to believe that universities are key ecosystem stakeholders in supporting and shaping their regional economies. However, the distributed governance of expertise at universities is recognized one of the key problems in university-industry collaboration (Frølund et al., 2018). To tackle the challenge of distributed governance, need for regular stakeholder meetings in the Campus was identified but also the need to walk off campus. Universities of applied sciences are in the core of regional innovation ecosystems, and although there is never enough communication and interaction, regular and jointly agreed meetings make stakeholder collaboration systematic.

Four types of actions were identified to increase the impact of the research and development in the field of circular economy:

  1. Better communication of present RDI strengths and competences
  2. Strengthening stakeholder relationships and analysis of their needs
  3. Strengthening relationships with international partners and customers
  4. Conceptualizing ideas based on the needs of the stakeholders.

To sum up, mapping of one’s own expertise and experts, more communication and interaction with national and international stakeholders, and development of one’s own processes to support flexible collaboration are key factors. This might look self-evident but still needs a systematic approach and resources, which are now available at TAMK.

The next level in practice

Previous projects and studies have revealed that there is a lot of unused potential in Pirkanmaa region to promote circular economy in several fields of industry (Halonen et al., 2017; Ramboll, 2016). Also, there is a lot of opportunities to develop circular economy service business, while so far the focus has been mostly on material circulation and less on services (Ramboll, 2016). Coordination of FISS (Finnish Industrial Symbiosis System) regional workshops is not yet organized in Pirkanmaa region, which is an opportunity for TAMK to take the leading role. Purpose of the workshops is to find companies and other actors in the region, which have exploitable waste and side streams to be used as a resource for new products and services. Regionally, industrial symbiosis put circular economy in practice.

Construction industry is a significant field of business in the national economy. TAMK is one of the biggest and strongest construction and civil engineering educator in Finland. For promotion of sustainable circular bioeconomy, there are already research actions, for example in monitoring and measurement of hazardous substances in construction materials, which is crucial in demolition and renovation projects, in terms of occupational and environmental health (Viskari et al., 2018, 2019). Further actions will include research and development in carbon neutral construction, promotion of wood construction and taking sustainable housing and human viewpoint into focus. New initiatives have already been mapped and cooperation with construction companies, urban development actors and cities are initiated.

Combining nutrient recycling with new nutrient recovery technologies in an urban environment, creating and initiating sustainable food systems and packaging materials, and promoting new entrepreneurship, products and business opportunities around these themes will be key drivers in the future actions of the research group. For example, in the city of Tampere the new housing area of Hiedanranta and development of Särkänniemi Theme Park sustainable food street offer extremely innovative live labs for the development.

Figure 2. Implementation of alternative sanitation technologies and nutrient recovery in Hiedanranta area in the City of Tampere (Photo: Trung Dang).
Figure 2. Implementation of alternative sanitation technologies and nutrient recovery in Hiedanranta area in the City of Tampere (Photo: Trung Dang).

The way forward

The research group approach is a development project as such. One of the goals is to create continuity of research topics instead of separate projects. Collecting TAMK’s circular bioeconomy projects together made existing capacity “visible”. Analysis of the content of the projects resulted in identification of “from table to table” research theme, presented in this article. Further, six different internal stakeholder groups have been identified also promoting sustainability. TAMK’s role in the regional innovation ecosystem is important not only through RDI activities but also because of the capacity of international networks and collaboration.

The aims, actions and opportunities we have described here do not correspond with the traditional research group. We have deliberately chosen the strategy with strong stakeholder involvement, both inside and outside the organization. We want to strengthen TAMK’s impact as a promoter of circular bioeconomy, which we associate with proactivity, co-creation and even crazy multidisciplinary ideas with a strong involvement of students as innovators. In our vision, solutions for challenges in the future circular society are not conventional, and that is why new multidisciplinary and multi-stakeholder platforms are needed.

Authors

Silja Kostia, Principal Lecturer, Ph.D., Tampere University of Applied Sciences, silja.kostia(at)tuni.fi

Ulla Häggblom, Principal Lecturer, Dr. Sc. (Tech.), Tampere University of Applied Sciences, ulla.haggblom(at)tuni.fi

Erkki Kiviniemi, Senior Lecturer, M.Sc. (Tech.), Tampere University of Applied Sciences, erkki.kiviniemi(at)tuni.fi

Mikael Lindell, Senior Lecturer, M.Sc. (Econ.), mikael.lindell(at)tuni.fi

Riitta Vihuri, Tampere University of Applied Sciences, Senior Lecturer, M.Sc. (Econ.), Tampere University of Applied Sciences, riitta.vihuri(at)tuni.fi

Eeva-Liisa Viskari, Impact Leader, Ph.D., Tampere University of Applied Sciences, eeva-liisa.viskari(at)tuni.fi


Asikainen, E., Björkman, F., Grobler, G., Haapamäki, S., Kloet, M., Mattila, A.-M., Pakula, S., Tuukkanen, K., Viskari, E.-L. (2017). Kunnioitusta raaka-ainetta kohtaan – viljeltyjä tarinoita ruokapöytiin. KIVIREKI-hankkeen julkaisu. Käymäläseura Huussi ry, Tampere. Available at: http://www.huussi.net/wp-content/uploads/2015/09/KIVIREKI_julkaisu_2017.pdf

Ecodesigncircle. (2020). Project’s www pages https://www.ecodesigncircle.eu/17-spotlight/56-heraeae-pahvi-a-cardboard-to-wake-up-finland (read 30.4.2020)

Elinvoimaa lähiruoasta. (2018). Lähiruokareseptejä. Elinvoimaa lähiruoasta – kumppanuudet lähiruoan hankinnoissa –hanke. Available at: https://www.virrat.fi/client/virrat/userfiles/elinvoimaa-lahiruoasta-valmis-versio-002.pdf

Frølund, L., Murray, F. & Riedel, M. (2018). Developing Successful Strategic Partnerships With Universities. MIT Sloan Management Review. Magazine Winter 2018, Issue Research Feature.

Halonen, E., Alakerttula, J., Lanz, M., & Seppänen, M. (2017). Pirkanmaan kiertotalouden innovaatiotoiminnan nykytila. Pirkanmaan liitto. Available: https://tutcris.tut.fi/portal/files/13175134/Pirkanmaan_liiton_selvityksi_2017_Pirkanmaan_kiertotalouden_innovaatiotoiminnan_nykytila_p_2.pdf

Heikkilä, T. & Lindell, M. (2019). Kestävän matkailun hub – Uusi Särkänniemi. Teoksessa A. Mäntysaari, A. Törn-Laapio & H. Siltanen (toim.),  Yhteiskehittämisestä kilpailuetua matkailu- ja ravitsemisalalla. Jyväskylän ammattikorkeakoulun julkaisuja 270.

Heikkilä, T. & Lindell, M. (2020). Kestävää liiketoimintaa ruokapalveluissa. UAS Journal 2/2020.

Häggblom, U., Damski, V. & Vepsäläinen, A. (2017). Hiilinielu Design Studio – Muotoilu kohtaa biotalouden. Tampereen ammattikorkeakoulun julkaisuja B:96. Available: http://julkaisut.tamk.fi/PDF-tiedostot-web/B/96-Hiilinielu-Design-Studio.pdf

Malila, R., Viskari, E.-L., Kallio, J. (2019a). Virtsan ravinteet kiertoon – MORTTI -hankkeen loppuraportti. Suomen ympäristökeskuksen raportteja 49/2019. ISBN 978-952-11-5107-1, ISSN 1796-1726. Available: http://hdl.handle.net/10138/307654

Malila, R., Viskari, E.-L., Lehtoranta, S. (2019b). The role of source separation in nutrient recovery – comparison of alternative wastewater treatment systems. Journal of Cleaner Production. 219: 350-358. 10 February 2019. https://doi.org/10.1016/j.jclepro.2019.02.024

PIHI. (2020). Project’s www-pages. https://www.tuni.fi/fi/tutkimus/pihi-pirkanmaan-vahahiiliset-kalvoratkaisut (read 30.4.2020)

Ramboll. (2016). Bio- ja kiertotalouden hankkeet, osaaminen ja haasteet Tampereen kaupunkiseudulla ja Pirkanmaalla. End-of-project report. Available: http://www.pirkanmaa.fi/wp-content/uploads/Bio-ja-kiertotalousselvitys_Loppuraportti_21_09_16_logoilla.pdf

Vihuri, R. & Wickman-Viitala, T. (2020). Hyönteistoimialan liiketoiminnan kehittäminen. TAMKjournal 24.4.2020. Available: http://tamkjournal.tamk.fi/hyonteistoimialan-liiketoiminnan-kehittaminen/

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Artificial intelligence for ecological sustainability – New machine learning applications for sorting of plastic waste?

Authors: Faizan Asad & Mirja Andersson.

The year 2020 has brought great sustainability challenges as the world is facing the pandemics of COVID-19, that has been causing great suffering in term of loss of lives and financial incomes. Artificial intelligence (later AI) is helping to present smart solutions for prevention and diagnosis of this new virus (Alimadadi et al. 2020). However, AI is not going to solve the problem itself, it would need creative and inventive approaches from humans (Hollister 2020). AI is still, after ca. 30 years of existing, an emerging field with great potential to help in globally shared challenges in ecological sustainability such as fighting the climate change, preserving biodiversity and healthy oceans, securing clean water and air, and in being resilient in conditions of extreme weather and disasters (World Economic Forum 2018). Integration of AI / machine learning into systems of plastic recycling, and by that helping the cause of ecological sustainability, could result in innovative and smart solutions too.

Arcada University of Applied Sciences participated during 2014–2016 in a national strategic research program, Material Value Chains (in Finnish Materiaalien Arvovirrat, later ARVI) financed by The Finnish Funding Agency for Technology and Innovation (currently known as Business Finland, previously TEKES) together with nearly 30 organisations including universities, research institutes and companies. The objective of the ARVI research program was to build a mutual understanding of future business opportunities related to recycling of materials, as well as required know-how and abilities for their utilisation. This interdisciplinary research program offered a unique opportunity for Finnish industry and research institutes to carry out long-term strategic research cooperation and launch the circular economy nationally in the field of plastic recycling and waste management (Clic Innovation 2017).

Recycling of plastic waste, even in Finland with well-developed waste management system, would still require more resources (YLE News 2020). To continue our previous applied research work with plastic recycling (Mylläri et al. 2016; Clic Innovation 2017; Andersson et al. 2018; Jönkkäri et al. 2020) as well as our development work with ecological sustainability themes in engineering education (Andersson and Makkonen-Craig 2017), we are launching a new research aim to explore the improvement of sorting processes through suitable applications of AI and machine learning together with collaborating universities and companies. In this article we will briefly introduce this aim by reviewing the current knowledge and status around the topic.

Towards the era of AI by applied research in combination with materials technology

Optimised and smart new technologies, such as a robotic arm equipped with AI for automatic sorting and a machine learning image classifier model for reliable item detection, could assist to keep the plastic materials longer in circulation for improved ecological sustainability. We have applied research financing recently for our research aim on new machine learning applications for plastic recycling from Arcada Foundation. In general, the research topic of plastic recycling at Arcada is also supported by recently granted 2-year financing by Business Finland for co-innovation with private sector. The “All in for Plastics Recycling’’ (later PLASTIn) project is established to support the plastic industry actors to develop systemic, and environmentally optimized recycling concepts. This is achieved with the new knowledge gained about recycling processes and technologies such as sorting, pre-treatment, mechanical and chemical treatment and reject handling, and about system level understanding, allowing improved business opportunities based on recycling.

The project aims to focus on the recycling of challenging plastics, and turn the challenges into new business opportunities of the plastic cluster in Finland and promote the circular economy. The research organisations participating in the PLASTIn project consortium are Finnish Environment Institute, Lappeenranta Lahti University of Technology, Tampere University, VTT Technical Research Centre of Finland and Arcada University of Applied Sciences together with several industrial partners. The research consortium in PLASTIn project will offer a readily available platform to discuss the pros and cons of proposed machine learning applications to benefit plastic recycling.

Challenges with plastic waste and potential improvement by AI

Earlier studies on plastic recycling accomplished for example at ARVI research programme, have confirmed many practical challenges (Clic Innovation 2017). As systems are partially developing, new challenges may arise with the development. According to a recent article by YLE, Finland has ended up with a, in a way, positive problem with increased plastic sorting by the households (YLE News 2020). This problem reflects the willingness of households to sort their waste, which is good, but as a consequence the capacity of mechanical plastic recycling appears to be the limiting factor in the system. The leading professionals and companies in the field have worked to develop the material circulation of plastics for years, but still systemic change caused by the sorting habits of the households in Finland was unexpected.

How is AI currently helping in waste sorting? The use of machine learning in waste sorting through a robotic arm is not an unrealistic or new concept. There are companies around the world that are using this type of AI application already. However, optimally working and affordable solutions for all possible sorting lines do not exist. In Sweden, a company Lundstams Återvinning AB is using a heavy robotic arm to sort construction and demolition waste (Lundstams 2020). In Switzerland, another company SORTERA sort mixed construction and industrial waste. Both companies use the same technology developed by ZenRobotics Ltd., an AI solution company having roots in Finland (ZenRobotics 2019). However, there is high potential of AI research and optimization also in waste sorting applications, remembering that also AI technologies develop in selection, and solutions are getting smaller, faster and more mobile.

Fig 1. A part of machine learning model (Faizan Asad).
Fig 1. A part of machine learning model (Faizan Asad).

The core idea in our research is to use vision detection for sorting plastic waste. This can be achieved by using image identifier ML models e.g. neural network for identification of objects in real time. Another example is RetinaNet model, that has been used for pedestrian detection from the aerial images. OpenCV – another ML model could also be trained for this particular application. The ML model will be trained on open source data and will be tested and optimized. In the second stage of the project, the model will be trained on real life data and adjusted for final application. The final result will be a robotic arm equipped with sophisticated AI to sort plastic waste, of later defined type, since the types of waste and plastics are numerous. However, working applications will need cooperation on a systemic level, with other researchers and companies, and will need the enthusiastic engineering students with their thesis projects to contribute.

Summary

AI is an emerging field that offers creative and innovative applications by assisting in finding solutions in several fields of life. It has brought out of the box remedies to industrial problems, and has tackled daily life issues with ease. AI has been employed already for numerous ecological solutions. However, more resources, more hands and clever heads would be needed to develop AI for ecological sustainability. The year 2020 has brought great sustainability challenges with the world facing the COVID-19 pandemic. AI is providing creative solutions, for both current challenges and on a longer perspective, for example by help in analysing medical data and also assisting in finding solutions for improvement (Rao et al. 2020). It may very well be that AI will become more important in the world after the pandemic than before it. Open data and thorough research are in demand for the sustainable use of AI, and the sustainable decision making based on proven facts and figures, for ecological reasons, too. The world is certainly moving towards AI applications. It is high time the universities of applied sciences take more systematic steps towards the new technological era. This work has only just begun.

Acknowledgements

Arcada University of Applied Sciences wishes to acknowledge the association Svenska Folkskolans Vänner rf. (SFV), as financer of current development project TEKNETIUM that has enabled writing this article.

Authors

Faizan Asad, M.Sc. (Tech.), Project Researcher, Arcada University of Applied Sciences/Department of Energy and Materials Technology, faizan.asad(at)arcada.fi

Mirja Andersson, D.Sc., Head of Department, Arcada University of Applied Sciences/Department of Energy and Materials Technology, mirja.andersson(at)arcada.fi


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Lundstams Återvinning. (2020). News. Online. https://www.lundstams.se/robotisering. Accessed 7.4.2020.

Mylläri, V., Hartikainen, S., Poliakova, V., Anderson, R., Jönkkäri, I., Pasanen, P., Andersson, M. & Vuorinen, J. (2016). Detergent impurity effect on recycled HDPE: Properties after repetitive processing, Journal of Applied Polymer Science, 133(31), 43766. https://doi.org/10.1002/app.43766

Rao, A., & Vazquez, J. (2020). Identification of COVID-19 Can be Quicker through Artificial Intelligence framework using a Mobile Phone-Based Survey in the Populations when Cities/Towns Are Under Quarantine. Infection Control & Hospital Epidemiology, 1-18. https://doi.org/10.1017/ice.2020.61

World Economic Forum. (2018). Harnessing Artificial Intelligence for the Earth. Report. Online. http://www3.weforum.org/docs/Harnessing_Artificial_Intelligence_for_the_Earth_report_2018.pdf. Accessed 7.4.2020.

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Water protection co-operation between a city and a university

Authors: Juha Kääriä, Piia Leskinen & Tove Holm.

Cities are centers of production and consumption as well as emissions and the use of natural resources. Many cities are located by the coast, rendering them more vulnerable to extreme weather events, which will become more common with climate change. However, cities have, even on a global scale, good possibilities for improving energy efficiency and water consumption, developing circular economy, reducing the carbon footprint and developing a sustainable societal structure. The significance of cities and their practical level collaboration has been ground breaking in many international cases, where national governments have found it difficult to strengthen their cooperation or find solutions. Cities are flexible actors that can, in addition to their role as a local authority, also quickly test new practices and implement pilot projects.

The Baltic Sea Challenge

The Baltic Sea Challenge is a network initiative that invites cities and other organisations to commit to protect the Baltic Sea and their local waters by building their own action plan and implementing it. It was initiated by the Mayors of Helsinki and Turku in 2006. They wanted the cities to commit to work for the Baltic Sea and to be pioneers in strategic water protection. The first joint action plan of the cities was published in 2007. In 2020, already over 300 organizations from countries around the Baltic Sea have joined the network. The goals of the Baltic Sea Challenge are in line with the United Nations Sustainable Development Goals (SDGs). The one most obviously related to the Baltic Sea is number 14, conserve and sustainably use the oceans, seas and marine resources (The Baltic Sea Challenge, 2018). Based on the evaluation carried out using the SDG Impact Assessment Tool, also the objectives 4, 6, 9, 11, 12, 13 and 17 are essential to the Baltic Sea Challenge and the cities’ Baltic Sea action plans (The Baltic Sea Challenge, 2020). In 2018, New York City, as the first city in the world, submitted a Voluntary Local Review (VLR) of its work for the SDGs, which is modeled after the Voluntary National Review that countries are invited to submit each year. Since then, several cities have followed the example and the City of Turku will submit its VLR in 2020 (City of Turku, 2020).

Saving the sea is also one of the main objectives of the EU Strategy for the Baltic Sea Region (EUSBSR, 2020). In 2017, the government endorsed a resolution on Finland’s Strategy for the Baltic Sea Region. Interest groups were engaged in the preparation of the strategy, with the cities of Helsinki and Turku participating in the work. Finland’s strategy is based on a clean Baltic Sea and viable marine environment, and the goal is to become a global pioneer of bio-economy, circular economy and solutions for safe and clean shipping. In parallel, the strategy aims at developing competence and innovation, networking and competitiveness. The strategy emphasizes the role of regions, cities, businesses, higher educational institutes (HEIs) and civil society organizations in the Baltic Sea work (Prime Minister’s Office, 2017). In South-West Finland, these actors have already a long history of collaboration towards a cleaner Baltic Sea. In the following paragraphs we present some examples of how the City of Turku and Turku University of Applied Sciences (TUAS) have collaborated to carry out different activities of the city’s Baltic Sea Action plan.

Implementing storm water management programme

As extreme rain events have become increasingly common, the City of Turku, among many other cities, has recognized the importance of developing climate proof stormwater management that would allow reducing stormwater floods as well as pollution. The task is huge and systematic realization of sustainable stormwater management structures in new development areas, as well as existing cityscape, will require, in addition to substantial financial resources, the change of mindset of all city officials linked with city planning, construction and maintenance. City organization and operation modes are large, complex and slow to change. As a mobile and initiative research group, TUAS water and environmental engineering group has come in handy, as it has carried out different practical developments, such as identification of stormwater pollution hotspots, developing water management instructions for construction sites and realization of pilot sites. TUAS students have participated in all developments, which has allowed many of them to find employment as stormwater experts after their graduation.

Figure 1. Students from Turku University of Applied Sciences monitoring stormwater quality in the City of Turku. Photo by Water and Environmental engineering group in Turku University of Applied Sciences.
Figure 1. Students from Turku University of Applied Sciences monitoring stormwater quality in the City of Turku. Photo by Water and Environmental engineering group in Turku University of Applied Sciences.

Structural liming project

Mitigating phosphorus (P) leaching from arable land is critical for improving water quality and reducing undesirable eutrophication of lakes and seas (Ulen et al., 2017). Agricultural practices affect P leaching less than meteorological conditions, but P transport through the soil is also strongly dependent on soil structure. Structure liming (applying quicklime (CaO) or slaked (hydrated, (Ca(OH)2 lime) to the entire topsoil can effectively improve  water infiltration over the whole field area. Structure liming is widely used and studied in Sweden but in Finland there is very limited amount of information available about the effects of structural liming. TUAS and the City of Turku with other project partners started (from 2019 to 2021) a project to investigate the effects of structural lime in agriculture. One case study is in the fields owned by the City of Turku. Structural liming is one of the most potential tools to reduce phosphorus load from agriculture to the Baltic Sea. Reduction effects can last tens of years with one treatment.

Figure 2. In structural liming it is important that the lime will be tilled quickly into the field in dry and warm conditions. Photo by Sakari Malmilehto.
Figure 2. In structural liming it is important that the lime will be tilled quickly into the field in dry and warm conditions. Photo by Sakari Malmilehto.

Supplementary training on harmful substances for ecosupporters

In the Baltic Sea Challenge action plan the City of Turku has committed to arrange supplementary training on harmful substances for ecosupporters. Ecosupporters are city employees, whose role is to act in their own units to make small changes and increase awareness on green choices. Increasing the awareness of ecosupporters is seen as a means of bringing the green action to the grass roots level. In previous years TUAS had collaborated with different units of the City of Turku to reduce the use of hazardous chemicals, in the NonHazCity project. As a continuation of these activities, TUAS suggested to the city that they could produce an online training material for ecosupporters on hazardous substances as a part of the project. This was welcomed by the city, as TUAS has both good infra and expertise for producing online education materials. The training material is currently being prepared and at the end of year 2020 it will be available for ecosupporters nationwide.

The Protection Fund for the Archipelago Sea

The Protection Fund for the Archipelago Sea offers funding for private business, NGOs and people, for reducing the nutrient load to the Archipelago Sea. Grants are awarded for the projects that have, after expert evaluation, the best potential for reducing the phosphorus and nitrogen loads in the Archipelago Sea in practice. In the evaluation team there are experts e.g. from the City of Turku and TUAS. The fund has already funded over 50 projects since 2007.

Conclusion

The cities have the mandate and the potential for making a significant change and contributing to sustainable development by implementing new green solutions. However, middle-sized cities, such as Turku, often do not have sufficient capacity to carry out piloting projects, which require special scientific expertise and know-how of international project funding. The City of Turku has tackled this challenge by collaborating with the local universities. TUAS has become a “task force”, that has in recent years prepared and implemented numerous EU-funded environmental projects in collaboration with the city. This collaboration has been mutually beneficial; it has allowed the city to carry out its ambitious action plan for saving the Baltic Sea, whereas TUAS staff and students have benefited from the opportunity to work with practical real-world cases.

Authors

Juha Kääriä, PhD, Manager of Climate Affairs, Turku University of Applied Sciences, Engineering and Business, juha.kaaria(at)turkuamk.fi

Piia Leskinen, PhD, Research Group Leader, Turku University of Applied Sciences, Engineering and Business, piia.leskinen(at)turkuamk.fi

Tove Holm, PhD, Coodinator, The Baltic Sea Challenge, the City of Turku, Associate researcher, University of Gävle, tove.holm(at)turku.fi


The Baltic Sea Challenge. (2018). Joint Baltic Sea Action Plan of Helsinki and Turku for 2019–2023, http://www.itamerihaaste.net/files/2087/Baltic_Sea_Action_Plan_Helsinki_Turku_2019-2023_ENG_210x210_FINAL_290119_WEB.pdf, retrieved 27.4.2020

The Baltic Sea Challenge. (2020). Itämerihaasteen seuraavan vuosikymmenen päämääränä on edistää YK:n kestävän kehityksen tavoitteita [The goal of the Baltic Sea Challenge for the next decade is to advance the UN Sustainable Development Goals], http://www.itamerihaaste.net/ajankohtaista/uutiset/itamerihaasteen_seuraavan_vuosikymmenen_paamaarana_on_edistaa_yk_n_kestavan_kehityksen_tavoitteita.1975.news, retrieved 27.4.2020

The City of Turku. (2020). Turun kaupunki toteuttaa YK:n kestävän kehityksen tavoitteiden kaupunkitasoisen arvioinnin [The City of Turku carries out a city-level assessment of the UN Sustainable Development Goals], https://www.turku.fi/uutinen/2020-03-04_turun-kaupunki-toteuttaa-ykn-kestavan-kehityksen-tavoitteiden-kaupunkitasoisen, retrieved 27.4.2020

EUSBSR. (2020). EUSBSR in a nutshell. Basic facts about the EU Strategy for the Baltic Sea Region, https://www.balticsea-region-strategy.eu/about/about, retrieved 27.4.2020

Prime Minister’s Office. (2017). Finland’s Strategy for the Baltic Sea Region. Prime Minister’s Office Publications 15c/2017

Ulen, B., Larsbo, M., Koestel, J., Hellner, Q., Blomberg, M. & Geranmayeh, P. (2018). Assessing strategies to mitigate phosphorus leaching from drained clay soils. Ambio 2018,47(Supp. 1):S114-S

Sustainable community – utopia of our time?

Authors: Eeva Aarrevaara & Pentti Viluksela.

Sustainability of cities and communities has just recently become a major issue, considering the impact of the globally spreading COVID-19 pandemic. This was not anticipated when preparing a learning package considering sustainable communities was started last year. Health issues are not even very clearly articulated in the particular sustainability development goal considering communities. However, the material aiming to deconstruct main features of sustainable communities opens challenging viewpoints, especially when comparing solutions of different international cities. This material was produced to benefit all universities of applied sciences in circular economy education.

Mission impossible – sustainable community?

Sustainable community was chosen as one sub theme in the project Circular Economy for Universities of Applied Sciences. Principal lecturer Pentti Viluksela produced the introductory material for the topic in Spring 2019, and his colleague Eeva Aarrevaara was utilizing, developing further and piloting the material in her lectures in Autumn 2019. The starting point of this field was goal number 11 in the UN Sustainability Goals, Sustainable Cities and Communities (United Nations 2020). The authors argue that although working under the large umbrella of circular economy, one might consider, that urban planning is the area where the crucial decisions are carried out to create positive circumstances to support and enable circular economy actions. In other words, without suitable urban planning, it will be far more challenging to achieve the goals circular economy actions need.

The general goal of SDG 11 is to make cities and human settlements inclusive, safe, resilient and sustainable by 2030, which is divided into sub goals as presented in figure 1.

Figure 1. The UN Sustainability Goal 11 contains the above mentioned sub-goals (United Nations 2020).
Figure 1. The UN Sustainability Goal 11 contains the above mentioned sub-goals (United Nations 2020).

The previous Finnish government founded the committee for sustainable development in 2016 and launched the website Commitment 2050 (Sitoumus 2050), where several private and public organisations have published their commitments dealing with sustainability goals. In April 2020, over 2200 commitments were published. There are eight objectives, one of them being Sustainable society and local communities. Several of the objectives are connected with circular economy. (Sitoumus 2050, 2020)

How to combine livability and sustainability in Finland

The students participating in the pilot course were asked to produce a poster of the issue “Sustainable community”, which proved to be a successful task, a couple of examples of the student posters are included in this article (figure 2).

Figure 2. Examples of the students’ posters dealing with Sustainable Community (Posters by U. Helenius, M. Rissanen and K. Pennanen, Lahti University of Applied Sciences 2019).

As an adaptation of SDG 11 goals, separate examples of urban development were evaluated in Finland, especially in Helsinki region – what kinds of new development are taking place, what is their connection with the public transportation network and how do they identify other sustainability goals in practice. Helsinki provides multiple examples to study critically how sustainability aspects are expressed and realized (Helsingin kaupunki 2019).

Ministry of Economic Affairs and Employment of Finland, together with other central governmental bodies, has made so called growth agreements with the largest cities. New agreements are under preparation and possibly covering also city regions with over 100 000 inhabitants. The agreement procedure for land use, housing and transport (MAL) aims to support the development of cities, and especially their residential policy and production. According to Vatilo (2018) the following viewpoints are important in the new agreement period: Enough land should be reserved for residential construction. Traffic infrastructure should support especially sustainable transport and moving, and the emissions of land use, living and traffic should decline by 50% by 2030.

Although the economical growth has concentrated in cities, also the smaller towns and rural localities, as well as villages, are important factors in the national and regional networks, and provide local citizens functional environments. The report of The Ministry of Economic Affairs and Employment of Finland has introduced two alternative scenarios for the future development until 2030. The first one is ”Finland as a network of regions in which different urban and rural regions are livable” and the second: ”Livability is concentrated on the big urban regions ”. (Ponto, Kuhmonen & Osenius 2018, 18–20).

Learning from forerunner cities – how sustainability change is managed

Students in Lahti University of Applied Sciences were collecting information in groups from so called forerunner cities, meaning cities, which at least have created an image to be advanced in sustainability issues. Cities of Amsterdam, Berlin, Vancouver, Oslo and Copenhagen were explored concerning sustainability factors, like green areas, new developments, mobility and energy use.

Except Berlin, these cities are quite similar by size, only Amsterdam is slightly bigger compared to Oslo, Copenhagen and Vancouver, which all have more than 600 000 inhabitants. Berlin has the population of 3,7 million inhabitants. All cities are presenting agendas to increase the greenery inside the urban area with different kinds of actions. The area of green space will be raised into 15% in the inner city of Oslo, and in urban regions, into 20% of the area. Vancouver has a goal to increase the canopy cover to 22% by 2050, which will increase the cooling effect of trees in urban areas. Berlin has launched the goal to have 30% of urban areas for green infrastructure.

New urban developments of the cities demonstrate transition processes from an old use to a new one. Several waterfront areas are developed as Fjord City in Oslo which changes the waterfront areas in the city from industrial use into a residential, commercial and recreational area (Nordregio 2020). Another example of a new sustainable residential district is Buckow in Berlin, containing energy-efficient buildings, a large landscape park, limited car traffic, a close network of pedestrian and cycle paths, parking spaces for car sharing, and charging spaces for electric cars.

Most of the cities have the goal to become carbon neutral in 2050, except Copenhagen, which is aiming to be the first carbon-neutral capital by 2025. Amsterdam will permit only emission-free vehicles in the city centre in 2030. Berlin limits currently the access to inner city only for low-emission cars. The share of public transportation is already relatively high in all the cities, and in Oslo the number of trips using public transport has increased by 63 percent during the past ten years. The share of private cars is in most cities around 30% of all the trips. Amsterdam, Oslo and Copenhagen have also set the same goal to move into carbon-free public transportation in 2020s.

By 2030, 55% of the energy used in Vancouver is derived from renewable sources, and the goal is to increase the use to 100% by 2050. In Oslo most of the energy is derived from hydropower, and only small shares of wind and thermal power are used in energy production. Copenhagen is mostly based on wind energy (55%) and the share of biomass is 18%, coal 17% and gas 6%. Berlin faces the biggest challenges in the use of renewable energy, because in 2015 only 4% was based on renewable sources and the goal for 2033 is 65% of energy production from renewable sources.

Comparing international examples in Metropolia

A similar assignment was given to the students of Metropolia University of Applied Sciences, in the course Towards sustainable society. Student groups had free hands to select interesting or important sustainability issues. The chosen cities were Vancouver, Amsterdam, Singapore, Melbourne and the commune of Ii in Finland.

The findings were very similar to the ones presented above. Vancouver and Copenhagen have quite similar sustainability priorities and activities, while Singapore and Melbourne, much bigger cities, and located in different geographies, show other concerns, e.g. water supply and green buildings. Many student groups highlighted city actions to improve urban air quality and waste management, including circular economy and waste to energy solutions. Additional sustainability topics brought up by the student groups included climate change mitigation, political decision-making, housing, culture, education and healthcare.

Municipality of Ii, with a population of 10 000, stands in stark contrast with the big cities. Ii has won acclaim for its climate action, waste management, and community participation. Ii shares the notion observed in all forerunners: they have far more ambitious sustainable strategies, and faster and more effective actions than those of national or federal governments.

Unpredictable challenges of urbanisation

The Finnish context of living has lately strongly concentrated in urbanization, but in the light of the recent global pandemic, as a phenomenon the attitude towards urbanization might change, at least for a while, from mostly positive to more skeptical (see also Rosling, Rosling & Rönnlund 2019). The vulnerability of the densely built areas seems obvious, not only to natural disasters and climate change but also to health issues. Obviously the scale of urbanization in Finland is very different from the Central European context, and especially from the most growing mega cities and regions in Asian countries, which are anticipated to dominate the future urbanization. Although attention was paid to bigger cities in this context, it is obvious that also villages and rural localities have strengths as sustainable communities, and there is a need to look closer at them in the future.

As the COVID-19 pandemic impacts densely populated urban areas most, there might be a need to redefine the sub-goals of SDG 11. Health-related hazards might be added to sub-goal 11.5, which now concentrates on natural disasters. The role of cities in achieving SDG3 (Ensure healthy lives and promote well-being for all at all ages; especially sub-goals 3.3 and 3B, C and D) should also be strengthened.

Authors

Eeva Aarrevaara, LAB University of Applied Sciences, Principal lecturer, DSc (Arch.), eeva.aarrevaara(at)lab.fi

Pentti Viluksela, Metropolia University of Applied Sciences, Principal lecturer, DSc (Tech.), pentti.viluksela(at)metropolia.fi


Helsingin kaupunki. (2019). Uutta Helsinkiä. Available at: https://www.uuttahelsinkia.fi/fi. [accessed 15 September 2019].

Ministry of Economic Affairs and Employment of Finland. (2020). Growth agreements.. Available at: https://tem.fi/en/growth-agreements . [accessed 29th March 2020]

Ministry of the Environment. (2020). Agreements on land use, housing and transport. Available at: https://www.ym.fi/en-US/Land_use_and_building/Steering_of_land_use_planning/Landuse_housing_and_transport_letters_of_intent [accessed 29th March 2020].

Nordregio. (2020). Fjord City: A waterfront urban renewal project. Available at: https://nordregio.org/sustainable_cities/fjordbyen/ [accessed 1 April 2020].

Ponto, H., Kuhmonen, H.-M. & Osenius, J. (Eds.). (2018). Keskustelunavauksia alueiden Suomeen. Ministry of Economic Affairs and Employment of Finland. Raportti 23/2018. http://urn.fi/URN:ISBN:978-952-327-315-3

Rosling, H., Rosling, O. & Rosling Rönnlund, A. (2019). Faktojen maailma. Keuruu: Kustannusosakeyhtiö Otava.

Sitoumus 2050. (2020). Available at https://www.sitoumus2050.fi/en_US/web/sitoumus2050/home#/ [accessed 4 April 2020].

United Nations. (2020). Sustainable Development Goal 11 – Make cities and human settlements inclusive, safe, resilient and sustainable. Available at: https://sustainabledevelopment.un.org/sdg11 [accessed 4 April 2020].

Vatilo, M. (2018). Presentation in RASTI seminar.

Promoting sustainability by using collaboration tools

Author: Liisa Routaharju.

According to the Finnish Environment Institute, a bulk of each Finns carbon footprint is caused by travel. A very simple and effective way of reducing this is reducing the need to travel. One method for achieving this is organizing meetings with the help of collaboration tools that allow discussion, sharing material and content via an internet connection and require no travel. While it’s true that an online meeting doesn’t allow for all the casual interaction of a real life meeting, the benefits have been argued to outweigh the disadvantages.

Kilometers not driven and emissions not discharged

This paper discusses the aspects of online meetings as replacements of face-to-face ones from the perspective of the Circular Economy UAS project. The project begun in April of 2018 with 19 Finnish Universities of Applied Sciences (UAS) joining forces to promote and develop circular economy education in Finland. The work was organized into four working packets, each with a specific focus. My example is that of South-Eastern University of Applied Sciences. Each UAS in the project has allocated work to the different work packets differently, so these estimations do not apply to any other UAS. All the calculations are based on the 41 online meetings attended during year 2019.

Work packet meetings were organized by different UAS representatives around Finland. Typically a meeting would be held at the home location of an organization responsible for arranging it. Instead of calculating the actual distance not traveled, an example of all meetings organized in Helsinki was used, so the distance to each was about 230 km one way. By car (depending on vehicle, this calculation is made using emissions 108 gCO2/km) this would mean over two million grams of CO2 not emitted during year 2019. It is only fair to compare this number to the emissions of train travel, as longer distances are likely to be traveled by train. According to BBC average passenger train emissions are 41g CO2/km, which would amount to emissions of 773 260g CO2. Point here is, that even that amount of emissions was made unnecessary by the use of collaboration tools.

Time not spent traveling

Typical duration of an online meeting was one to two hours, yet with travel time a meeting in Helsinki would take a day’s worth of working hours. Train travel would allow working while traveling, so the meeting would probably not be the only productive activity that day. Online meetings, however, allow several meetings during the same day, even in different locations.

A clear benefit of online meetings is risk reduction. Personal ergonomics aside, the risks exposed to while traveling are likely to be higher than those exposed to at the comfort of your office or home. As I’m writing this, online meetings have become the new normal due to the restrictions set to limit the spreading of the COVID-19 pandemic. Even those of us previously reluctant to participate online meetings are forced to look for ways to collaborate without meeting in person. Could something good come out of this? Could this be the thrust we need to accept the inevitable change?

Author

Liisa Routaharju, Master of Engineering, Senior Lecturer, South-Eastern Finland University of Applied Sciences, liisa.routaharju(at)xamk.fi


BBC website at https://www.bbc.com/news/science-environment-49349566, read on 11.3.2020

Circular Economy UAS website at https://kiertotalousamk.turkuamk.fi/circular-economy-competence-uas/, read on 23.4.2020

Finnish Environment Institute website at https://www.syke.fi/en-US/Current/Carbon_footprint_of_Finnish_household_co(55211) , read 11.3.2020

Abstracts 2/2020

Editorial: Universities of Applied Sciences promote ecological sustainability in various ways

Eveliina Asikainen, Lecturer, School of Professional Teacher Education, Tampere University of Applied Sciences
Tove Tove Holm, PhD, Coodinator, The Baltic Sea Challenge, the City of Turku, Associate researcher, University of Gävle

Sustainable development was first defined in the UN Brundtland Commission in 1987. That initiated a process that has advanced both globally and nationally, as well as governmentally and in various sectors in the society (World Commission on Environment and Development, 1987).

In Finland, sustainable development has been advanced since 1993, when the Finnish National Commission on Sustainable Development was established first in the world. In addition to the government, the members of the commission represent a broad spectrum of sectors and stakeholders in our society. The commission started its work by defining sustainable development as follows: ”Sustainable development is a globally, regionally and locally ongoing process of continuous and targeted change in society. It aims at safeguarding opportunities for a good life to the current and future generations.” (Prime Minister’s Office, n.d.)

Sustainable development goals have changed and become more specific. In 2015, United Nations Sustainable Development Summit and the member states including Finland adopted the 2030 Agenda for Sustainable Development. The 2030 Agenda includes 17 different goals that are related to sustainable development (Sustainable Development Goal, SDG), many of which are about ecological sustainability, specifically the goals clean water and sanitation (6), climate action (13), life below water (14) and life on land (15). Further, goals about industry, innovation, and infrastructure (9), sustainable cities and communities (11), as well as responsible consumption and production (12) have a strong implication of ecological sustainability.

In the past decades, a growing number of universities have centralised their teaching and research activities towards sustainable development solutions, especially in their local communities. To promote such centralisation, transitional phases are needed in all actions: curricula, contents of the study modules and pedagogy, administration of the campuses, and research and work in the society (Asikainen et al., 2017; Holm et al., 2016). At present, universities are also supported by the definition of policy in sustainable development by the Ministry of Education and Culture. One goal in this policy is to strengthen research, development, and innovation activities’ support in fulfilling the 2030 Agenda goals. (Ministry of Education and Culture, 2020).

The articles and other texts in this themed issue present versatilely the actions of the universities of applied sciences in promoting sustainable development, through various practical implementations in education, projects and collaboration with enterprises. We will briefly present how the texts relate to the duties of the universities of applied sciences (Ammattikorkeakoululaki, 2014) and the UN Sustainable Development Goals.

The authors present their views on how the education in universities of applied sciences could more strongly promote ecologically sustainable development. Niemi outlines a model for curriculum of ecologically sustainable development for universities of applied sciences. Konst & Scheinin’s view is that education should be based on a sustainable framework and value basis. Laine et al. present various learning environments in circular economy, and Virta et al. various ways to bring the circular economy knowhow from universities of applied sciences to students in the secondary level education. In addition to these articles, education is seen as part of the solution in many of the texts in this issue.

Ecologically sustainable development can also be emphasised in the RDI activities of the universities of applied sciences. Research strategies, cooperation and the level of efficiency are clearly present in the texts by Mishra et al. and Kostia et al. The texts by Hendriksson et al. and Maljamäki provide good examples of local development and innovation projects covering efficient use of resources (SDGs 9, 11 and 12). Kallio & Asikainen and Savela & Keinänen-Toivola present education and development projects promoting ecological sustainability in Russia and Kazakhstan, as well as in southern Africa.

The relationship between sustainable development and digitalisation is complicated. In their article, Salminen & Ruotsalainen combine pedagogical development with reducing the negative environmental effects of digital services by companies. Asad & Andersson outline possibilities to use artificial intelligence in sorting plastic waste.

Climate actions (SDG 13) are very clearly present in the texts of this themed issue. For instance, Kujala & Lindgren cover climate actions from the point of view of making the carbon footprint in sustainable construction and housing smaller. Clean water and sanitation (6) goal is covered by Kääriä et al. in their article describing the collaboration between the city of Turku and the Turku University of Applied Sciences, as well as by Viskari & Kämäri who dismantle the beliefs regarding human-waste-based nutrients in cultivation. Aarrevaara & Viluksela’s article deals with promoting goal 11, sustainable cities and communities by means of education.

Several articles also deal with responsible consumption and production goal (12), which aims at diminishing the ecological footprint by changing ways of consuming and producing goods. Renfors & Ruoho present a training programme where the promoting business is strongly tied to promoting sustainable development. Heikkilä & Lindell cover the same topic in food services.

Responsible consumption and climate actions relate to promoting sustainable development in universities of applied sciences in various ways. Puukko & Tyni describe the starting points on the programme of sustainable development in Lapland University of Applied Sciences. Puurula presents the climate actions at Häme University of Applied Sciences and communicating it. Routaharju and Laasasenaho & Routaharju have calculated practical examples of how universities of applied sciences have diminished their emissions through changes in everyday practices. Haapasalo deals with universities of applied sciences promoting sustainable travelling, and Vuoksi reflects sustainable solutions in common spaces.

In its entirety, this themed issue provides a versatile sample of the work made in the universities of applied sciences in promoting ecologically sustainable development broadmindedly. The texts now published bring us hope and courage that, despite the circumstances, the universities of applied sciences are building a sustainable future.

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Holm, T., Sammalisto, K., Caeiro, S., Rieckmann, M., Dlouhá, J., Wright, T., Ceulemans, K., Benayash, J. & Lozano, R. (2016). Developing sustainability into a golden thread throughout all levels of education. Journal of Cleaner Production 117, (20), 1–3. https://doi.org/10.1016/j.jclepro.2016.01.016

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Universities of Applied Sciences Act (2014). Translation from Finnish. Universities of Applied Sciences Act 932/2014. Ministry of Education and Culture. https://www.finlex.fi/en/laki/kaannokset/2014/en20140932_20160563.pdf

World Commission on Environment and Development. (1987). Our Common Future. Oxford: Oxford University Press. https://archive.org/details/ourcommonfuture00worl

Key words: Agenda2030, education, SDG, sustainable development, RDI, university of applied sciences

Universities of applied sciences building more sustainable world of work?

Sari Niemi, M.Soc.Sc., RDI Specialist, LAB University of Applied Sciences, sari.niemi(at)lab.fi

Environmental concerns, actions against climate change, and a decrease in natural resources need to gain more recognition within the world of work. Universities of applied sciences should be an essential part of the move toward a more ecologically sustainable world of work. However, sustainability development is considered infrequently in curriculums examined in this article. Concentrating on cleantech or environmental studies is a too narrow view. In many fields of work-related soft skills, like an ability to understand and solve social problems caused by environmental problems, could advance ecological sustainability. In addition to this, more multidisciplinary studies and learning environments are needed.

Key words: curriculum, sustainable development, work-related development

Renewing higher education 5.0 – What is it about?

Taru Konst, PhD, Principal Lecturer, Turku University of Applied Sciences, taru.konst(at)turkuamk.fi
Minna Scheinin, Head of Future Learning Design, Turku University of Applied Sciences, minna.scheinin(at)turkuamk.fi

Nowadays the term Education 4.0 is widely discussed. It refers to a concept that makes us rethink learning and education to match the needs of the changing world because the traditional ways of implementing education are not enough. However, education 4.0 quite seldom discusses sustainability crisis, which can represent the biggest challenge and change maker for education in the future. In our approach we explore Education 4.0. from wider viewpoint than it is earlier done; we focus on the vision of future higher education, which aims towards sustainable future and describe the core ideas of this vision.

We argue that not a single educational institution has yet redesigned its pedagogical approach and solutions to the extent that is needed for a sustainable future. It is time to move towards ‘Education 5.0’, which incorporates all the important aims of education 4.0 and interconnects them to a sustainable framework and value basis. Sustainable future requires quick changes in mental models and actions in higher education.

Key words: higher education, education development, sustainable development, climate change, education 5.0

 

An engineer becomes enthusiastic in an innovation center

Pia Laine, M.Sc. (Food Science), Lecturer, Metropolia University of Applied Sciences, pia.t.laine(at)metropolia.fi
Riitta Lehtinen, Lic.Tech., Principal Lecturer, Metropolia University of Applied Sciences, riitta.lehtinen(at)metropolia.fi
Hannu Turunen, M.A., Lecturer, Metropolia University of Applied Sciences, hannu.turunen(at)metropolia.fi
Antti Tohka, Lic.Tech., innovaatiojohtaja, Metropolia University of Applied Sciences, antti.tohka(at)metropolia.fi

Last autumn Metropolia’s students in Myyrmäki got extremely excited about the opening of Urban Farm Lab (UFL) in the Campus. The target of UFL is to develop in-door food production. There were a lot of questions how to get om board. The teachers answered by organizing assignments about this issue into their courses and created different UFL project works. Also, many students made their practical training period in UFL’s companies’ development work. All together more than 200 students carried out their studies in this learning platform in autumn 2019.

Key words: Innovation Center, Metropolia University of Applied Sciences, Urban Farm Lab

 

Experts on circular economy are made today

Marketta Virta, M.A., B.Eng., Project Specialist, Turku University of Applied Sciences, marketta.virta(at)turkuamk.fi
Ella Rasimus, Student Assistant, Student of energy and environmental technology, Project Specialist, Turku University of Applied Sciences, ella.rasimus(at)turkuamk.fi
Saara Ahtaanluoma, Student Assistant, Student of energy and environmental technology, Project Specialist, Turku University of Applied Sciences, saara.ahtaanluoma(at)turkuamk.fi

If we want to change the society, education plays an important role. Turku University of Applied Sciences (TUAS) educates future experts in circular economy. The education does not end within the walls of the university, as know-how is also shared with junior high school and high school students through the MyTech collaboration.

The main goal of the MyTech program, maintained by the Technology Industries of Finland, is to get young people interested in mathematics and science education and technology. The program includes a functional study visit to a tech company and a university. TUAS’ learning environment Circular Economy 2.0 is involved in the MyTech program to introduce young people to circular economy and climate change.

Student assistants and trainees of Circular Economy 2.0 guide approximately 5–6 MyTech visits during the semester. In many cases, MyTech teams and their teachers are inspired by the visits so that they want to continue working on the circular economy theme in their own school as well. The visits thus arouse interest in circular economy and the theme of sustainability more broadly.

Key words: circular economy, innovation pedagogy, project learning environment, technology

 

Sustainability as a driver of impact creation

Amit Kumar Mishra, PhD, Impact Leader – Emerging Technologies and 4IR, Tampere University of Applied Sciences, RDI and Business Operations, amit.india(at)gmail.com
Jaana Seikkula-Leino, PhD, Impact Leader – Future Competencies and Learning, Tampere University of Applied Sciences, RDI and Business Operations, jaana.seikkula-leino(at)tuni.fi
Eeva-Liisa Viskari, PhD, Impact Leader – Sustainability, Tampere University of Applied Sciences, RDI and Business Operations, eeva-liisa.viskari(at)tuni.fi

Key words: sustainability, impact, research, development, university of applied sciences

 

New research group wants to promote sustainability of future circular bioeconomy society

Silja Kostia, Tampere University of Applied Sciences, Principal Lecturer, Ph.D., silja.kostia(at)tuni.fi
Ulla Häggblom, Tampere University of Applied Sciences, Principal Lecturer, Dr. Sc. (Tech.), ulla.haggblom(at)tuni.fi
Erkki Kiviniemi, Tampere University of Applied Sciences, Senior Lecturer, M.Sc. (Tech.), erkki.kiviniemi(at)tuni.fi
Mikael Lindell, Tampere University of Applied Sciences, Senior Lecturer, M.Sc. (Econ.), mikael.lindell(at)tuni.fi
Riitta Vihuri, Tampere University of Applied Sciences, Senior Lecturer, M.Sc. (Econ.), riitta.vihuri(at)tuni.fi
Eeva-Liisa Viskari, Tampere University of Applied Sciences, Impact Leader, Ph.D., eeva-liisa.viskari(at)tuni.fi

Tampere University of Applied Sciences has established a new circular bioeconomy research group, which has a mandate to promote research, development and innovation activities in sustainable solutions and business. The research group is based on the existing expertise and research activities but wants to step into the next level by improving communication, stakeholder involvement, international partnerships and by involving new industries and challenges.

Key words: bioeconomy, business, circular economy, industry, RDI, sustainability, technology

 

Industry, tourism, green behavior – a possibility?

Katri Hendriksson, M.Sc. (Eng.), Project Manager, Lapland University of Applied Sciences, katri.hendriksson(at)lapinamk.fi
Mirva Tapaninen, Master’s Degree in Hospitality Management, Tourism, Project Manager, Lapland University of Applied Sciences, mirva.tapaninen(at)lapinamk.fi
Satu Valli, M.Sc. (Admin.), Lecturer, Lapland University of Applied Sciences, satu.valli(at)lapinamk.fi

Ecological and sustainable tourism has been a great subject with tourists. Tourists can nowadays ask sustainability and responsibility where they are travelling and particularly hotels and service providers are now developing their actions. Tourism is a global business and users’ behaviour is changing to become more and more singular travelling than group travelling. Travellers are seeking now more experiences and quality.

The development of industrial tourism in the Sea Lapland region has been sought through the Consepting industrial tourism services -project, which aims to develop the region’s tourism and responsiveness to changing consumer behaviour. The project will unleash the potential of the area for networking of entrepreneurs and operators in the industry.

Key words: circular economy, industry, research and innovation activities, sustainable tourism, tourism, university of applied sciences

 

Energy efficient snow

Elisa Maljamäki, M.A. (Industrial Design), Project Planner, Lapland University of Applied Sciences, elisa.lahti(at)lapinamk.fi

In early 2020, the weather was the topic of discussion at many coffee breaks. Southern Finland had a historically warm winter, while Lapland had an extremely snowy winter. Snow plays an important role in many sports and industries. In ski resorts, however, most of the snow is man-made artificial snow. To slow down climate change, it is important that we pay attention to energy efficiency and low carbon in all areas. Also in making snow and preserving it. The Arctic Snow project promotes the energy efficiency of snow use in Lapland. The project responds proactively to snow-free autumns and winters.

Key words: , arctic area, energy efficiency, snow

 

Towards sustainable waste management in Russia and Kazakhstan

Ella Kallio, Project Manager, RDI Services, Tampere University of Applied Sciences
Eveliina Asikainen, Lecturer, School of Professional Teacher Education, Tampere University of Applied Sciences

Waste management in Russia and Kazakhstan has developed in recent years, but as the standard of living is rising waste management infrastructure needs to be developed and education in the field is needed to ensure sustainable change. The aim of EduEnvi, a three-year Erasmus+ CBHE project (2017–2020), is to build capacity in the partner universities by developing online education in Sustainable Waste Management (SWM). The three-year project has resulted in developing and piloting 20 competence-based master-level on-line courses (60 ects). During the project the Russian and Kazakh teachers have developed broader and more holistic understanding of SMW and built personal and organizational competence in on-line education. TAMK has gained valuable experience in leading challenging multicultural projects and in building sustainable societies globally. This can succeed when we value our partners’ competences, perspectives and cultures during the project.

Key words: Erasmus+, international co-operation capacity building, sustainable development, waste management

 

Sustainable business in the markets of southern Africa

Nina Savela, M.Pol.Sc., Project Researcher, Satakunta University of Applied Sciences, nina.savela(at)samk.fi
Minna M. Keinänen-Toivola, PhD, Research Manager, Satakunta University of Applied Sciences, minna.keinanen-toivola(at)samk.fi

Due to climate change, Southern African countries are plagued by worsening drought and other extreme weather conditions which threaten the livelihoods and living conditions of the locals. Satakunta University of Applied Sciences (SAMK) has operated in Namibia since 2012 and led various projects in bringing sustainability into local practices. In SAMK’s project implementation, technologies and practices offered through the projects are not considered sufficient as such to improve local situation. They are thus planned to be supported by training and adaptation to the conditions of local societies. Working together with trusted partners has been one of the key success factors in SAMK’s project implementation. For the actors interested in implementing similar projects, mapping of the current networks both in Finland and in the target countries as well as flexibility in the project implementation play a crucial part in successful project realization.

Key words: business, cooperation, energy, Namibia, technology

 

Students and enterprises getting together in a hackathon

Risto Salminen, M.Sc. (Econ.), Project Specialist, Karelia University of Applied Sciences, risto.salminen(at)karelia.fi
Marja-Liisa Ruotsalainen, M.Sc. (Econ.), Project Specialist, Karelia University of Applied Sciences, marja-liisa.ruotsalainen(at)karelia.fi

Key words: business, energy and environmental engineering, ICT, sustainable digital services

 

Artificial intelligence for ecological sustainability – New machine learning applications for sorting of plastic waste?

Faizan Asad, M.Sc. (Tech.), Project Researcher, Arcada University of Applied Sciences/Department of Energy and Materials Technology, faizan.asad(at)arcada.fi
Mirja Andersson, D.Sc., Head of Department, Arcada University of Applied Sciences/Department of Energy and Materials Technology, mirja.andersson(at)arcada.fi

The year 2020 has brought great sustainability challenges as the world is facing the pandemics of COVID-19, that has been causing great suffering in term of loss of lives and financial incomes. Artificial intelligence (later AI) is helping to present smart solutions for prevention and diagnosis of this new virus (Alimadadi et al. 2020). However, AI is not going to solve the problem itself, it would need creative and inventive approaches from humans (Hollister 2020). AI is still, after ca. 30 years of existing, an emerging field with great potential to help in globally shared challenges in ecological sustainability such as fighting the climate change, preserving biodiversity and healthy oceans, securing clean water and air, and in being resilient in conditions of extreme weather and disasters (World Economic Forum 2018). Integration of AI / machine learning into systems of plastic recycling, and by that helping the cause of ecological sustainability, could result in innovative and smart solutions too.

Arcada University of Applied Sciences participated during 2014-2016 in a national strategic research program, Material Value Chains (in Finnish Materiaalien Arvovirrat, later ARVI) financed by The Finnish Funding Agency for Technology and Innovation (currently known as Business Finland, previously TEKES) together with nearly 30 organisations including universities, research institutes and companies. The objective of the ARVI research program was to build a mutual understanding of future business opportunities related to recycling of materials, as well as required know-how and abilities for their utilisation. This interdisciplinary research program offered a unique opportunity for Finnish industry and research institutes to carry out long-term strategic research cooperation and launch the circular economy nationally in the field of plastic recycling and waste management (Clic Innovation 2017).

Recycling of plastic waste, even in Finland with well-developed waste management system, would still require more resources (YLE News 2020). To continue our previous applied research work with plastic recycling (Mylläri et al. 2016; Clic Innovation 2017; Andersson et al. 2018; Jönkkäri et al. 2020) as well as our development work with ecological sustainability themes in engineering education (Andersson and Makkonen-Craig 2017), we are launching a new research aim to explore the improvement of sorting processes through suitable applications of AI and machine learning together with collaborating universities and companies. In this article we will briefly introduce this aim by reviewing the current knowledge and status around the topic.

Key words: artificial intelligence, ecological sustainability, machine learning, plastic recycling

 

The future house is energy-efficient with a small carbon footprint

Mari Kujala, M.Sc. (Tech.), Lecturer, Satakunta University of Applied Sciences, mari.kujala(at)samk.fi
Sanna Lindgren, Project employee, Student of HPAC technology, Satakunta University of Applied Sciences, sanna.k.lindgren(at)samk.fi

Four biggest actions impacting to the carbon footprint are housing, eating, moving and using different services and goods (WWF’s webpage). Building the house and energy consumption is included in housing. The planning phase solutions can have an influence on the carbon footprint of the whole life circle and energy consumption of the building.

Satakunta University of Applied Sciences had a two-year initiative for Low Carbon Solutions in Zero Energy Building, Vähä0, which ended in the summer of 2019. The main objective was to generate information about the impact of various building materials and energy options on the energy-efficient construction and the carbon footprint of the building. The study used detached houses in Pori’s 2018 housing fairground as pilot sites.

In the summer of 2020, the new EU-funded KOHISTEN – Towards Carbon Neutral Construction Project in Satakunta will be launched at SAMK. The main objective of the project is to instill the competence of carbon footprint calculations into businesses in the region and to promote energy-efficient construction and housing in Satakunta.

Key words: carbon footprint, carbon handprint, construction technology, energy efficiency

 

Water protection co-operation between a city and a university

Juha Kääriä, PhD, Manager of Climate Affairs, Turku University of Applied Sciences, Engineering and Business, juha.kaaria(at)turkuamk.fi
Piia Leskinen, PhD, Research Group Leader, Turku University of Applied Sciences, Engineering and Business, piia.leskinen(at)turkuamk.fi
Tove Holm, PhD, Coodinator, The Baltic Sea Challenge, the City of Turku, Associate researcher, University of Gävle, tove.holm@turku.fi

The vision of the Baltic Sea Challenge (between the Cities of Turku and Helsinki) is a clean, productive and shared Baltic Sea. In the action plan period 2019–2023, the more precise objectives of the Baltic Sea Challenge continue to be consistent with e.g. the EU’s Strategy for the Baltic Sea Region and other relevant strategies in international, national and local level. The goals of the Baltic Sea Challenge have also been considered actively in the strategies of the city-owned companies like Turku University of Applied Sciences (TUAS). TUAS has actively planned and implemented projects related to water protection together with the City of Turku. Topics of co-operation have included management of nutrients in stormwater and agricultural runoff, actions for reducing hazardous substances in wastewater, biological surveys, monitoring of water quality and making different restoration and protection plans. In this paper we describe some of the fruitful case studies implemented in collaboration between the city and the university. Both argue that the cooperation has been profitable.

Key words: cooperation, Baltic Sea Challenge, Baltic Sea, City of Turku, Turku University of Applied Sciences, water protection

 

The unbearable sustainability of recycling wastewater sludges

Eeva-Liisa Viskari, PhD, Impact Leader, Tampere University of Applied Sciences, eeva-liisa.viskari(at)tuni.fi
Tiiti Kämäri, M.Sc. (Agriculture and Forestry), Part-time teacher, Tampere University of Applied Sciences, tiiti.kamari(at)tuni.fi

Finnish communities produce about 0,7 million tons of sewage sludges containing about 26 % of the phosphorus and 2,4 % of the nitrogen that are used in agriculture annually. Current legislation allows the use of sludge-based fertilizer products in agriculture and research results indicate that the use of them does not pose risk to human or environmental health. There is, however, a strong opposition against the use of sludge-based fertilization for example by the Finnish grain crop buyers, which is based on the potential risk that these products might cause. There is a contradiction between research results and deeply entrenched attitudes. In order to promote sustainable nutrient reuse, objective discussion and awareness raising is needed to avoid overlooking the nutrient potential of different organic fertilizers. Universities and research institutions need to take leading role in this process.

Key words: environmental engineering, fertilization, micropollutants, wastewater, wastewater sludge

 

Sustainable community – utopia of our time?

Eeva Aarrevaara, DSc(Arch), Principal lecturer, LAB University of Applied Sciences, eeva.aarrevaara(at)lab.fi
Pentti Viluksela, DSc(Tech), Principal lecturer, Metropolia University of Applied Sciences, pentti.viluksela(at)metropolia.fi

Sustainability of cities and communities has just recently become a major issue considering the impact of the globally spreading COVID-19 pandemia. This was not anticipated when a learning package considering sustainable communities was started to prepare last year. Health issues are not even very clearly articulated in the particular sustainability development goal considering the communities. However, the material aiming to deconstruct main features of sustainable communities opens challenging viewpoints especially when comparing solutions of different international cities. This material was produced to benefit all universities of applied sciences in circular economy education.

Key words: forerunner city, sustainable community, urbanization

 

Green Entrepreneurs Flourish by Cultivating Business Skills

Sanna-Mari Renfors, PhD, Researching Principal Lecturer, Satakunta University of Applied Sciences, sanna-mari.renfors(at)samk.fi
Jaana Ruoho, M.Sc.(Econ.), Lecturer, Satakunta University of Applied Sciences, jaana.ruoho(at)samk.fi

Green entrepreneurs need skills to respond to consumers’ demand for natural, healthy and ecological products and services and to develop their entrepreneurship in accordance to their own values in a sustainable way. Therefore, an Interreg Central Baltic project was launched aiming at support the growth and competitiveness of green entrepreneurship and green business as emerging sectors. The key skills were identified by interviewing various stakeholders and the identified skills were turned into training programme contents. The new training programme consists of eight modules: green entrepreneurship, green consumerism, value-added product development, consumer communication, supply chain as well as brand and quality management, and exports. It can be concluded that when developing a training programme for green entrepreneurs, it is also crucial to consider skills related to sustainable development and frame the program with sustainability values.

Key words: green entrepreneurship, skills development, sustainable development

 

Sustainable business in food services

Tuija Heikkilä, M.A., Lecturer, Tampere University of Applied Sciences, tuija.heikkila(at)tuni.fi
Mikael Lindell, M.Sc. (Econ.), Coach, Tampere University of Applied Sciences, mikael.lindell(at)tuni.fi

The food production is the significant cause of climate effects. Because the logistic pro-cess of the food production is often long and complex, the emissions will be created at se-veral stages of the business. The emissions can be reduced with many different methods. When examining the value chain of the ecological business, one can state that even the small measures can have a big effect on the wholeness.

Tampere University of Applied Sciences has been developing the future food services of Särkänniemi area along in the Sustainable Tourism Hub project with a theme Zero Carbon Food Chains. The general goal of the project is to draw up the sustainability road map to the area of Särkänniemi. Central results from TAMK’s part are examined in the article and also Food Market 2.0 business model is demonstrated.

Key words: business model, food services, sustainability, zero carbon

 

Footsteps towards sustainable actions in the Lapland University of Appliec Sciences

Saila Puukko, M.Ed., Coordinator of Sustainable Development, Lapland University of Applied Sciences, saila.puukko(at)lapinamk.fi
Sanna Tyni, PhD, Senior Specialist, Lapland University of Applied Sciences, sanna.tyni(at)lapinamk.fi

Sustainable development and circular economy have become major themes globally. Finland has been one of the pioneers, particularly in the field of bio- and circular economy. Educational organisations have played a key role when implementing sustainable development and circular economy know-how to the labour market.

The key strategic goals of Lapland University of Applied Sciences are the intelligent use of natural resources and distance management. The integration of the bio and circular economy into our activities started a conversation of our organisation sustainability level. In 2019 organisation launched the creation of sustainable development action plan.

Elaboration of sustainable development action plan showed that theme is closely linked to education and RDI. Though, from the organisation point of view it was discovered that clear indicators and measures were missing. The first Sustainable Development Program for Lapland UAS was drawn up for the years 2020-2022, and will be updated annually.

Key words: circular economy, education, research and innovation activities, sustainable development, university of applied sciences

 

Can the universities of applied sciences communicate on their climate action?

Juuso Puurula, Student of Sustainable Development, Häme University of Appliec Sciences, juuso.puurula(at)hamk.fi

Accelerated by the ongoing climate discussion universities of applied sciences have taken measures to reduce their emissions and become more sustainable. But in a research conducted of the climate actions taken by higher education institutes (HEIs), universities seemed to be more open on their work in sustainability. As a result of this informational bias universities seem more willing to take actively part in reducing emissions and becoming sustainable than their counterparts, the universities of applied sciences. Action needs to be taken, so that the role of the universities of applied sciences in climate action is appraised.

Key words: climate action, climate change, communications, higher education institutes, sustainable development

 

Promoting sustainability by using collaboration tools

Liisa Routaharju, Master of Engineering, Senior Lecturer, South-Eastern Finland University of Applied Sciences, liisa.routaharju(at)xamk.fi

Online meetings promoted sustainability even before the COVID-19 pandemic. Use of collaboration tools in working life has increased rapidly as it has been realized that online meetings save time and the environment. A simplified calculation reveals that online meetings can help also promote sustainability by reducing travel related emissions.

Key words: collaboration tools, sustainability, online meetings, environmental engineering

 

COVID-19 reduces the emissions of universities of applied sciences

Kari Laasasenaho, PhD, RDI Specialist, Seinäjoki University of Applied Sciences, kari.laasasenaho(at)seamk.fi
Liisa Routaharju, M.Eng. Lecturer, South-Eastern Finland University of Applied Sciences, liisa.routaharju(at)xamk.fi

COVID-19 has had a major impact on the everyday life at universities of applied sciences (UAS). The transition to distance learning and work has significantly reduced travel, printouts and physical meetings at UASs. This will inevitably also have an impact on the emissions. For example, there has been a clear reduction in work related travel and printouts at Seinäjoki University of Applied Sciences (SeAMK) and South-Eastern Finland University of Applied Sciences (XAMK). Many UASs have set carbon neutrality targets and the current circumstances provide a setting of considering tools used to solve environmental problems. It is therefore essential to consider how emission reductions can be supported, when the corona crisis is over.

Key words: circular economy, climate change, Covid-19, sustainable development, university of applied sciences

 

Sustainable ways of travelling – all the way there

Kaija Haapasalo, M.Sc.(Econ.), Lecturer, Project Manager, Metropolia University of Applied Sciences, kaija.haapasalo(at)metropolia.fi

The Last Mile project (9/2017–3/2020) brought together citizens, local authorities, universities, and mobility and tourism companies to find smarter and sustainable ways of travelling to workplaces, residential areas and places of interest. New market-driven mobility services were developed and tested to increase the attractiveness of public transport, find smart new ways of travelling within the metropolitan area and to generate business from mobility solutions, cut car use and promote a low-carbon economy. Last Mile identified the mobility needs of different target groups and met them by piloting 19 mobility services which improved the accessibility in and around the Helsinki metropolitan area (Espoo, Helsinki and Vantaa). These included e.g. sea and land transport sharing, bike-rental concepts, audio and digital guided routes, peer-to-peer sea transport rental services, regional mobility and parking solutions. The project involved altogether approx. 200 businesses and organizations. During the project over 40 studies, development projecst and publications were completed.

Key words: business, carsharing, cycling, drivesharing, lastmile, MaaS, mobility, shared economy, smart mobility

 

Sustainable choices in common spaces require imagination

Anne-Mari Vuoksi, BBA, Project employee, anne-mari.vuoksi(at)xamk.fi

Key words: multifunctional space, recycling, sustainability

Creative Entrepreneurship in the Arctic

Author: Anzelika Krastina.

Entrepreneurship is no longer just an option, but vital for the survival and development of the Arctic regions. The Fourth Industrial Revolution comes with benefits as well as with the threats, such as job losses, climate change and globalisation. These are just few factors that clearly indicate that the world is changing rapidly, and the job and work environment in the 21st century differs from that of the 20th century. Being entrepreneurial is a decisive factor of current national and global economy, it is a new source of innovation for our societies and economies. It is even more relevant to the circumstances of the Arctic regions. Lapland region in Finland belongs to the so-called Arctic circumpolar region and shares common challenges with other Arctic regions, which among others are about cold climate, direct effects of climate change, long distances between settlements, scarce population, economy domination by heavy industries and urgent need for diversification of local economies. Therefore, entrepreneurship is considered as a solution to many socio-economic challenges in the region and education institutions. Lapland University of Applied Sciences takes this factor into account, incorporating entrepreneurship education and entrepreneurial attitude development in the strategy of education development.

The importance of entrepreneurship development and education in the circles of regional development in Lapland was in particular recognised soon after the global crisis of 2008. Moreover, in the cross-border cooperation forums in the Barents Euro Arctic Region, stakeholders raised the issue of young people leaving the northern regions for better economic opportunities in the south and the need to find solutions that would reverse the flow of migration. As a rule, it was mostly educated young capital that was a big loss to the region. Having similar challenges in Arctic regions in Europe, many stakeholders, including regional authorities, universities, local communities and activists came to a common vision to enhance entrepreneurship among young people and local communities. (Arctic Smart Rural Community , 2019). Lapland University of Applied Sciences played a big role in further initiatives and endeavours (Lapinamk, 2019).

Creative entrepreneurship is an approach for developing the Arctic. Taking into account specific circumstances of the region, one can realise that traditional entrepreneurship approach cannot be the most suitable way for the purposes of entrepreneurial development in the region. Arctic region cannot be compared to the regions such as Silicon Valley in the USA or many regions in central Europe with condensed population of networked entrepreneurship, investment and society. What is the advantage of the northern European or Arctic regions in Europe, is certainly its human capital. The entire Circumpolar Arctic is well covered with educational institutions producing highly educated human capital across the Arctic. Most importantly, there is a great platform for interacting across the Arctic among the institutes in the form of one network under the umbrella of the University of the Arctic. Also called UArctic, it is a cooperative network of about 200 network universities, colleges, research institutes concerned with education and research in and about the North (University of the Arctic, 2019).

Creative approach to entrepreneurship development can be reflected through the experiences of various national, regional, cross-border and international projects and initiatives. The projects and initiatives have different scope, aim and context, but however, there will never be the same repetitive approach. Each of the initiatives is searching for a new innovative way to approach the matter of entrepreneurship development. What is most important, these activities are not taking place somewhere on the side, but are directly integrated with the educational processes at the university. Entrepreneurship education is nowadays directly incorporated with the curriculum and education offered at the Lapland UAS and partner educational institutions. In order to better illustrate creative and innovative ways of entrepreneurship development facilitation, several initiatives are introduced below.

Northern Stars – Creative Entrepreneurship in the North

The so called “Northern Stars”  seminar evolved as a student project into a large international seminar aiming to disclose the challenges and opportunities for the entrepreneurship in the north and to encourage entrepreneurship among young people. As a rule, it combines key-note presentations, success and failure stories by entrepreneurs from the Arctic region and in addition a variety of innovation workshops. The 2017 seminar was a great success when all the 200 seats and every single staircase were taken by the audience, which marked the interest and growth of the event from 30 participants from the starting year in 2011 when the initial event was called “Strengthening the North – Let’s stay here”. It was the initiative of the students to discuss the ways on how to motivate young people to find good opportunities in the north instead of moving to the south.

InnoBarentsLab – ”a safe place to fail”

Initially, the lab was created as a platform and environment for young people to develop and test their business ideas with the assistance of business coaches. Currently the activities of the lab have a focus on the so called impact entrepreneurship, sustainable solutions for the Arctic communities and social entrepreneurship. “Breaking the Ice” was a project created by students to help the integration of immigrants into the local Lapland community. “Give back to Finland” was a student project by foreign students, who felt a gratitude towards the state in Finland for a great education and opportunities. The activities of the project included events in the elderly homes, kindergartens, hospitals with the performances and different cultural events. Currently the challenges of climate change and in particular, the actions needed for sustainable Arctic development are the core of the innovation lab.

Creative Steps 2.0 methodology to facilitate innovations across the borders

Challenges of a more globalised world, current working environments and changing nature of business in the context of Arctic region livelihoods requires a creative and innovative mind-set and ability to work across distances, which could be done with the use of modern technologies. Within the project Creative Momentum, co-founded by the EU Northern Periphery and Arctic Programme (2015–2018), a group of experts was working on developing such a collaborative innovation model for the actors or businesses from creative industries across the north of Europe. Even though the world nowadays is filled with a variety of innovation methodologies and tools, it was difficult to find a suitable solution when it comes to online collaboration. An innovation workshop called Creative Steps 2.0 was created as a response to the named challenges. In practice, the participants involved collaborate online on distance and create new products, services, or innovate entire business models. Creative Steps 2.0 model is also a response to the need to develop education and training methods that will encourage entrepreneurship and the networking of companies in remote Northern European regions.

The Creative Steps 2.0 (CS 2.0) innovation workshop model is not a typical business development and innovation workshop and can be considered as an innovation result of a Creative Momentum project. It is distinguished from many other innovation workshops for the following reasons. First, the CS 2.0 methodology aims to enhance cross-border collaboration and interaction between businesses and students with the help of coaches and external experts. Second, the CS 2.0 methodology aims to encourage the use of digital tools for better online and distance collaboration. Third, it offers simple patterns of activities (ten steps) that help all participants in the workshop to progress in their work from one step to another with clear tasks and outcomes. Therefore, it serves as a guideline process for participants in various entrepreneurship development situations. Such business development process seems to be in particular suitable when the businesses in creative sector are engaged with multidisciplinary student teams.

According to the participants during the project, cooperation and working over distance is certainly a business trend that has already emerged. It has been noticed that the use of online tools among small creative businesses and young start-ups is not yet a daily routine, neither are they used as effectively by students or academics. Therefore, the workshops were a great opportunity to test various online tools for digital cooperation and to enhance digital ability, which is extremely important for all participants: businesses, companies and also future education. Online working, as a part of the workshops, proved to all participants that distance is not an obstacle. When an entrepreneur from Finland is meeting with an entrepreneur from Northern Ireland even online and co-operating with a creative student team again in a different location, it can produce really great results. (Creative Steps 2.0, 2019)

Apart from the mentioned creative entrepreneurship development initiatives, there are many other projects taking place, such as Arctic Valley business simulation game, Arctic Youth Forum, Arctic Business Dating match-making events, SMART practice or so-called integrated purpose-driven practical training and Entrepreneurship path integration into education which gives the opportunity to students and many others to engage with entrepreneurial experiences. Actual outcomes of all these initiatives need to be assessed in more detail, however, the proof of positive outcomes already now can be measured with many new start-ups and increased confidence about the entrepreneurship as a possible alternative for a career choice among young people in the Arctic regions.

Author

Anzelika Krastina, M.Ed., Senior Lecturer, International coordinator, School of Northern Well-being and Services, Lapland University of Applied Sciences, anzelika.krastina(at)lapinamk.fi


Arctic Smart Rural Community. 2019. https://arcticsmartness.eu/arctic-smart-rural-community/, retrieved 15.10.2019

Creative Steps 2.0. responds to the challenges of a globalised world. MyCreativeEdge project. https://mycreativeedge.eu/deep-in-thought-item/creative-steps-2-0-responds-to-the-challenges-of-a-globalised-world/ , retrieved 15.10.2019

InnoBarentsLab. 2019. http://www.innobarentslab.org/, retrieved 10.10.2019

Lapinamk. 2019. https://www.lapinamk.fi/en/Who-we-are , retrieved 12.10.2019

Northern Stars Seminar https://www.facebook.com/northernstarsseminar/ retrieved 15.10.2019

University of the Arctic. 2019. https://www.uarctic.org/, retrieved 10.10.2019

Blueprint for a training program on business opportunity recognition in SDGs

Kirjoittajat: Minna-Maari Harmaala & Hanna Harilainen.

As a part of a larger research and development project, we aim to create a training program for both businesses and higher education institutions on effective business opportunity recognition in the United Nations’ Sustainable Development Goals (SDGs). Achieving the SDGs could create 380 million jobs and unlock €10 trillion in business opportunities. Business leaders are called to develop new directions to embrace an economic model which is low-carbon, environmentally sustainable, and turn poverty, inequality and lack of financial access into new market opportunities for “smart, progressive, profit-oriented companies”. The SDGs offer a compelling growth strategy for businesses. The abundance inherent in SDGs will not materialize without private companies who would seize the market opportunities they open up. (Business and Sustainable Development Commission, 2017).

Higher education institutions of business and management play a key role in the training of future leaders. According to recent research (SDG Accord Annual Report, 2018), 40% of university students have heard of the SDGs and know what they are about, 32% have heard of them but do not know what they are about, and 25% say they have never heard of SDGs. The majority (91%) agreed that sustainable development should be actively incorporated in all universities and colleges.

Business opportunity recognition

Theoretical perspectives of explaining the entrepreneurial behavior of business opportunity recognition, such as causation, effectuation (Sarasvathy, 2001) and entrepreneurial bricolage (Baker & Nelson, 2005) show that there are various routes to recognizing business opportunities in the environment. The traditional model or perspective of entrepreneurship, or “causation”, posits that the entrepreneur decides on a predetermined goal and then selects between means to achieve that goal (Sarasvathy, 2001). Causation draws on economic thinking to describe how an entrepreneurial action is taken and relies heavily on advance planning. (Fisher 2012). Effectuation as an explanation to the entrepreneurial process emerged from studies of the decision making process in uncertain operating environments. Effectuation explains the entrepreneurial process of starting new business activities, taking risks (affordable loss) and adaption to changes in the environment. Learning by doing and continuous learning is an integral part of the effectuation process. (Sarasvathi, 2001). Baker and Nelson (2005) found that “companies engaging in bricolage refuse to enact the limitations imposed by dominant definitions of resource environments” and thus they argue that on understanding entrepreneurial behavior, a constructivist approach to resource environments is more fruitful than objectivist views. In contrast to the causation approach, in this model the entrepreneur relies on radical experimentation and solves problems as they arise instead of rigorous planning.

George et al (2016) synthesized the opportunity recognition literature. Their framework (Figure 1) suggests that influencing factors (prior knowledge, social capital, cognition, environmental conditions, entrepreneurial alertness, and systematic search) are related to opportunity discovery and/or creation, which leads the individual to evaluate and exploit entrepreneurial opportunities.

Figure 1. The opportunity recognition framework (adapted from George et al. 2016, 338).
Figure 1. The opportunity recognition framework (adapted from George et al. 2016, 338).

Sustainable business opportunity recognition

Sustainable entrepreneurship is viewed as considering a triple bottom line approach of people, planet and profit introduced originally by Elkington (1994, 1997). In this respect, sustainable entrepreneurship considers the creation of environmental and social value alongside and equally importantly as the creation of financial profit.

Patzelt and Shepherd (2011) argue that merely entrepreneurial knowledge and economic motivation are insufficient in explaining sustainable business opportunity recognition. They introduce a model that considers knowledge of the natural/ communal environment, motivation, perception of threat to the natural/communal environment and altruism alongside entrepreneurial knowledge as determining factors in the recognition of sustainable business opportunities. These key determinants are depicted in figure 2.

Figure 2. A model of recognition of sustainable development opportunities (Patzelt & Shepherd, 2011).
Figure 2. A model of recognition of sustainable development opportunities (Patzelt & Shepherd, 2011).

It seems that the greater the existing knowledge of the natural and/or communal environment is, the greater the likelihood that the entrepreneur will pursue sustainable business opportunities (Patzelt & Shepherd 2011, Hart 2005, Prahalad 2010). Further, it seems that knowledge of the existing natural or societal challenges, combined with a high degree of entrepreneurial knowledge makes this connection stronger and further facilitates the sustainable business opportunity recognition. The entrepreneurial knowledge alone is not sufficient to recognize sustainable business opportunities but knowledge of the natural/communal environment, perception of threat, motivation and altruism are further needed as antecedents to sustainable business opportunity recognition. Entrepreneurial knowledge is a moderator facilitating the transformation of the other types of knowledge and motivations into sustainable business opportunity recognition.

Business models around sustainable development goals

Schaltegger, Hansen and Ludeke-Freund (2016) define a business model for sustainability as “a business model for sustainability helps describing, analyzing, managing, and communicating (i) a company’s sustainable value proposition to its customers, and all other stakeholders, (ii) how it creates and delivers this value, (iii) and how it captures economic value while maintaining or regenerating natural, social, and economic capital beyond its organizational boundaries.”

Boons and Laasch (2019) argue that the concept of business models needs to be looked at from a process perspective, which is in line with the concept of sustainable development as a process. They emphasize four distinct characteristics for developing business models for sustainable development:

  • Business models for sustainability require an inclusive process of negotiated social practices.
  • The business model needs to be open and continuously accept and include input from its surroundings.
  • All business models must compete with other business model despite their sustainability orientation.
  • All business models are also environmentally connected to other business models and their consequential effects, either positive or detrimental to sustainability, need to be considered.

Table 1. Contingency framework on business model dynamics (Saebi, 2015).

 Environmental dynamics
Regular environmental changeEnvironmental competitivenessEnvironmental shift
Type of business model changeBusiness model evolution (BME)Business model adaptation (BMA)Business model innovation (BMI)
Type of dynamic capabilityEvolutionary changing capabilityAdaptive change capabilityInnovative change capability
Underlying capability dimensionDynamic consistencyCustomer agility, strategic flexibility, exploitationExploration, business model know-how, dedicated organizational units for BMI

Wadin and Ode (2019) use, test and extend the framework introduced by Saebi (2015) and presented in table 1. The table draws together the types of changes necessary in the business model and in the firm’s dynamic capabilities with respect to the changes in the environment. The environmental dynamics are categorized into either being slow-moving gradual changes (regular environmental change), periodically changing competitive demands that can be at the most very intense (environmental competitiveness) and dramatic discontinuities and disruptions (environmental shift). Each require a different approach in terms of the business model change either through evolution or innovation as well as in the dynamic capabilities of the firm. As a result, companies need to be equipped to spot the different demands and build up their dynamic competences as well as tailor the required business model changes.

Conceptual framework

Based on the literature we generated a conceptual framework (Figure 3) to guide the development of the blueprint for the training program.

Figure 3. Conceptual framework for training program development.
Figure 3. Conceptual framework for training program development.

Out of this conceptual framework, we have striven towards the practical application in the format of training program outline (Table 2). Each topic is linked to a competence being learned and a specific learning objective is listed for each topic.

Table 2. Effective training program outline on business opportunity recognition in SDGs for businesses and higher education institutions.

TopicCompetence-based learning objective
The role of the environment in the opportunity recognition process Stable environment and discovery of opportunities
(causation)

Complex and changing environment & creation of opportunities
(effectuation & bricolage)
The learner is able to analyze the environment to understand whether it requires discovery of existing or creation of new opportunities.
ResourcesExisting resources as a source of entrepreneurial opportunityThe learner is able to engage in systemic search for existing resources and utilize them while seeing resource constraints as a source of creativity.
ActionAction as a mechanism for overcoming resource constraintsThe learner is able to innovate mechanisms to overcome resource constraints.
Social capitalCommunity as a catalyst for venture emergence and growthThe learner is able to systematically analyze the applicability of and activate his/her social capital for the opportunity recognition process.
Awareness and personality traitsAwareness and personality traits as a factor of opportunity recognitionThe learner is able to realistically assess his/her personality traits and level of awareness in the opportunity recognition process.
Knowledge of natural/ communal environment and sense of urgencyDynamics of environmental change and its implications for sustainabilityThe learner understands relevant environmental and communal challenges and their change dynamics and is able to evaluate the rate of change and urgency.
Business model change types and dynamic capabilitiesDifferent environmental change types require different business model change approaches and different dynamic capabilities; sustainable business models are contingentThe learner is able to identify the required business model change types and related capabilities as a response to different environmental change dynamics.
Motivation and altruismMotivation and altruism play a role in sustainable business opportunity recognition.The learner is able to appreciate changes in the natural/ communal environment and is motivated to pursue solutions to those challenges.
Modes of value creation and value captureValue can be created with or for the target group and either through market mechanisms or through the mission.The learner is able to differentiate between different value creation and capture categories especially from the viewpoint of for-profit businesses.
Process approach to sustainable business modelsCertain process elements, such as inclusion and competition, are essential in the creation of successful sustainable business modelsThe learner is able to identify and build the required process elements to ensure success of the sustainable business model.

Discussion and conclusions

In this conceptual paper we have identified the key elements of an effective training program on business opportunity recognition in SDGs and created a blueprint of such a program. This paper focused on the first module of the training program only which deals with the basics of business opportunity recognition regarding social challenges. The specific SDG challenges with most business potential as well as examples of successful SDG opportunity utilization cases are dealt in different modules of the training program.

Kirjoittajat

Minna-Maari Harmaala, D.Sc.(Econ.), Principal Lecturer, Haaga-Helia University of Applied Sciences, minna-maari.harmaala(at)haaga-helia.fi

Hanna Harilainen, D.Sc.(Econ.), Head of Degree Programme, Principal Lecturer, International Business, Master’s Degree Programme in Supply Chain Management (Sourcing), Metropolia University of Applied Sciences, hanna.harilainen(at)metropolia.fi

Baker, T., & Nelson, R. 2005. Creating Something from Nothing: Resource Construction through Entrepreneurial Bricolage. Administrative Science Quarterly, 50(3), 329–366.

Boons, F., & Lüdeke-Freund, F. (2013), Business models for sustainable innovation: State-of-the-art and steps towards a research agenda. Journal of Cleaner Production, 45, 9–19.

Boons, F., & Laasch, O. (2019), Business Models for Sustainable Development: A Process Perspective. Journal of Business Models, 7(1), 1–4. https://doi.org/10.5278/ojs.jbm.v7i1.2164

Business and Sustainable Development Commission (2017). “Better business, better world”.

Elkington, J. (1994). Towards the sustainable corporation: Win–win–win business strategies for sustainable development. California Management Review, 36, 90–100.

Elkington, J. (1997). Cannibals with Forks: The Triple Bottom Line of 21st Century Business. Capstone, Oxford, NY.

Fisher, G. (2012). Effectuation, Causation, and Bricolage: A Behavioral Comparison of Emerging Theories in Entrepreneurship Research. Entrepreneurship Theory and Practice, 36(5), 1019–1051.

George, M. N. Parida, V., Lahti, T., & Wincent, J. (2016). A systematic literature review of entrepreneurial opportunity recognition: Insights on influencing factors. International Entrepreneurship and Management Journal, 12(2), 309–350.

Hanohov, R., & Baldacchino, L. (2018). Opportunity recognition in sustainable entrepreneurship: an exploratory study. International Journal of Entrepreneurial Behavior & Research, 24(2), 333–358.

Hart, S.L. (2005). Capitalism at the crossroads. Upper Saddle River, NJ: Wharton School Publishing

Organisation for Economic Co-Operation and Development. (2016). Development Co-operation Report 2016: The Sustainable Development Goals As Business Opportunities: The Sustainable Development Goals As Business Opportunities.

Patzelt, H.; & Shepherd, D.A. (2011). Recognizing opportunities for sustainable development. Entrepreneurship Theory and Practice, 35(4), 631–652.

Prahalad, C.K. (2010). The fortune at the bottom of the pyramid. Upper Saddle River, NJ: Wharton School Publishing.

Raith M.G., & Siebold N. (2018). Building Business Models around Sustainable Development Goals. Journal of Business Models, 6(2), 71–77.

Saebi, T. (2015), Evolution, adaption, or innovation? A contingency framework on business model dynamics, in J. Foss & T. Saebi (Eds.), Business Model Innovation – the organizational dimension, pp. 145–168. Oxford University Press.

Sarasvathy, S. (2001). Causation and effectuation: Toward a theoretical shift from economic inevitability to entrepreneurial contingency. Academy of Management. The Academy of Management Review, 26(2), 243–263.

Schaltegger, S., Hansen, E.G., & Lüdeke-Freund, F. (2016). Business models for sustainability. Organization & Environment, 29, 3–10. https://doi.org/10.1177%2F1086026615599806

SDG Accord Annual Report (2018) refers to a research carried out in March 2018 with 3543 responses on students studying predominantly in the UK, Austria, Bangladesh, Cyprus, Denmark, France and Germany about their awareness and interest in the SDGs.

Wadin, J. L., & Ode, K. A. (2019), Business models for sustainability – change in dynamic environments. Journal of Business Models, 7(1), 3–38. http://journalofbusinessmodels.com/vol-7-no-1-2019/vol-7-no-1-pp-13-38/

Abstracts 1/2020

Editorial: UAS Journal – starting the 10th year of open and responsible publishing activities in higher education

Ilkka Väänänen, Editor-in-chief, UAS Journal, ilkka.vaananen(at)uasjournal.fi

On the very same day of releasing this issue, the 16th of March, the journal of the Finnish universities of applied sciences, UAS Journal, released its first issue in 2011. We are now therefore starting the celebrations of the journal’s 10th anniversary year. The theme for the year will be sustainable development, which is also one of the focus areas for this year chosen by Arene, the Rectors’ Conference of Finnish Universities of Applied Sciences.

Universities of applied sciences play a key role in Finland’s innovation and learning ecosystems, in which we produce new practical knowledge and expertise for the benefit of the whole of society in cooperation with businesses, government and the third sector. Communications constitutes an important channel for ensuring effectiveness and usability. These communications include multi-channelled and broad-based activities, high-quality publications, and various expert and developer networks. The UAS Journal promotes all these elements, inspiring different university actors to put their open, multidisciplinary RDI activities and expertise on display and building networks both nationally and internationally. The purpose of the journal is to support the dialogue between universities of applied sciences and wider society and to affect a high-impact ‘hat trick’ through cooperation, dialogue, the articles published, and the involvement of expert individuals. The journal also functions as a communal development forum for universities of applied sciences and helps develop our project culture and strengthen our research orientation.

The UAS Journal wants to maintain and develop the professional expertise of the learning ecosystem. Each year the journal publishes around 60 articles, with contributions from nearly a hundred authors. Some articles are viewed thousands of times.

This first issue for the anniversary year is the 38th produced. The UAS Journal was preceded in the 2000s by the Kever and Osaaja journals. In 2011, it became an OA publication which used the Open Journal System platform. The first editors-in-chief were Mervi Friman and Riitta Rissanen. The journal serves as an accessible online publication that operates in line with the principles of transparent and open scientific research. The editorial policy of our journal, which is published four times a year, has remained unchanged. It has expanded to involve international cooperation on special themed issues together with the European association for Practitioner Research on Improving Learning, EAPRIL. In addition, we have developed the visual components of the journal and changed the layout to make it clearer and more readable. The goal is to publish articles that are concise and to the point, and to publish more of them. We want to respond to topical issues, and we are always pleased to receive feedback on the journal as well as suggestions for themes and for further development. The success of the UAS Journal depends on us all. We are producing high-quality communications for universities of applied sciences in cooperation with all interested stakeholders. We will soon be taking into use persistent identifiers, URN, for the articles published, and we will be adding practical perspectives into the texts. There are also plans to carry out a reader survey and then use the results to further develop the journal’s user-orientation and production process.

The popularity of the ‘current topics’ themed edition now before you was truly huge. We received a record number of article proposals – 60 in all. The themes for last year’s issues were competence-based learning in universities of applied sciences, digitalisation and the new role of data management, artificial intelligence, and creative sectors and innovation activities. For this issue, we openly invited people to send whatever kinds of articles on topical issues, on the diverse activities and roles of universities of applied sciences in business cooperation, and on RDI activities. We were not able, unfortunately, to publish in this issue all of the articles received. Among other topics, these 22 published articles examine the ways in which universities of applied sciences develop cooperative activities and services that promote both cooperation with businesses and industry and also permanent service structures and cooperation structures created to support communities and teaching.

This 10th anniversary issue presents in a diverse way topical issues relating to the different activities of universities of applied sciences, such as the development of pedagogy and guidance, cooperation with employers, development of services, and the opportunities for RDI activities and work-based learning. Many thanks to all the contributing authors and to the theme issue editor Johanna Wartio from Metropolia University of Applied Sciences for producing the content for this issue! You have not only written the articles but have also provided a large and diverse display of the strong expertise of Finnish universities of applied sciences and their important role in applied research and practical RDI activities. Together we build responsibly for the future!

I hope you all enjoy and get inspired by the articles in this issue and throughout the UAS Journal’s 10th anniversary year!

Ilkka Väänänen
Editor-in-chief

Research and development is an opportunity to the continuous learner

Anu Sipilä, MBA, Vocational Teacher, Coordinator in learning collaboration & Master Study Guidance, Haaga-Helia University of Applied Sciences,  anu.sipila(at)haaga-helia.fi
Marianne Wegmüller, M.Sc. (Econ.), RDI communications, Haaga-Helia University of Applied Sciences, marianne.wegmuller(at)haaga-helia.fi

Lifelong learning is a concept largely present in discussions in our society. New practices for continuous learning are developed to benefit both the employee and the employer.

Research and development activities at universities of applied sciences aim at impactful solutions in cooperation with partners, both locally and globally. R&D projects offer the involved employees a chance to step into a new framework for a set time and bring back the actual outcome, but also new perspectives, contacts, thoughts and opportunities of various kinds.

Project work offers the lifelong learner, the employee, a diverse and challenging platform for learning and development. Knowledge is updated, expertise is taken further, enthusiasm and engagement are created and the employee is taken outside the comfort zone. Project work is lean and agile, which is the core of lifelong learning.

R&D projects make a structured platform for plunging into the unknown and learning continuously – thus taking change a bit further. Universities of applied sciences have a long history applying R&D to the benefit in the world of work, each with their own core competencies in focus. We are also experts of pedagogy and learning. We still need to develop ways to match the fast rhythm of business life.

Key words: change, continuos learning, flexibility, RDI activities

 

Hopes to disseminate results from RDI projects in a more effective way 

Kaisa Jaalama, M.Sc. (Admin.), Doctoral Student, Aalto University, kaisa.jaalama(at)aalto.fi
Juhani Talvela, Lic. Tech., IPR Expert, Aalto University, juhani.talvela(at)aalto.fi
Hannu Hyyppä, Dr.Sc. (Tech.), Professor, Adjunct Professor, Aalto University, hannu.hyyppa(at)aalto.fi
Marika Ahlavuo, Master of Culture and Arts (Cultural Producer), Science Producer, Project Manager, Aalto University, marika.ahlavuo(at)aalto.fi
Hanna Lahtinen, PhD, Director, Laurea University of Applied Sciences, hanna.lahtinen(at)laurea.fi
Anne Kärki, PhD (Physiotherapy), Principal Lecturer, Satakunta University of Applied Sciences, anne.karki(at)samk.fi
Seliina Päällysaho, PhD, M.Sc. (Econ.), Research Manager, Seinäjoki University of Applied Sciences, seliina.paallysaho(at)seamk.fi

Open RDI activities, such as practices of and attitudes towards openness in RDI, were explored in the Open RDI, learning, and the innovation ecosystem of Finnish UAS project in 2018. The web survey was addressed to the RDI staff, teachers and other experts working at a Finnish university of applied sciences (UAS). Based on the results, UAS experts have a positive attitude towards openness in RDI activities. Additional support is needed in some areas of open RDI, such as data management and research infrastructures. The motivation to publish and share RDI results is high, however, improving the availability of RDI results and conditions for publishing should be further enhanced.

Key words: competences, expertise, open RDI, universities of applied sciences, web questionnaire

 

Open RDI in the universities of applied sciences – views from staff members 

 Juhani Talvela, Lic. Tech., IPR Expert, Aalto University, juhani.talvela(at)aalto.fi
Kaisa Jaalama, M.Sc. (Admin.), Doctoral Student, Aalto University, kaisa.jaalama(at)aalto.fi
Hannu Hyyppä, Dr.Sc. (Tech.), Professor, Adjunct Professor, Aalto University, hannu.hyyppa(at)aalto.fi
Marika Ahlavuo, Master of Culture and Arts (Cultural Producer), Science Producer, Project Manager, Aalto University, marika.ahlavuo(at)aalto.fi
Seliina Päällysaho, PhD, M.Sc. (Econ.), Research Manager, Seinäjoki University of Applied Sciences, seliina.paallysaho(at)seamk.fi
Hanna Lahtinen, PhD, Director, Laurea University of Applied Sciences, hanna.lahtinen(at)laurea.fi
Anne Kärki, PhD (Physiotherapy), Principal Lecturer, Satakunta University of Applied Sciences, anne.karki(at)samk.fi

Views and considerations towards Open RDI are collected and analyzed among the staff members in the Finnish universities of applied sciences by four open-ended questions. Roles of teaching and RDI work and the integration of students into RDI projects gain the most responses. Best practices as well as greatest challenges were reported by the respondents. A number of organizational and management related problems are yet to be solved. A need for trust was emphasized indicating possible misconception in the requirements of open RDI.  

Key words: ammattikorkeakoulu, avoin tutkimus, TKI, näkemykset, asiantuntijat, verkkokysely 

 

Acquiring skills through the RDI Expert Coaching Programme

Mari Salminen-Tuomaala, D.H.S., Principal Lecturer, Seinäjoki University of Applied Sciences, Health and Social Sector
Juha Hautanen, M.Sc. (Tech.), Head Of Department, Teacher Education College, Jyväskylä University of Applied Sciences
Sirkka Saranki-Rantakokko, HTT, Principal Lecturer, Lapland University of Applied Sciences, RDI Services, Pohjoinen hyvinvointi ja palvelut

Effective project management and project work skills are important requirements in higher education and various work place settings. This article is based on one example of the recent efforts to strengthen the research and development profile of the Universities of Applied Sciences: the national Research and Development (R&D) Expert Coaching Programme, launched in 2014 by a pilot funded by the Ministry of Education and Culture. The programme aimed at improved effectiveness by increasing networking with actors in innovative environments and by developing more practical and user-oriented operational models. Further aims were to improve participants’ competence in the following areas: project planning and implementation; research, development and innovation; management and leadership; commercialisation of research results; targeting customers, and integration of the results into teaching. By means of simulation-based learning it’s possible to learn a lot about project management and it’s challenges.

Key words: coaching, development, innovation, multidisciplinarity, research, simulation

 

RDI creates a Master

Anu Sipilä, MBA, Vocational Teacher, Coordinator in learning collaboration & Master Study Guidance, Haaga-Helia University of Applied Sciences,  anu.sipila(at)haaga-helia.fi
Jarmo Ritalahti, Lic.Phil., Principal Lecturer, Head of Master Degree Programme in Aviation and Tourism Business, Haaga-Helia University of Applied Sciences, jarmo.ritalahti(at)haaga-helia.fi

To integrate Research, Development and Innovation (RDI) activities to education activities in Finnish universities of applied sciences is a topical theme. The integration was one of the focuses when Haaga-Helia University of Applied Sciences started to develop its Master Degree Programmes. The process that is now in its piloting phase includes a continuous collaboration with university’s core competence groups’ project managers and other actors. Project actors bring in themes and topics that are presented to master curriculum’s specialization teachers to include them to various courses serving similar aims than the projects.

Key words: development, master curriculum, RDI

 

Is the future already here – the robotics of many possibilities challenges the R&D activities in the universities of applied sciences

Tapio Mäkelä, Lic. Admin., Specialist, Jyväskylä University of Applied Sciences, School of Health and Social Studies, tapio.makela(at)jamk.fi

Automation and robotisation have already impacted and will continue to impact business organizations and citizens personal life. The implementation of robotics affects personnel motivation, skills needs and working methods. These impacts can be either positive or negative, depending on how business development efforts and the implementation process are handled. Challenges are unavoidable if a company’s change projects are carried out in a technology-driven manner, without acknowledging people’s human needs, such as the need for a feeling of security, stability and opportunities to exert influence. These problems, a lack of information and knowledge capital, and a lack of experience in the implementation, utilisation and impacts of robotics have slowed down process automation in business organizations.

Key words: challenges for development, development in the world of work, robotics

 

Xamk in support of the authorities in preparing against oil damage

Justiina Halonen, Research Manager, Master Mariner (B.Sc.), justiina.halonen(at)xamk.fi

Ministry of the Interior’s national risk assessment recognizes the risk of a marine oil spill incident as one threat scenario and disruption, the likelihood of which is rising. The risk results from the increasing vessel traffic and is affected by the increasingly frequent extreme weather events and unforeseen vulnerabilities the rapid development of ship technology poses. In parallel with preventive safety measures, capability to deal with the consequences of marine incidents is needed. According to environmental authorities, an oil spill in the Gulf of Finland could rise up to 30 000 tonnes. An oil spill of that volume could generate 200 000–500 000 tonnes of oiled wastes as the oil contaminates water, soil and vegetation. Responding to such an incident might take several years. The need for practical response guidelines initiated a joint development process with the response authorities and UAS. As a result, an oil spill response model was created. Today, the model is an integral part of national oil spill preparedness, and collaboration continues to further improve the response capability.

Key words: oil spill response, environmental damage, emergency preparedness, seafaring, maritime safety

 

 Xamk Ambulance simulator connects studies and RDI

Antti Jakonen, ensihoitaja YAMK, väitöskirjatutkija, projektipäällikkö, Kaakkois-Suomen ammattikorkeakoulu, Helsingin yliopisto, antti.jakonen(at)xamk.fi
Jarno Hämäläinen, sosiaali- ja terveysalan YAMK, ensihoidon lehtori, Kaakkois-Suomen ammattikorkeakoulu, jarno.hamalainen(at)xamk.fi
Hilla Sumanen, dosentti, FT, ensihoidon yliopettaja, Kaakkois-Suomen ammattikorkeakoulu, Helsingin yliopisto, hilla.sumanen(at)xamk.fi

The ambulance simulator, located at the South-Eastern Finland University of Applied Sciences (Xamk) Kotka campus, is a unique learning environment for emergency care. On top of that, it offers a great platform for researching, developing and training safety-critical emergency response driving (ERD). Xamk’s ambulance simulator combines research, development, innovation (RDI) and teaching of emergency care. Research and development done in Towards Safer Emergency Response Driving I & II –RDI-projects have shown that there are crew-related risks in ERD and a need for development to make ERD safer. Through pilot projects done in Towards Safer Emergency Response Driving I –RDI-project, educational course for safer ERD was developed. Xamk’s ambulance simulator is utilized efficiently during the course. The overall aim of the Xamk ambulance simulator is to help develop ERD safer.

Keywords: ambulance, emergency vehicle, health education, prehospital care, risk factor, safety, social education, training

 

Higher education institutions and the Act on data management in public administration

Kari Kataja, M.Sc. (Eng.), M.A., M.Sc. (Econ.), M.Ed., Information Systems Manager, Data Protection Officer, Chair of the network of DPOs in universities, Häme University of Applied Sciences, kari.kataja(at)hamk.fi
Jaakko Riihimaa, PhD, IT General Secretary, AAPA (Human network of CIOs in Universities of Applied Sciences), jaakko.riihimaa(at)haaga-helia.fi
Walter Rydman, M.A., Coordinator, CSC – IT Center for Science, walter.rydman(at)csc.fi

Finnish Universities of Applied Sciences have had to react vigorously as several laws that have significant impact on data management have recently come into force. The latest law was the act on data management in public administration at the beginning of 2020.

The law has strong incentives for the cooperation between authorities. Required changes can be difficult, so it is helpful to think possible benefits higher education institutions can gain from the new law. At the end of 2019 AAPA (The Network of CIO’s in Finnish UAS’s), FUCIO (CIO-network in universities) and CSC – IT Center for Science explored collaboration ideas together. Based on these results, we will continue to work together in late spring 2020.

Key words: Act on data management, data management, data protection

 

Experiences on the internationalisation of Finnish online marketing businesses 

Marko Mäki, Lic. Econ., Principal Lecturer, Haaga-Helia University of Applied Sciences, marko.maki(at)haaga-helia.fi
Tuija Toivola, D.Sc. (Econ.), R&D Manager, Haaga-Helia University of Applied Sciences, tuija.toivola(at)haaga-helia.fi 

The aim of this paper is to contribute to the expansion of the eCommerce (eCom) operations of small and medium sized companies (SMEs) in Finland to global markets. In addition, one important goal was to acquire knowledge and support participants’ learning of fast growing online and digital business models. The conclusions of this study underlined the importance of effective digital marketing activities including knowledge on online customer journey and capability building for global eCom operations. Additionally, small eCom companies strongly highlighted the importance of learning from each other’s experiences and peer to peer support.  

Key words: eCommerce, digital business models, international business, SMEs

 

Creative Entrepreneurship in the Arctic

(the original article in English)

Anzelika Krastina, MEd., Senior Lecturer, International coordinator, School of Northern Well-being and Services, Lapland University of Applied Sciences

Key words: Arctic region, creative entrepreneurship, entrepreneurship education

 

Blueprint for a training program on business opportunity recognition in SDGs

(the original article in English)

Minna-Maari Harmaala, D.Sc.(Econ.), Principal Lecturer, Haaga-Helia University of Applied Sciences, Finland; minna-maari.harmaala(at)haaga-helia.fi
Hanna Harilainen, D.Sc.(Econ.), Head of Degree Programme, Principal Lecturer, International Business, Master’s Degree Programme in Supply Chain Management (Sourcing), Metropolia University of Applied Sciences, Finland; hanna.harilainen(at)metropolia.fi

Key words: competence-based learning objectives, opportunity recognition, SDGs, sustainable business models

 

More sustainability and responsibility into universities of applied sciences

Kari Laasasenaho, PhD, RDI Specialist, Seinäjoki University of Applied Sciences, kari.laasasenaho(at)seamk.fi
Nina Kokkonen, MM, Lecturer, Häme University of Applied Sciences, nina.kokkonen(at)hamk.fi
Sanna Tyni, PhD, Specialist, Lapland University of Applied Sciences, sanna.tyni(at)lapinamk.fi
Petri Lempinen, PhD, Executive Director, The Rectors’ Conference of the Universities of Applied Sciences (Arene ry), petri.lempinen(at)arene.fi

Sustainable development has long been a part of Finnish university of applied sciences, but environmental issues such as climate change have increased the need to support sustainable practices in teaching, supervising and on campus more than before. Higher education institutions are responsible for promoting sustainable development in their own activities and support sustainable thinking of students.

Circular Economy Competence to Universities of Applied Sciences (UAS) project (funded by Finnish Ministry of Education and Culture) and The Rectors’ Conference of Finnish Universities of Applied Sciences Arene have start to discuss about the need to promote sustainable development and circular economy at UAS’s. One of the aim is to update the sustainable development programs of UAS’s. Arene is going to establish a Sustainability and Responsibility group and sustainable development is raised as one of the important theme in the Arene’s 2020 Action Plan. The project and Arene are actively encouraging each UAS to implement concrete actions for sustainable development.

Key words: circular economy, education, research and innovation activities, sustainable development, university of applied sciences

 

Students from SAMK solving challenges in energy efficiency

Teija Järvenpää, B.Sc. (Eng.), Project Researcher, Satakunta University of Applied Sciences, teija.jarvenpaa(at)samk.fi
Minna M. Keinänen-Toivola, PhD, Research Manager, Satakunta University of Applied Sciences, minna.keinanen-toivola(at)samk.fi

The environmental regulations related to climate change are increasing as well as the requirements for energy efficiency in ports and shipyards. The three-year (2018–2020) SataMari project, funded by ERDF, is searching for practical solutions to improve the energy efficiency of the maritime cluster in Satakunta region. Several students from Satakunta University of Applied Sciences have been involved in the SataMari project. The project team acts as a link between students, teachers and companies. Experiences have been good: students like the work-based learning, companies value impartial assessments and the work done for their development areas. The project gains additional value while students can provide deeper reviews on single subjects which the project team would not have resources to do. The important result of the SataMari project is a decision-making tool that serves as a data bank to improve energy efficiency and increase renewable energy use in the maritime cluster.

Key words: energy efficiency, energy and environmental engineering, maritime cluster, project, thesis

 

Up with cooperation and collaboration

Mikko Matveinen, Project Manager, M.A. (Arts), Karelia University of Applied Sciences, mikko.matveinen(at)karelia.fi

Karelia University of Applied Sciences (Karelia UAS) has been focusing to development of the wood construction sector as strategic choice since 2014. The development work has been done systematically part of the different research and development projects (RDI) under the degree programme of construction engineering.

Already six years later there are concrete results visible including Finland’s tallest wooden apartment building Joensuu Lighthouse. Among other development activities Karelia UAS has been doing research part of the construction process which aims to produce information about building process, building physic and behaviour of structures to be used in other similar buildings. Therefore, Lighthouse also works as a platform for development of the wood construction sector.

Universities has also a key role when tackling the local and global challenges. Taking these drivers in to account when planning the future activities requires strategic choices. Climate change will be one of the key drivers which is affecting to the construction sector in the near future. Therefore, the need for environmentally friendly materials in construction is evident. Article tells about the strategic foresight, commitment and stakeholder cooperation part of the RDI-operations.

 

Core competences in the education of an Advanced Practitioner (Master)

Virpi Sulosaari, D.H.S., Principal Lecturer, Turku University of Applied Sciences, virpi.sulosaari(at)turkuamk.fi
Minna Elomaa-Krapu, D.H.S., Director, Innovations, Metropolia University of Applied Sciences, minna.elomaa-krapu(at)metropolia.fi
Hanna Hopia, D.H.S., Principal Lecturer, Jyväskylä University of Applied Sciences, hanna.hopia(at)jamk.fi
Kirsi Koivunen, D.H.S., Principal Lecturer, Oulu University of Applied Sciences, kirsi.koivunen(at)oamk.fi
Rauni Leinonen, PhD (Ed.), M.H.S., Principal Lecturer, Kajaani University of Applied Sciences, rauni.leinonen(at)kamk.fi
Eeva Liikanen, D.H.S., Principal Lecturer, Tampere University of Applied Sciences, eeva.liikanen(at)tuni.fi
Ulla Penttinen, Lic.Phil., Principal Lecturer, Novia University of Applied Sciences, Vaasa, ulla.penttinen(at)novia.fi
Outi Törmänen, D.H.S., Principal Lecturer, Lapland University of Applied Sciences, outi.tormanen(at)lapinamk.fi
Leena Walta, Principal Lecturer, Turku University of Applied Sciences, leena.walta(at)turkuamk.fi
Johanna Heikkilä, D.H.S., Specialist, Jyväskylä University of Applied Sciences, johanna.heikkila(at)jamk.fi 

The changes in Finnish health care have led to the development of advanced roles for healthcare professionals. An Advanced Practitioner is a professional who has acquired an expert knowledge base, complex decision-making skills and clinical competencies for extended practice which is shaped by the context and/or country in which s/he is practicing (ICN APN/NP network, n.d.). Core competencies and master’s level education must underpin the preparation to the advanced roles. This competence framework is intended to guide the development of advanced practice education in Finland. Thirteen universities of applied sciences have participated in the process of identifying the core competences we all can share. The framework provides a tool in planning AP education and supports collaboration between the universities of applied sciences. The core competencies are: 1) research and service development, 2) patient education and staff development 2) professional leadership, and 4) clinical expertise and direct clinical care.

Key words: advanced practice, advanced practitioner, clinical expertise, master in health care education

 

Sparking innovation in an international bioeconomy community

Anna Aalto, Project Manager, M.Sc. (Econ.), Jyväskylä University of Applied Sciences, anna.aalto(at)jamk.fi
Diana Pitkänen, Specialist, B.A. (Industrial and Product Design), Jyväskylä University of Applied Sciences, diana.pitkanen(at)jamk.fi

Biobord is an open virtual innovation hub for connecting bioeconomy developers that offers tools for managing the project lifecycle, network building and management, interactive online capacity building, matchmaking and connecting with innovation support services. Biobord is developed by JAMK University of Applied Sciences in a partnership of four regions across Baltic Sea, Central Finland, Inland (Norway), Świętokrzyskie Voivodeship (Poland) and Vidzeme (Latvia).

Biobord is developed in an iterative service design process that has reached the piloting phase. During the piloting phase, we are testing Biobord with different user groups and service cases. With regional and international pilot cases, the partnership is developing and scaling up the platform and its operational model with the feedback and experiences of users. The development and piloting is supported by the ‘Rural RDI Milieus in transition towards smart bioeconomy clusters and innovation ecosystems’ – project (RDI2CluB).

Key words: bioeconomy, digital platform, innovation ecosystem, networks, piloting, service design, user-centered design

 

Regional cooperation model for encouraging entrepreneurial competences 

Anneli Manninen, M.Sc. (Tech.), M.Ed., Project Manager, Laurea University of Applied Sciences, anneli.manninen(at)laurea.fi
Petri Graeffe, B.Sc. (Pol.), Managing Director, Uudenmaan Yrittäjät ry (a regional organization of the Federation of Finnish Enterprises), petri.graeffe(at)yrittajat.fi

Laurea University of Applied Science’s pedagogical approach is called Learning by Development (LbD). It means that learning takes place as much as possible in working life context and development projects. However, although living labs deliver all learning through work-related projects, majority of the students might obtain only limited experience of developing with companies. In Radar project, we created a new action model that brings small and medium sized companies in contact with the University of Applied Sciences and its students. The development activities are realized in cooperation with the regional Development Companies and entrepreneurial organizations that operate on company interface and are thus able to identify suitable development needs for thesis and student projects. Thus, students are offered a chance to learn entrepreneurship in practise (Raij 2014). The professionals coaching the enterprises learn in the interaction as well.

 

Stakeholder cooperation and anticipation in Oulu UAS

Sari Ahvenlampi, Quality Manager, M.A., Oulu University of Applied Sciences, sari.ahvenlampi(at)oamk.fi
Ismo Kinnunen, Development Manager, PhD, Oulu University of Applied Sciences, ismo.kinnunen(at)oamk.fi

In the year 2019 we surveyed the anticipation of education at Oulu University of Applied Sciences (Oulu UAS). The starting point was exploring how educational departments anticipate future educational needs. We surveyed how department practices anticipation by interviewing our staff and then deepened our perspective with a questionnaire. There are three main ways to anticipate at Oulu UAS:

– participating and monitoring the development of the field of education
– through stakeholder cooperation
– through surveys and analyzes.

In stakeholder cooperation the main anticipation parts are interaction, discussions and meetings with partners which were strongly highlighted in every educational department. The second important area are feedbacks, surveys and researches. The third part of stakeholder cooperation are projects. Stakeholder cooperation is been developed according to partnership agreements which provides companies direct links to Oulu UAS and engage companies into long-term cooperation.

Key words: anticipation of education, development work, field of education, stakeholder cooperation

 

Strengthening clients’ skills towards the world of work

Helena Kangastie, M.H.S., Specialist (RDI and Learning), Lapland University of Applied Sciences, helena.kangastie(at)lapinamk.fi
Jonna Löf, M.Ed., Guidance Counsellor, Senior Advisor, Lapland University of Applied Sciences, jonna.lof(at)lapinamk.fi

Lapland has a common strategy for information, counselling and guidance (ICG) that defines common activities in the Lapland region. The strategy is committed to providing customers with low-threshold ICG services expertly and with partnership in a professional and collaborative manner. In addition, we support our clients the make choices for their individual career paths and to strengthen their skills.

The universities of Lapland have been actively developing guidance for years.  This article describes in a general way the development of the ICG work and, in particular, the improvement of the strength-based future guidance in the Lapland UAS. At the moment, we are implementing the project VAHTO – Developing Strength Based Future Guidance. The aim of the project is to enhance the career planning of university students in order to support their transition to the world of work and to develop practices and methods that promote the identification of their individual strengths.

Key words: future and strength baced counselling, university of applied sciences, world of work

Is Finland a land of thousands of forgotten projects? 

Katri Halonen,  Dr.Soc.Sc., Lic.Phil., Principal Lecturer in Culture Production, Project Manager in Osuma – osallistamalla osaamista coordination project, Metropolia University of Applied Sciences, katri.halonen(at)metropolia.fi

During the past six years, almost 500 European Social Fund funded projects have been managed by universities of applied sciences. Thousands of expert working hours have been allocated to implement innovative development processes in the society. This article asks what happens when the project ends. It suggests a four-step method for effective valorization running from project planning to implementation and the life of the project after the funding has ended. The four-step results valorization method emphasizes communication, variating actions with different actors, mainstreaming the results to practitioners and knowledge ecosystem and consolidating the findings to strategies of existing infrastructures.

Key words: European funding, project, valorization

Call for papers: UAS Journal 2/2020, Universities of applied sciences promoting ecological sustainability

We invite education planners, teachers, specialists, researchers and developers to contribute to UAS Journal issue 2/2020. The theme of the issue is Universities of applied sciences promoting ecological sustainability.

Sustainable development was first defined in the Brundtland commission in the United Nations, in 1987. From that point a process started, which has proceeded both internationally and nationally, as well as in governmental and other sectors in the society.

In Finland, sustainable development has been promoted since 1993, when the Finnish National Commission on Sustainable Development was established, as the first such commission in the world. The commission involves a large group of societal actors in addition to the government. The first task of the national commission was to define sustainable development as a continuing, organised societal change happening globally, regionally and locally, the goal of which is to secure good life for current and future generations. This also means that the environment, human and economy will equally be taken into account in decision-making and actions (Ministry of the Environment, https://www.ym.fi/en-US/The_environment/Sustainable_development).

Finland is committed to Agenda2030 that was accepted in the UN summit for sustainable development in 2015. Agenda2030 consists of 17 Sustainable Development Goals, many of which concern ecological sustainability, especially goals 6: Clean Water and Sanitation, 13: Climate Action, 14: Life below Water, and 15: Life on Land.

Universities of applied sciences can promote ecological sustainability through various practical measures such as education, projects, and collaboration with actors in the world of work. Various ways of promoting sustainability may also be intertwined, and the scales of promoting ecological sustainability may vary from global to very local.

Article proposals for this themed issue may concern e.g. solutions in teaching the natural scientific basis or applications (e.g. circular or green economy) of ecological sustainability, various projects in monitoring or improving the state of the environment, or developing the sustainability of the acts of the university. In addition to successful projects, we are interested in unsuccessful experiments, through which everyone of us has the opportunity learn a lot.

The maximum length of a specialist article is 10,000 characters, a review 4,000 characters and less formally structured texts about 3,000 characters (incl. spaces). Detailed instructions for authors can be found on  uasjournal.fi/in-english/instructions-for-writers

The editors of the themed issue are Eveliina Asikainen/TAMK and Tove Holm/City of Turku.

Eveliina works as a lecturer in Tampere University of Applied Sciences (TAMK), and one of her duties there is to promote sustainable development there. She has worked in positions related to environmental education and promoting sustainable development in various educational institutes for twenty years.  She is a biologist, with doctoral degree in 2014. She has been largely involved in forest economy, circular economy, urban planning and participation.

Tove worked with topics of quality, environmental management and promoting sustainable development in a university of applied sciences for 15 years, and thereafter, for three years as an education manager in a unit of sustainable development and management in an adult education institution. For the past couple of years she has been working in the Baltic Sea Challenge in Helsinki and Turku, aiming to engage towns, cities, municipalities and organisations in committing to the Baltic Sea protection  The Baltic Sea Challenge has grown into an international network with over 300 actors around the Baltic Sea region, including universities of applied sciences. Tove has a doctoral degree in environmental science in the University of Turku in 2014. Her research is cross-disciplinary: enabling change, and especial promoting sustainable development in education, in universities of applied sciences, with the use of quality assurance.

  • Send your article proposal by e-mail to eveliina.asikainen(at)tuni.fi during week 14 (beginning of April).
  • Feedback will be sent to the responsible author in week 16.
  • Send your final version in week 18 (beginning of May).
  • The themed issue will be published in week 20.

Call for papers: UAS Journal 4/2020, Using data from work-related studies

We invite education planners, teachers, specialists, researchers and developers to contribute to UAS Journal issue 4/2020. The theme of the issue is using data from work-related studies in teaching, education planning and education systems development.

Universities of applied sciences have a great deal of information about careers and employment, which they obtain from various stakeholders, employment networks and the universities of applied sciences’ own career monitoring and other feedback surveys.

This information is not, however, used to the full in teaching, education planning or national school systems development. Analysing and using career and employment data in a greater variety of ways would benefit both education organisers, teachers and students, as well as employment and public operators.

Subject of the call for papers

We are interested in how the results of national career monitoring surveys conducted by universities of applied sciences are used and implemented, but articles may also be based on other reviews concerning the impact of higher education, alumni employment and career paths or labour market development.

The articles may be related to the following subjects or questions:

  • What kind of work-related data are UASs using? What kind of data is still needed?
  • What kind of data is used systematically, and how is it used? What kind of data should definitely receive more attention than it currently does?
  • Can/should work-related studies be viewed critically? What does this mean in practice?
  • Work-related studies in proactive education and management development work
  • Work-related studies as a tool for pedagogical development
  • Employment quality and measuring this
  • Access to work-related studies by different UAS user groups.
  • Work-related studies in assessing and developing educational quality and impact
  • The principle of continuing education and using information from work-related studies.

Proposed articles based on research or investigational work take priority, but disseminating comprehensive and multifaceted work-related studies and cases from practice are also of interest, especially because nationwide career monitoring surveys have only been conducted twice.

Schedule and practical guidelines

  • Send your article proposal to uraseurannat(at)turkuamk.fi by Sept. 15, 2020.
  • Feedback on the articles will be sent to the responsible author by Oct. 15, 2020.
  • Send your final version of the article by Oct. 31, 2020.
  • The themed issue will be published during the week 50.

The maximum length of a specialist article is 10,000 characters, a review 4,000 characters and less formally structured texts about 3,000 characters (incl. spaces). Detailed instructions for authors can be found on  uasjournal.fi/in-english/instructions-for-writers

The editors of the themed issue are Liisa Marttila/TAMK, Jaana Kullaslahti/HAMK, Anne Rouhelo/ Turku AMK, Arja Räinä-Räsänen/Oamk, Taina Kilpinen/Laurea and Tina Lauronen/ Education and Training Research Foundation, ESR project, From UAS to Career – Career Data for All.

 

Call for papers: UAS Journal 1/2020, Current topics

AMK-lehti / UAS Journal issue 1/2020 is themed with current topics and the diverse functions and different roles of universities of applied sciences in cooperation with companies, as well as in research and development activities.

How do universities of applied sciences develop their cooperation services to promote cooperation with companies and the world of work? How can R&D activities help create permanent service and cooperation models to support communities, and support teaching facilities?

In this themed issue we want to bring forward varied current topics in higher education, such as developing higher education pedagogy and career guidance, cooperation with the world of work, developing services, and possibilities in R&D and work-based learning.

We are also looking for concrete examples of cooperation between universities of applied sciences and the world of work, as well as sustainability and effective results in R&D.

We wish to receive article manuscripts both from universities of applied sciences and other organisations. In addition to articles, we welcome reviews and summaries concerning research, development and innovations in universities of applied sciences, as well as news and literary reviews in the field. You may also submit audiovisual content.

The maximum length of the article is 10.000, a review 4,000 and other categories approximately 3,000 characters (spaces included). Instructions for writers can be found in uasjournal.fi/in-english/instructions-for-writers. Please read them carefully before submitting your text.

Guest editor:
Johanna Wartio, Lecturer, Project Manager, M.A.

  • Send your article proposal to the guest editor at johanna.wartio (at) metropolia.fi during the week 4 (by January 24, 2020).
  • Feedback will be sent to the responsible author during the week 7.
  • Send your final version during the week 9.
  • The themed issue will be published during the week 12.

Please share this call for papers!

Kind regards

Guest editor Johanna Wartio
Metropolia University of Applied Sciences

Schedule updated Feb 11, 2020.

CampusOnline.fi – The National Portal for Online Studies in the Finnish Universities of Applied Sciences – some results

Author: Minna Scheinin.

This article focuses on the changes in the learning environments and how the higher education institutions have reacted to digitalization. We discuss some of the results of the eAMK project (www.eamk.fi/en), which has been conducted in Finland in cooperation with 23 universities of applied sciences.

The rationale for changing the educational models in higher education comes from the surrounding world and the global drivers for change. It is widely discussed that the education system cannot remain the same. For example, the concept of Education 4.0. relies on the industrial change and the concept of Economy 4.0., where the virtual world and the reality are blended and which is described as an era of creating innovative knowledge (Puncreobutr, 2016, p. 93). According to The Organisation for Economic Cooperation and Development (OECD, 2016), learning to learn and flexibility are the key competences in the future work. Education should train students to manage in a world, where they continuously need to adapt to new working methods, new technologies and new business models (Konst et al. 2018).

Education 4.0. caters to the needs of the society in ‘innovative era’. Learning management has an important role to help the learner to grow with knowledge, skills and attitude for the life ahead. Models for such skills are many. Based on a long-term development work the Fincoda model includes such skills as creativity, critical thinking, initiative teamwork and networking (Keinänen et al. 2019, p.21) Education 4.0. also has features, such as flexible delivery, anywhere anytime, student ownership, personal, peers and mentors (Fisk 2017) and it predicts the end of the predominance of the lecture (Feldman 2018). Finally, the buzz trend of digitalization is radically remodeling the educational design.

One of the main trends in all educational sectors is to transfer the teaching online. This can cater to the need for education to remodel both education and the innovative society. However, a lot of pedagogical work has to be done in order to wisely support learning and to exploit digitalization to its full potential. Firstly, it is not always clear what we mean by online learning. The crucial points are, for example, whether online learning means that the learning takes place only online or if there are also face-to-face meetings with the learning group. Does it mean that the learning process is independent or tutored and are there online meetings, which are preset for a certain timeslot or not? Or, is the learning totally independent without any interaction between the peers or the teacher (Joshi 2018). In CampusOnline, the prerequisite is that the students are able to carry on the studies 100 percent online. Other attributes can vary. Secondly, how are we able to support the development of such future work skills, which we know little about today? The methods used must support the learning of the skills described above.

The national online study portal CampusOnline.fi – getting there

In Finland, we have foreseen the change in the digitalized education and have developed a national portal for all Finnish universities of applied sciences (UASs). The UASs can offer their online courses on the year-round basis for all students. This has been developed within the framework of the eAMK project. A lot of background work was executed in order to reach the final results. A mapping was carried out as how the UASs would profit from specialising in some areas while at the same time some basic courses need to be offered by several universities for the need of a vast amount of students (Kosonen, R., & Sjöholm, T. 2018).

Digitalization is one of the social drivers to change the practices in education. When transferring teaching online, the teachers have to adapt the teaching practices bearing in mind that the next generation is constantly in multimodal social environments (Konst et al. 2018, p 4.). A scanning was made about the teachers’ work and a possible change in the teacher work load when the teaching is transferred online in the summer semester (Scheinin, M. 2017). The main result was that there were no major challenges in the workload online, neither did the summer semester disrupt the teachers’ holiday period. We also studied the students’ expectations about the prerequisites of an online course, which would support deep learning. Such qualities are a clear design of the course, the course content to be relevant to learning and challenge the student and the learning process must be socially active (Forss 2017). The master’s degree students reported that they would need more non-stop courses, where students can hop on and off according to their own timetable. Additionally, these students expressed that the courses must meet the quality criteria and the content must be relevant to the working life context. (Böckelman et al. 2018). The Quality criteria for online learning were also developed in order to support the teachers in designing good quality online courses (Varonen et al. 2018, eAMK 2017).

CampusOnline.fi is launched

The main aim of the project was to develop the portal for the year-round online offering of all universities of applied sciences in Finland. This aim was reached in the autumn of 2018 as the portal CampusOnline.fi (www.campusonline.fi) was launched. The experience gained and feedback gathered from the pilot version of the summer semester portal (summers 2016, 2017 and 2018) was of valuable help when designing the portal. The CampusOnline.fi was extended in autumn 2018. The spring term of 2019 offered 380 courses and the summer term of 2019 altogether 600 courses.

The portal was designed to be user-friendly and easy to use. The student can search for studies for example according to the field or level of study, the language of instruction, semester or the university offering the course. The student can then scroll the list of courses and make acquaintance with the short description of each course. When he/she chooses to enroll to the course, he/she is directed to the enrollment system of the offering institution. This means that the main function of the Campusonline.fi -portal is to bring the visibility of all online courses to one site, where the student can learn what is offered and when. This design alone has demanded a lot of work and cooperative will to serve the students in the best possible way in their search for online studies.

Cross-institutional studies and information management – challenges to be solved

The main focus in CampusOnline.fi has been to develop a user-friendly portal for showing the online studies of UASs in Finland In CampusOnline.fi. However, the cross-institutional studies have been recognized as a national technology challenge. A lot of work is being done to find technical solutions. This is coordinated by another national project funded by the Ministry of Education and Culture. The information and student management challenges still remain to be solved. These are, for example, access permission issues, the student enrollments as well as the credits transfer system. As we expect the volume of the studies to increase in the future, the present solutions will not be sufficient. In the framework of another project, the aim is to develop the technical infrastructure and the interoperability of the different interfaces and platforms. This would enable automated information and student management process between the institutions. The vision is that, in the future, students can enroll to and access the cross-institutional courses as well as get the credits transferred to the home institution by automated processes between the institutions.

What has changed?

Every project should be able to answer the question: what is the impact of the project? According to the statistics and student feedback from summer 2018 and autumn 2018 the change is evident. In the summer of 2018, 529 courses were offered nationally and over 55 000 credits were gained through cross-institutional studies. As for autumn 2018, the students were mainly very happy about the usability of the portal as well as the study offering. The reasons to select studies from other universities of applied sciences are many: students want to choose courses that are not available in their home university. Online courses also enable studies for those who are in the working life and not able to attend lectures. Also family commitments may be difficult to combine with studies and students report that online studies are then the only possibility to carry on studies. The cross-institutional studies have also made it possible to learn about the studies of other universities and to study in multidisciplinary groups.

To conclude, the national online course offering has so far had a recognised impact on the possibility for the students to choose studies from all universities of applied sciences. The students also report that online studies have enabled them to flexibly gain missing credits for the graduation. Flexible studies are one focus area in the vision roadmap of the Ministry of Education and Culture. Therefore we think that by enlarging the study offerings also more widely for the working life as well as ensuring the good quality of the courses we work in line with the expectations for flexible studies and lifelong learning.

Author

Minna Scheinin, Lic. Phil., MA(ODE), Head of Future Learning Design, Turku University of Applied Sciences, minna.scheinin(at)tuas.fi


Böckelman, T., Forsell, M., Komonen, K., Paaso, L., Tuomi, S., & Pilli-Sihvola, M. 2018. Kysely YAMK-opiskelijoille ja -alumneille verkko-opinnoista. Blog.  https://www.eamk.fi/fi/digipolytys/kysely-yamk-opiskelijoille-ja–alumneille-verkko-opinnoista. Retrieved 5 January 2019.

EAMK. 2017. Quality criteria for Online Implementations. https://www.eamk.fi/en/courses-offering/quality-criteria. Retrieved 7 March 2019.

Feldman, P. 2018. The potential of Education 4.0 is huge – the UK must take the lead, now. https://www.jisc.ac.uk/blog/the-potential-of-education-4-is-huge-the-uk-must-take-the-lead-now-12-sep-2018. Retrieved 6 March 2019.

Fisk, P. 2017. http://www.thegeniusworks.com/2017/01/future-education-young-everyone-taught-together. Retrieved 5 March 2019.

Forss, M. 2017. 5 saker studenter behöver i digitala kurser. Blog.  https://www.eamk.fi/fi/digipolytys/5-saker. Retrieved 5 January 2019.

Joshi, M. 2018. Verkkotutkintojen termiviidakossa – Riippumatonta opiskelua riippumatossa? Blog. https://www.eamk.fi/fi/digipolytys/verkkotutkintojen-termiviidakossa—riippumatonta-opiskelua-riippumatossanew-page. Retrieved 1 March 2019.

Keinänen, M. & Kairisto-Mertanen, L. 2109. Reseaching learning environments and students’ innovation competences. Education + Training, Vol. 61 Issue 1, pp. 17-30., https://doi.org/10.1108/ET-03-2018-0064. Retrieved 12 Feb 2019.

Konst, T. & Scheinin, M. 2018. “The changing world has implications on the higher education and the teaching profession”, On the Horizon, 26: 1, 1-8.

Kosonen, R. & Sjöholm, T. 2018. Miten eri ammattikorkeakoulut voisivat profiloitua verkko-opetuksessa? Blog.  https://www.eamk.fi/fi/digipolytys/miten-eri-ammattikorkeakoulut-voisivat-profiloitua-verkko-opetuksessa. Retrieved 5 March 2019.

OECD Forum. 2016. Paris May 31st-June 1st, available at: www.oecd.org/forum/home. Retrieved 12 June 2016.

Puncreobutr, V. 2016. Education 4.0: New Challenge of Learning. St. Teresa Journal of Humanities and Social Sciences, 2: 2. http://www.stic.ac.th/ojs/index.php/sjhs/article/view/Position%20Paper3. Retrieved 6 January 2019.

Scheinin, M. 2017. Towards year-around studies. Blog. https://www.eamk.fi/fi/digipolytys/towards-year-around-studies. Retrieved 1 March 2019.

Varonen M. & Tyrväinen P. 2018. eAMK Quality Criteria for Online Implementations. Blended and Online Learning: “Changing the Educational Landscape”, Overview of papers on Higher Education for the Future as presented during the Online, Open and Flexible Higher Education Conference in Aarhus, October 2018. https://conference.eadtu.eu/previous-conferences. Retrieved 7 March 2019.

Abstracts 2/2019

It’s time to work together

Tapio Varmola, President, Seinäjoki University of Applied Sciences, Chairman, The Rectors Conference of Universities of Applied Sciences (ARENE)

Digitalisation is bringing many changes to the way that higher education institutions operate. It impacts both research and innovation activities, and raises the need for many changes in both teaching and support services.

In the UK, a dream was born in the 1970s to build an Open University. Thanks to technological developments, the principal idea behind this – higher education teaching that is independent of time and place – can now be made a reality. Many higher education institutions in Finland are now pondering this idea as they work on reshaping their strategies.

Finland has 23 universities of applied sciences and 13 universities. By bringing together the strengths and expertise of all of these, Finland could become a model country for flexible study, a forerunner in modern higher education studies.

This requires new kinds of cooperation between higher education institutions, to which their boards, teachers, and key data management personnel and partners must be committed. Here are a few examples:

Student mobility and cooperation in higher education require compatible processes and perhaps also shared platforms. New digital operating models are needed in study administration in order to promote student mobility. Higher education collaboration in online teaching and pedagogical development should be encouraged in every way possible, and teachers should be rewarded for it. There is also a need to study the effectiveness of digital teaching.

In Finland there are many national data resources for teaching which should be put to use and further developed for the benefit of students. This could also generate a unique competitive advantage at the international level.

The current state of affairs is a fragmented one: we currently have in use around 150 different teaching and study administration data systems and applications. Through long-term collaboration, we can at least get from fragments to building blocks, and then gradually put these blocks together.

New expectations are being placed on higher education institutions in the area of continuing education. This creates both challenges and opportunities for teaching. The competencies of adults in the workplace are at varying levels, but at least some of them are already acting in a digital, global operating environment. How do we respond to this demand?

Higher education institutions have had a wide variety of experiences with national collaboration projects relating to teaching or study administration. They do not always leave people hungry for more. But let’s not indulge those that gripe about the past. We must shape for the coming decade a new digital vision for joint learning, implement it ambitiously, and value the experiences of working together which we already have.

 

AAPA and FUCIO: Collaboration of universities in digitalization for decades

Jaakko Riihimaa, IT General Secretary, AAPA (Human network of CIOs in Universities of Applied Sciences), jaakko.riihimaa(at)haaga-helia.fi
Teemu Seesto, IT General Secretary, FUCIO (Human network of CIOs in Universities), teemu.seesto(at)utu.fi

In Finland both universities and UASes (Universities of Applied Sciences) have a human network of CIOs (chief information officers). Although all universities compete with each other, these networks cooperate closely with each other and share knowledge. In both networks there is a ”stooge”, an IT General Secretary working full time. Common expert groups in the fields such as cyber security, privacy issues, enterprise architecture, contract management as well as identity management, work efficiently within that framework. A wide variety of data is also collected and the results are shared annually.

Key words: CIO (chief information officer), knowledge sharing, co-operative networks, digitalization

 

The new role of IT in digitalization

Anssi Hietaharju, M.Sc. (Admin.), Advisor, Sofigate Oy, anssi.hietaharju(at)sofigate.com
Mari Nyrhinen, D.Ed., ICT Manager, Diaconia University of Applied Sciences, mari.nyrhinen(at)diak.fi

Digitalization has created a wave of change in many industries. Organizations now invest increasingly on digitalization in pursuit of innovations, increased effectiveness and modern customer experiences.

As new information technologies infiltrate to a variety of activities the organization is engaged with, it generates a risk that digital development becomes fragmented and every digital service composes an independent entity. Therefore, it is crucial that the IT functions and core functions in the organization work in close cooperation to ensure that the services in the organization produce the highest possible added value for both its internal and external customers.

This article presents the mindset of the Business Technology standard (BT standard) that was published by the Business Technology Forum in January 2019. BT standard offers a strategy, including a set of best practices, tools and structures, for organizing and coordinating technology management as whole across the entire organization. Moreover, this article shows how technologies in BT standard have been categorized in different technology areas.

In addition to the point of views of the BT standard, the article provides some tips on how to get started in building a BT mindset in your own organization.

Key words: Business Technology standard, digitalization, information technologies

 

Framework for Digitally-Competent Educational Organisations: DigCompOrg

Kari Helenius, M.Sc. (Tech.), CIO, Häme University of Applied Sciences, kari.helenius(at)hamk.fi
Lotta Linko, M.A., Quality Manager, Häme University of Applied Sciences, lotta.linko(at)hamk.fi
Henna Pirttilä, M.A., Development Manager, Häme University of Applied Sciences, henna.pirttila(at)hamk.fi

New technologies are changing education at organisational and pedagogical level. New digital competencies are required from students, staff and support functions. This article discusses how DigCompOrg (Kampylis, Punie & Devine 2015) has been utilised at three different levels at HAMK: to promote strategic development, structure enterprise architecture and organise team work.
DigCompOrg is a European framework for the digital competence of an educational organisation. It covers leadership and governance, teaching and learning, professional development, assessment, content and curricula, collaboration and networking, and infrastructure.

At strategic level DigCompOrg provides a frame for developing the core competences of HAMK’s (Häme University of Applied Sciences) ICT: facilitating digitalisation, information management and automation, data-driven decision-making and agile service development. Embedded in enterprise architecture, DigCompOrg reveals the interdependencies between development projects that affect skills, processes, data, information systems, technologies and digital infrastructure. HAMK’s learning development team have structured their operational roadmap, action plan, targets and tasks in accordance with DigCompOrg.

A shared framework ensures parallel activity at strategic, tactic and operational level.

Key words: digital competencies, enterprise architecture, action plan, digitalization, development

 

A common path towards the future – The Lapland University Consortium’s shared CIO Office and ICT Services

Manu Pajuluoma, M.A., CIO, University of Lapland & Lapland University of Applied Sciences, Manu.Pajuluoma(at)ulapland.fi
Markku Taipale, M.A., CIO, University of Lapland & Lapland University of Applied Sciences, Markku.Taipale(at)lapinamk.fi

Lapland has over ten years of successful contract-based cooperation in providing ICT services for higher education institutions.

The introduction of the Lapland University Consortium’s shared CIO Office and ICT Services at the beginning of 2019 marks the next major step forward in the consortium’s strategic development efforts. In connection with the reorganization, sixteen employees of the Lapland UAS made a transition to the new Group CIO Office and ICT Services organization operating at the University of Lapland.

The organizational change process was co-designed with the employees involved in the change. During the initial stages of the development work, descriptions of the current state of the operations were produced and the vision of the Group CIO Office and ICT Services was outlined. The results of audits and evaluations carried out in our work community were utilized in the process. Based on the initial investigations, working groups of experts were set to develop the organizational structure and to define the core tasks, roles and responsibilities.

The activities of the Group CIO Office and ICT Services of the Universities are based on shared policies and services. Development is guided by a common enterprise architecture, common information security policies and a shared customer care model.

Key words: Information management, ICT Services, change management, collaboration, joint planning, University Consortium

Karelia is led by information

Mikko Penttinen, Quality Coordinator, Karelia University of Applied Sciences, mikko.penttinen(at)karelia.fi
Lauri Hänninen, ICT-planning Officer, Karelia University of Applied Sciences, lauri.hanninen(at)karelia.fi

Changes in the higher education funding model and the reductions of funding have resulted in the need for systematic monitoring and anticipation of higher education operations and economy. A large amount of real-time data is available in many different systems and the challenge has been the management of this amount of data and the use of the information as a support for the management in decision-making. Based on this need, Karelia University of Applied Sciences started to develop a knowledge management tool, Karelia-Vipunen. The success of the development work was based on cooperation between IT and other units at the higher education institution. This article describes the development history of Karelia-Vipunen as well as the use of its data in the monitoring of operations and economy.

Key words: Karelia University of Applied Sciences, knowledge management, data administration, Karelia-Vipunen, cooperation

IT benchmarking for better knowledge management

Tuomo Rintamäki, M.Pol.Sc., M.Sc. (Econ.), CIO, Metropolia University of Applied Sciences, tuomo.rintamaki(at)metropolia.fi
Juha Venho, M. Eng., CIO, Turku University of Applied Sciences, juha.venho(at)turkuamk.fi
Teemu Seesto, IT General Secretary, FUCIO (Human network of CIOs in Universities), teemu.seesto(at)utu.fi

How digitalization in universities of applied sciences (UAS) correlates with their spending on IT resources?
How much are we spending on IT? How does our spending on IT compare with other UASs?
If we know the structure of our IT costs can we improve the impact of IT on core functions?

Most Finnish UAS are participating in BenchHEIT survey (BM) with the aim to find answers to these questions and to be able to provide recommendations to UAS management to improve the impact of IT resources.

BM is a survey on IT costs and volumes of higher education institutes. Its participation is voluntary and free of charge. The survey has been invented and is being developed and managed as a EUNIS Task Force.

From the BM analysis we can find out that IT costs in relation to student FTE have decreased about 7% during the last five years. During 2013–2017 the share of IT expenditure out of total expenditures of the Finnish UASes has remained fairly stable, about 6.5% . According to these figures there has not been heavy inputs on digitalization. On the other hand, the space allocated to IT classrooms have decreased 38%.

In the BM analysis it is possible to pick up other universities and put them in comparison by all indicators. E.g. the top management of Turku UAS prefers to be compared with other big Finnish UASes. Regular, annual participation in BM survey makes it possible to draw time series and to find out core development trends. IT chiefs of Finnish UAS have introduced permanent process to improve the reliability of BM data and thus improve its value in comparison.

Key words: Benchmarking, IT-costs, digitalization

 

Project portfolio management enables data management

Outi Pelkonen, BBA, Planner, Turku University of Applied Sciences
Johanna Krappe, M.A., Head of Research, Development and Innovation Services, Turku University of Applied Sciences
Juha Venho, Master of Engineering, CIO, Turku University of Applied Sciences

In the year 2014, TUAS faced severe problems in project portfolio management. The portfolio and project management system did not support the processes nor the information management. TUAS decided to start a digitalization project where the project processes would be developed and a new project portfolio management system would be purchased. The aim was to enhance portfolio management, streamline the processes and decrease the number of systems and Excel files in use. After extensive internal planning and requirement phase and a short deployment phase, the TEPPO system was implemented on the 1st of June 2017. Roll-out was made progressively in line with the changes in processes and different functionalities were taken into use monthly during the first half a year. There have been over 400 monthly users, which means more emphasis needs to be given to the training and instruction. Trainings will be organized continuously for new and advanced users in order to ensure the adoption of the new system and procedures. A crucial prerequisite for success in these kind of changes is the clear support and commitment of the management board. Evaluation of the implementation shows that other critical factors are communication and engaging a wide range of the users in the planning phase. TEPPO is now a permanent part of TUAS’ continuous development cycle.

Key words: Project portfolio management, RDI-projects, Digitalization, Information systems

 

Using data – perspectives on data management in University of Applied Sciences

Seliina Päällysaho, PhD, M.Sc. (Econ.), Research Manager, Seinäjoki University of Applied Sciences, seliina.paallysaho(at)seamk.fi
Jaana Latvanen, M.Soc.Sc., Information Specialist, Seinäjoki University of Applied Sciences, jaana.latvanen(at)seamk.fi

The questions relating to the data management have arisen to a significant role in R&D work, public administration as well as in business. The collected data can be used to create new ideas but also provide the companies a good opportunity to develop their business and new products. The most common datasets in research, development and innovation projects of the universities of applied sciences are often collected by inquiries and interviews. The data management is very complex. The processes of storing and opening the data sets are still undeveloped and need to be improved.

This article represents the handling of the data which is created in the Finnish UAS (Universities of Applied Sciences) and brings out the special characteristics of the data management especially of the projects which are carried out in the company cooperation.

Key words: open R&D, open science, universities of applied sciences

 

Let’s learn in digicampus – meaning Where?

Matti Sarén, PhD, eMBA, President/CEO, Kajaani University of Applied Sciences, matti.saren(at)kamk.fi
Jaakko Riihimaa, PhD, IT General Secretary, AAPA (Human network of CIOs in Universities of Applied Science), jaakko.riihimaa(at)haaga-helia.fi
Jukka Ivonen, B.A., CIO, Haaga-Helia University of Applied Sciences, jukka.ivonen(at)haaga-helia.fi
Petri Silmälä, M.A., Coordinator, Metropolia University of Applied Sciences, petri.silmala(at)metropolia.fi
Sonja Merisalo, MScEng, UX Designer/Trimico Oy, sonja.merisalo(at)trimico.fi

Wake up to the future world, where a helpful kyborg is a housemaid and instead of mom there is an eMommy reminding you to go to the next lecture. To be precise, the lecture has changed to a global module which is held in a hologram space online. Actually, the whole concept of education has evolved: professional qualification has compartmented to a portfolio of know-how. AI takes care of the routine and technical issues. In learning, person´s self-direction is still important. Digitalization has changed the traditional educational structure: a resource-driven individual´s knowledge path is the way to learn. VR enables different kind of simulations and AR makes it easy to learn e.g. human anatomy. The best learning environment depends on the student, demands of the educational institute and features of the subject and the course. New technologies bring machine learning and AI algorithms to student guidance. Teacher is more of a “with learner” or “with supervisor” supported by technology.

Key words: learning, digital campus, virtual reality, learning environment, know-how, pedagogy, information management

 

IT management, digitalization and pedagogy

Tore Ståhl, M.Ed., Educational Researcher, Arcada University of Applied Sciences, tore.stahl(at)arcada.fi

End-users often think of IT management as distributing gadgets and maintaining network connections. The most crucial management, however, happens in the background in terms of data and user management.

Digitalization is the buzzword of this century, although it is often unclear what it includes, and what we want to achieve through digitalization. Within higher education, digitalization should be student and learning oriented.

Higher education pedagogy and learning is characterized by an increasing portion of activities on-line, which decreases or at least alters several aspects of communication, such as the lack of visual cues. Partly due to this, learning analytics has become interesting since it can provide us with cues regarding student behaviour.

Digitalization, on-line learning and learning analytics are connected by their dependence on the user identification provided by the IT management. Although IT infrastructure is a prerequisite for digitalization, it should be subordinate in relation to learning and pedagogy.

Vilken är IT-förvaltningens roll då högskolorna digitaliseras? Denna artikel är avsedd att ge den vanliga användaren en förståelse för IT-förvaltningens roll i högskolan generellt, och att presentera några reflektioner runt digitalisering, pedagogik och lärande (oppiminen). Reflektionerna härrör ur flera perspektiv, dvs. mina 10 år som ”adb-ansvarig”, 14 år som nätpedagogisk utvecklare och en 4 års sejour som IT-chef.

Key words: information management, user management, learning, digitalization, learning analytics

 

The co-operation between an academic library and IT services in producing digital services

Minna Kivinen, M.A., Information Systems Specialist, Häme University of Applied Sciences, minna.kivinen(at)hamk.fi
Sinikka Luokkanen, M.A., Information Services Manager, Häme University of Applied Sciences, sinikka.luokkanen(at)hamk.fi

Diversification of studying styles and an increase in commercial higher education form an additional challenge for university libraries when providing services and materials. In the case of printed materials, it is easy for the library to serve all customer groups, but there are challenges in the field of digital services and the supply of electronic material. Libraries acquire licensed e-materials both via FinELib consortium and by themselves. Contracts are made for each individual organization and costs depend on the volume of users. Access to e-materials stem from network settings; users who have rights for using e-materials should be able to connect to materials on campus as well as off-campus. Mobile and digital services are designed to serve university’s own students and staff. Finnish university libraries are open to the public and library staff must be aware of which services can be offered to different customer groups. Library staff have ongoing dialogue with university’s IT services to maintain library services and to find solutions to overcome technical barriers.

Key words: academic libraries, licensing, user groups, digital services

 

Information managers in co-operation

Marjo Valjakka, MBA (eServices and Digital Archiving), Planner, Data Management, Data Protection Officer, Laurea University of Applied Sciences, marjo.valjakka(at)laurea.fi

Information management is a legislated obligation for the universities of applied sciences but also an essential part of digital processes, securing the operations and management of reputation. Still problems in information management can be found in all the universities of applied sciences.

IT department has traditionally taken care of technical requirements of data management whereas the content and quality of information has been the responsibility area of records management professionals. The digital world needs, however, more cooperation between these two units as well as between the whole personnel. Every employee has to understand their role in handling the data.

Due to the requirements of legislation and digitalization, it seems that the time is now right for the concrete development of information management internally but also between the universities of applied sciences. One example of cooperation are CSC’s five idea paths concerning digital record management methods and digital archiving.

Every development project requires resources. That is why it is essential that the administration is committed for the development procedures and that the employees can see their benefits for themselves. Collaborative working methods, strategy based operational models as well as consistent training are the means to achieve high-quality managed information management and genuinely digital service processes in all the universities of applied sciences.

Key words: information management, record management, co-operation between UASes

 

Possibilities of utilizing artificial intelligence in customer service operations of service organizations

Sebastian Fagerström, MBA, Head of Sales, SME, Finland, If Insurance, sebastian.fagerstrom(at)gmail.com
Keijo Varis, D.Sc. (Business Administration and Economics: Management and Leadership), Principal Lecturer, School of Leadership, Master School of Engineering and Business, Turku University of Applied Sciences, keijo.varis(at)turkuamk.fi

This article discusses the possibilities of utilizing artificial intelligence in customer service activities in the service sector, especially in the insurance sector. To sum up, by utilizing correctly, artificial intelligence enables the development of customer service functions, both in terms of cost efficiency and quality of services. From the point of view of both the customer and the service organization, the combination of artificial intelligence applications and services provided by people is best suited to a customer-oriented and cost-effective service organizations. Artificial intelligence applications can automate simple and routine customer service situations and tasks, leaving more time for customer service personnel to handle situations and tasks that require emotional intelligence and extensive understanding and profound knowledge. As a whole, the service speeds up and the quality improves. However, the exploitation of artificial intelligence in the service sector of customer service organizations requires the creation of a comprehensive artificial intelligence strategy and its coordination with the service organization’s competition strategy, customer service strategy and IT strategy.

Keywords: Artificial intelligence, customer service, artificial intelligence strategy, learning systems

 

PEPPI – Digital Service Environment for Higher Education Institution management

Virve Peltoniemi, MBA, ICT Manager, Tampere University of Applied Sciences, virve.peltoniemi(at)tuni.fi

Peppi-ecosystem has expanded into the most significant ERP Service for Higher Education Institution (HEI) management. Peppi provides role-specific desktops and e-services for students, teachers, planners, higher education services and administrators.

Peppi offers interfaces for integration and there are also many plugins made by universities or commercial operator. Universities can acquire these plugins from the owner (HEI) or commercial operator.

Vision for Higher Education and research in Finland 2030 also set the sights on the Digital Service Environment consisting of digital services by HEI’s themselves and also shared digital services. How Peppi supports all this digital transformation?

Firstly, Peppi development model was improved in 2018. Six thematic groups of HEI-specialists drive forward system and service development. Secondly, service for Cross-Institutional Studies development project has started. Thirdly also accessibility testing of Student Desktop in on the way in 2019. In addition to all that new digital Peppi-service for the Management of Further Education, Extension Studies and studies in the Open University of Applied Sciences (UAS) has been released. As well there are some interesting Learning Analytics and Recognition of Prior Learning services in progress.

Key words: ERP Service, Peppi-ecosystem, digital service environment

 

The digitalisation of higher education institutions increasingly relies on a fast and reliable network

Harri Kuusisto, Funet Development Manager, CSC – IT Center for Science, harri.kuusisto(at)csc.fi
Maria Virkkula, Communications Specialist, CSC – IT Center for Science, maria.virkkula(at)csc.fi
Matti Laipio, Development Manager, CSC – IT Center for Science, matti.laipio(at)csc.fi

Can you imagine life without the internet? The university and research network serves as a backbone of everyday lives of students.

Functioning network connections facilitate smooth web surfing for students in a fast and reliable campus network. In today’s world, the day-to-day work of higher education institutions would practically come to a grinding halt without functioning network. Throughout its history Funet, higher education institutions’ common network, has aimed at breaking boundaries and records. It opened the door to the global internet for Finland 30 years ago. Since then, the network has been updated regularly. In the planning of the current update of the network, the aim has been to find a solution for the all future needs of students and personnel of higher education institutions.

Key words: internet, Funet, data communications, success story

Data protection was enhanced by training

Matti Kuosmanen, Lic.Phil., Data Protection Officer, Savonia University of Applied Sciences, matti.kuosmanen(at)savonia.fi
Olavi Pesonen, M.A., B. Eng. (Information Technology), IT Manager, Karelia University of Applied Sciences, olavi.pesonen(at)karelia.fi
Kari Kataja, M.Sc. (Eng.), M.A., M.Sc. (Econ.), M.Ed., Information Systems Manager, Data Protection Officer, Häme University of Applied Sciences, kari.kataja(at)hamk.fi

In 2017-2018, the Public Administration Information Management Advisory Board (JUHTA) and the Public Administration Digital Security Steering Group (VAHTI) organized two joint data protection projects.

In connection with these projects, the Population Register Center organized a security and data protection management training (TAISTO18) in November 2018. The aim of the exercise was to develop organizations’ capabilities to manage security breaches. About 235 public administration organizations participated in the exercise, of which seven were universities of applied sciences and eight were universities.

The exercise was successful and participation was felt to be useful. It is necessary to continue training in crisis situations. This is what TAISTO19 will do next autumn.

Key words: privacy, data security, TAISTO18, GDPR

 

Facilitating challenges for the interpretation of the EU Data Protection Regulation: cooperation and codes of conduct

Maria Rehbinder, LL.M., Certified Information Privacy Professional (CIPP/E), Senior Legal Counsel, Academic Legal Services, Aalto-yliopisto, Vice Chairman of LIBER Working Group on Legal Matters
Ulla Virranniemi, LL.M., M.A., Data Protection Officer, Lecturer, Oulu University of Applied Sciences, ulla.virranniemi(at)oamk.fi
Kari Kataja, M.Sc. (Eng.), M.A., M.Sc. (Econ.), M.Ed., Information Systems Manager, Data Protection Officer, Häme University of Applied Sciences, kari.kataja(at)hamk.fi

Codes of conduct makes easier to contribute to the proper application of GDPR, taking account of the specific features of Finnish universities. Data protection officers of Finnish universities co-operate to create codes of conduct for research and student administration. Common codes of conduct reduces the need for local interpretation.

Key words: data protection, GDPR, codes of conduct, Higher education

 

Bank of Ideas – Collaboration, Visibility and Agile Experiments

Antti Mäki, Director, CSC, antti.maki(at)csc.fi
Outi Tasala, Customer Solution Manager, CSC, outi.tasala(at)csc.fi
Jussi Auvinen, Data Administration Contact, CSC, jussi.auvinen(at)csc.fi
Karoliina Ahtiainen, Customer Solution Trainee, CSC, karoliina.ahtiainen(at)csc.fi

Ideapankki, ”Bank of Ideas”, is a service with the intention of collecting, sharing and progressing development ideas to further the digitalisation of higher education and research in Finland. The service was developed in cooperation between AAPA and FUCIO, networks for Finnish Universities’ and Universities of Applied Sciences’ Chief IT Officers, and CSC – IT Center for Science. Ideapankki brings forth and discloses development needs and ideas to everyone in order to enable discussion on these while aiming to find the right body to progress and do pre-studies on these development ideas. Ideapankki has been in a trial use for about a year at the time of the publication, and experiences gained from this have been encouraging. Over 50 ideas have been submitted to the Ideapankki, and the idea committee, selected CIO’s from the CIO networks together with CSC have proposed ideas to different tracks for furthering them. Any representative of higher education or research institutions can propose a new development idea for Ideapankki.

Key words: Ideapankki, digitalisation, development ideas, cooperation, agile experiments, idea modelling, CSC

 

 

Abstracts No 1/2019

Editorial: Strong competence-based learning in higher education

Asko Karjalainen, D.Ed., Director, School of Professional Teacher Education, Oulu University of Applied Science

Competence-based learning is a multi-levelled phenomena. In the higher education sector, the term has until now generally referred to the wording of competence objectives for degree programmes that was developed during the Bologna process. In vocational upper secondary education, however, the term has a whole extra level of meaning. According to the vocational education reform, competence-based learning means carrying out the education process in such a way that the student progresses along an individualised study path which takes into account their initial competence level. The competence which the student already has is identified and all eligible previous experience and training is credited. Teaching and instruction is provided in order to supplement this prior competence and attain the learning objectives of the degree programme. Competence is shown through demonstrations in genuine work tasks or equivalent simulated situations. This method is referred to as strong competence-based learning.

Strong competence-based learning has a long history in Finland. The story begins in 1994, when the competence-based qualification system was initiated in vocational adult education. Currently, all vocational education is demonstration-based and individualised, in accordance with the principles of strong competence-based learning. There is therefore an abundance of experience and research knowledge on offer which all higher education institutions would do well to take a look at. Strong competence-based learning presents challenges to both educational institutions and teaching staff. The biggest challenge is in changing the way that both the teacher and the student operate. On the other hand, this method opens up almost revolutionary perspectives in education planning, implementation and development. The concept of competence acquires extra depth, as does the understanding of the core of the teacher’s work and the student’s responsibility. The pedagogical significance of education’s connection with the workplace becomes clear and guides the path of development.

Strong competence-based learning involves learning psychology that is really spot on. The method implements in an excellent way the foundational learning principle that all new learning should be based on previous learning. Although this principle has been known for a long time, its implementation in the traditional model depended on the teacher’s pedagogical imagination. In competence-based education, the student’s prior competence is always examined and any observed deficiencies are corrected before new things are taught. The studies then progress towards new competence in line with the student’s requirements and capabilities. If we would now start to act in this way, I believe that our higher education teaching would obtain even better qualitative results and would easily meet the quantitative objectives set by the Ministry.

Does strong competence-based learning fit with higher education teaching? It would seem to fit at least with professional teacher education and master’s degrees from universities of applied sciences. Positive experiences with both of these have already been obtained, and there are already examples available of good practices. There are no structural or operational barriers to the process of making the operating model for higher education institutions entirely competence-based. The old way of teaching and studying is deep in our culture, however, and this can lead to impassioned debate that has little to do with the facts. If renewal is the goal, the best course of action is to experiment and develop. Strong competence-based learning has to be studied in practice so that we can learn the opportunities it presents for higher education degree programmes. Debating different ideas without having any personal experience of the matter is hardly likely to move anything forward in practice. If all Finnish universities of applied sciences would try out strong competence-based learning without delay, even in just one degree programme, we would soon obtain a lot of data and material for constructive discussions as well as signposts for genuine development. Isn’t it time to shift from thought to action? Let’s challenge the universities to join the experiment as well!

 

Foundations of competence-based education: Universities of applied sciences and the theory of knowledge

Hannu L. T. Heikkinen, Professor, Finnish Institute for Educational Research, University of Jyväskylä

The article examines the epistemological foundations of universities of applied sciences in Finland. A special focus is on the concept of competence-based education (“osaamisperustainen koulutus”) which has become popular in the Finnish discussion about education, but especially concerning the education given by universities of applied sciences. The author claims that the national discussion about competence based education is based on a ‘limited view’ on universities of applied sciences, focusing mainly on technical and practical issues. The author advocates an ‘encompassing view on universities of applied sciences’ instead. In Aristotelian terms, the encompassing view covers not only the technical (‘techne’) the practical (‘phronesis’) dispositions, but also the theoretical (‘episteme’) dispositions to knowledge as well as critical-emancipatory interests. This idea is based on Stephen Kemmis’ interpretation which integrates Aristotelian views on knowledge with Jürgen Habermas’ theory of knowledge and human interests. The central message of this theoretical article is that the encompassing view on competence-based education is essential in our times of eco-crisis, and education must provide the future generations thinking tools to overcome the global challenges which we have to solve in the near future.

Key words: forms of knowledge, knowledge interests, research, universities of applied sciences

 

By using evaluation criteria are we assessing how the learning objectives have been reached?

Anna Nykänen, M.Ed., Specialist in Education, Laurea University of Applied Sciences

Common evaluation criteria for bachelor studies have been renewed at Laurea University of Applied Sciences and taken into use in January 2019. In the article, it is argued that from the point of view of competence-based education common criteria are not as helpful for assessment as study unit specific criteria would be in the study units. However, in case of project studies or work-based learning we should be able to assess and recognize unexpected competences.

Key words: evaluationevaluation criteriacompetence-based educationcompetencies

 

Competency based evaluation unifies Finnish nursing education and the quality of the education

Marja Silén-Lipponen, Ph.D., Principal Lecturer, Project Manager, Savonia University of Applied Sciences
Paula Mäkeläinen, Dr.Sc., Principal Lecturer, South-Eastern Finland University of Applied Sciences
Tiina Nurmela, Ph.D. (Nursing Science), Principal Lecturer, Turku University of Applied Sciences

The YleSHarviointi project is expected to develop competence-based evaluation for generalist registered nursing students education (180 ECTS). The aim of the project is to verify the competency level required for pre-licensure generalist registered nurse students and help to ensure that a sufficient and consistent level of professional nursing qualifications are offered by all registered nursing programs. The assessment also makes it easier for nursing students to progress in their studies, supports the return to work for those nurses, who have been absent from nursing for a some time, and helps to compare the learning outcomes of nursing qualifications both nationally and internationally.

Key words: competence-based evaluation, national evaluation model, nursing qualifications, healthcare

 

Case: competence-based practice carried out in an employment relationship

Anniina Friman, Biomedical Laboratory Scientist (Master’s degree), Part-time Lecturer, Turku University of Applied Sciences
Kaisa Friman, Nurse, M.Sc. (Health), Lecturer, Turku University of Applied Sciences
Tiina Tarr, Physiotherapist, M.Sc. (Health), Student Coordinator, Turku University Hospital
Tuija Lehtikunnas, Nurse, Dr.Sc. (Health), Hospital Director of Nursing, Hospital District of Southwest Finland
Sini Eloranta, Nurse, Dr.Sc. (Health), Docent, Principal Lecturer, Turku University of Applied Sciences

The aim of this project of Turku University Hospital and Turku University of Applied Sciences was to create an innovative and competence-based way to run a practical training and to create a model in which working, studying, recognition of prior learning and work experience could be intergrated. In this project three practical nurses, who studied their bachelor’s degree were hired to share shifts of one practical nurse’s vacancy for a four months’ period. Students completed an internship of 6–8 ECTS alongside their other studies.

Results showed that practical training supported students professional growth and strengthened their competence in various ways. In terms of employment, students experienced pressure on expertise, which in this case turned out to be a major motivating factor. For those students who already had families, the recognition of prior learning and the financial compensation was the main driving force to take part in this type of practical training.

This type of competence-based practical training builds a completely new form of co-operation between a school and a workplace by supporting students for smooth adaptation to working life.

Key words: competence-based learning, mentoring, practical training, employee, multiform studies, healthcare

 

Health and social services are reformed – how about educations?

Soile Juujärvi, Dr.Pol.Sc., Principal Lecturer, Laurea University of Applied Sciences
Timo Sinervo, Dr.Pol.Sc., Research Manager, National Institute for Health and Welfare 
Olli Nummela, Ph.D., Researcher, National Institute for Health and Welfare 

The health and social services system in Finland is undergoing a huge reform that strives for more efficient and effective services, improved health, wellbeing and equality among citizens. The guiding principle is to increase freedom of choice in services, while the citizen can choose a service provider from among a variety of authorised providers from the public, private or third sectors. Services are supposed to be integrated packages adjusted to individual needs, and pathways within services will be smoother. The successful reform requires a paradigmatic change in ways of conceptualising and implementing competences in profession education and vocational training. While competence-based curricula allow to specify knowledge, skills and attitudes, they offer valuable tools for creating new competences and updating old ones among health and social care students and professionals. Implications of new competence needs for education and pedagogy are discussed.

Key words: Health and Social Services Reform, health care and social services, competence-based curriculum,  competency, service integration, stncope

 

Student always at the center – students’ experiences in competence-based special needs teacher education

Pirkko Kepanen, D.Ed., Special Needs Teacher (retired)

The article is based on a doctoral dissertation, the material of which was gathered in a vocational special needs teacher education programme implementing a competence-based curriculum in 2014–2016.The research results show that the competence-based educational model represents a new learning method of which the adult students involved in the study did not have previous experience.

Key words: University of Applied Sciences, vocational special needs teacher education, competence-based approach, self-assessment, reflection, reconstruction

 

Competence-based circular economy teaching

Marketta Virta, M.A., B.Eng., Turku University of Applied Sciences
Pia Haapea, Lic.Tech., Principal Lecturer, Lahti University of Applied Sciences
Taru Owston, M.A., Lecturer, Tampere University of Applied Sciences
Asseri Laitinen, M.A., Lecturer, VAMK University of Applied Sciences

The scarcity of resources on our planet forces us to re-think our ways of consuming, producing and educating. The move from a linear economic model to a circular one requires educated people who are able to assess the life cycle of a product and work together with others to create new services and long-lasting products.

The Finnish Innovation Fund, Sitra, financed a project “#kiertotalous” to create a manual and a toolbox for educators who want to help their students learn about the circular economy model. The methods have been in use in three universities of applied sciences who now had to put in writing what they have been doing in such a way that three other universities were able to use the model.

The method all use the format of a project where students work in teams. There is no circular economy without close collaboration of people from different fields, so multidisciplinary teams are encouraged. The students receive a brief and work a for a client that can be a business, an authority or an individual. They are asked to evaluate themselves and their peers and they receive feedback from the client.

The projects vary from short 24-hour events to processes lasting the whole term. Learning important innovation and work-related skills, both students and their coaches bring forth hope for our planet.

Key words: circular economy, learning methods, multisectoral, technology, design, business economy

 

Competence-based studies in higher education – the roles of teacher and student during change

Merja Sinkkonen, Dr.Soc.Sc., Head of Master’s Degree Programme, Principal Lecturer, Tampere University of Applied Sciences
Annukka Tapani, Dr.Pol.Sc., Principal Lecturer, Tampere University of Applied Sciences
Jussi Ylänen, Lic.Phil., Principal Lecturer, Tampere University of Applied Sciences

The aim of this article was to study how a teacher and master-level students effect on the learning outcomes during the “Project Competence” course.

Our data consists of questionnaires (N= 53) gathered form master-level students in the university of applied sciences in the end of the course “Project competence” in May 2017 and 2018. We asked the students to divide their learning outcomes (100%) among different actors (student, teacher, student group and working life). And estimate the realization and ideal state of their learning outcomes and justify their answer. In this article we focus our attention to the answers dealing with students themselves and the role of teacher.

As a result of this study we found that it is important for a student to take responsibility for his/hers own development like employees need to take responsibility for their own development.

Key words: competence-based, learning, teaching, master’s degree, development expertise in pedagogy

 

Development of competence-based curricula in the Lapland University of Applied Sciences

Helena Kangastie, M.Sc. (Health), Head of Development, Lapland University of Applied Sciences

The merging of two Lappish universities of applied scienses in 2014 was accelerated by the development of competence-based curricula. The development Project (OPS2017) was conducted in 2014–2017 and its main objective was to build competence-based curricula for all education programmes. In addition, the key objective was to harmonise the ways of organising learning. The student’s learning process was at the centre of the development. In this article, I describe that development work and its results.

Key words: competence-based curriculum, university of applied sciences, organising learning

 

Professional Teacher Education and the Competence Frames of References

Seija Mahlamäki-Kultanen, Ph.D., Docent, Dean, School of Professional Teacher Education, Häme University of Applied Sciences
Iiris Happo, D.Ed., Principal Lecturer, School of Professional Teacher Education, Oulu University of Applied Sciences
Sirpa Perunka, D.Ed., Senior Lecturer, School of Professional Teacher Education, Oulu University of Applied Sciences

Professional teacher education targets at teachers in vocational institutions and universities of applied sciences. The education provides a general pedagogical qualification. According to legislation, professional teacher education includes the basics of educational science, professional pedagogical studies, teaching practice and optional studies. Haaga-Helia, Häme, Jyväskylä, Oulu and Tampere Universities of Applied Sciences (UAS) have the permission to offer teacher education. These UASs are participating in the Teacher Training Forum and Teacher Training Development Project (OPEKE) organized and funded by the Ministry of Education and Culture. Teacher Training Forum has outlined a common frame of reference for competences expected from all kinds of teachers. They are comprehensive subject specific knowledge, creative expertise and agency as well as constant development of oneself and the community’s competence. An earlier analysis by Mahlamäki-Kultanen and Nokelainen (2014) demonstrated that teacher education is competence based and the competence targets in all UASs are on a high professional level and are quite uniform. In 2019, the OPEKE-team analyzed the latest curricula. It proved out that the competence targets are in line and correspond with the Finnish National Qualifications Framework level 7. The competence requirements include, among others, a comprehensive understanding of their own field, readiness to apply scientific research and methods in practice as well as competence to act as an expert and innovator in their professional field teaching

Key words: professional teacher education, competence based education, curriculum

 

Strive for strong and competent region

Tiina Kirvesniemi, D.Ed., Project Manager, South-Eastern Finland University of Applied Sciences
Leena Muotio, Ph.D., Principal Lecturer, South-Eastern Finland University of Applied Sciences

Universities of Applied Sciences have an important role in regional developing. The fields of developing vary in question of target groups, objectives and developers. Both RDI and teaching act in regional developing in different areas and ways. To improve regional developing, it is necessary to focus the functioning of internal operations of the university. According to workshops held to four teams of Culture and Arts and RDI-team of Creative Industries, the RDI-staff and teaching seem to work quite separated, like trains in different trails. This leads to situation where the students are unused potential in RDI projects and they miss opportunities to widen their competence-based learning contexts. It is crucial to get to know each other in RDI and teaching so that teachers and students can participate in project planning, realization and implementation. Then it is possible to answer the challenges of regional development as united.

Key words: Culture and Arts, Creative Industry, teaching, competence-based approach, RDI

Assets based community participation and place making

Authors: Kate Miller, Ronald McIntyre & Gary McKenna.

This paper discusses how processes of community development and community education tend to be dominated by a deficit discourse that is influenced by neoliberal political and economic forces. It provides an example of how a community outreach programme can turn the tide on these processes by implementing assets based approaches to place making and working with young people. Assets based approaches value the resources that exist in the community and build on the strengths and affordances of communities. We identify that there are a parallels between deficit models of community development and deficit or ‘banking models’ of education. We argue that a strong assets based approach that emphasises and values the experience of community members is an effective way to empower communities to make positive change.

Introduction

This paper arises from an Erasmus + project funded to share innovative practice of assets based approaches to community participation and develop collaborations across Higher Education Institutions and community groups across Europe. The University of the West of Scotland, in collaboration with our partners at Laurea University of Applied Sciences in Finland, University of Bologna in Italy, University of Maribor in Slovenia and The University of Southern Denmark have been working with community stakeholder groups that are implementing assets based approaches to working with communities. The work done by our community partners emphasises the importance of valuing the lived experiences of community members and also valuing community places and how these are made.

All of our partners have found that implementing an assets based approach is often working in opposition to a dominant narrative in community development and neoliberal policy discourses that emphasises a widely deficit view of communities. This deficit view extends beyond the purely economic aspects of community life. We argue that this deficit view of communities if not challenged can lead to the implementation of practices that accentuates the negative aspects of communities and can further disempower community members hindering the process of making positive change.

What we call a deficit model of place has been challenged on a number of levels, from the tendency to treat economic inclusion in the neoliberal economy as a proxy for inclusion more generally, and in particular from those working within participatory approaches to community development (Macintyre 2016; Shaw & Mayo 2016). There is a parallel between deficit models of community development and deficit or ‘banking models’ of education. Deficit models have been challenged with educators emphasising the need to move from viewing education as a matter of pouring knowledge in, to one recognising people as experts in their own lives.

Deficit Models of Place

This paper focuses on the UK, specifically Scotland, while Scotland has a degree of political autonomy within the UK as a devolved nation, political discourses within the “Public Sphere” are shaped at the UK level (e.g. Mooney & Scott 2016). As one of the first countries to industrialise, the UK then became one of the first to deindustrialise, the communities, which had built up around those industries suffered the loss of these jobs (Harvey 2006). Many of these industries were based in the West of Scotland, in Glasgow and its surrounding area.

The sense that these places were “left behind” as the economy moved on was further developed through the structure of programmes aimed at supporting the economic regeneration of these areas. These policies came to the fore in the UK under the Labour Government of Blair in 1997 through its work on Social Exclusion/Inclusion. Levitas et al. (2007) identified three main themes within social exclusion, the first theme relates to lack of resources, the second looks at social cultural aspects, and has been called the moral underclass discourse (MUD), the third embraced by Labour was the social integration discourse. It suggested that poverty in these communities was not so much a material problem relating to a lack of resources but a social one.

Deficit models of Education

Freire (2007) argued that mainstream education operates using the ‘banking model’ where learners are considered to be empty vessels and educators the providers of knowledge. Many young people in these ‘left behind’ communities struggle to succeed in mainstream education. In some places community outreach organisations (NGOs) are developing in order to provide alternative educational spaces that young people can access and where they can participate in dialogical and creative activities in ways that most mainstream educational contexts are not able to support.

Giroux (2005) argues that there is no such thing as a neutral educational process. Education either operates as a means to facilitate the integration of the younger generation into the logic of the present system and bring about conformity to it, or it becomes ”the practice of freedom,” the means by which men and women deal critically and creatively with reality and discover how to participate in the transformation of their world. Freire always viewed history as possibility, ”recognizing that History is time filled with possibility and not inexorably determined,” (Freire 2000, 26). Communities change through place making processes that are connected to political and economic processes. It is important to draw attention to pedagogical practices that can empower communities to make positive change.

Place Making Through Arts Outreach

Below we provide an extract from an interview with a practitioner from an arts outreach programme situated in a community that has suffered effects of deindustrialisation. It illustrates how engagement that draws on the resources of the local community can challenge deficit models of communities and empower community members to make positive changes.

Researcher: How might thinking about your community identity help with your professional practice?

Community worker: A lot of the people we see will maybe have quite a low opinion of themselves, of their communities; their perception of the community might be that they are not the best place to be. I would actually completely turn that on its head. I do not see it that way at all. I see everywhere as an opportunity to be amazing places and I would really encourage folk (people) to think about where they are in those terms, because I think that these are communities that have got long histories of amazing people that have achieved incredible things that have been formally recognised… You know, that is where working with young people is an incredible thing because we can turn that on its head and say: well did you know that this is where the first edition of Robert Burns’ poems was published? You know which is an international and universal book that everybody knows you know “Auld Lang Syne” (meaning times long past). These songs were all published in this town. People think this town has a heavy industries background and it does, but it actually had a creative industries before it had a heavy industries background…We are about to move into a former school which we have taken on as a transfer and that school had two Nobel Peace Prize winners come out of it. The only school anywhere that had two Nobel Peace Prize winners out of it – I mean that is an incredible fact in itself .., it is not a coincidence.

Researcher: Is it about the potential of the community?

Community worker: It is about recognising the potential and it is about understanding where it came from and it is also about the whole thing about the potential of it becoming alive again, or well, it has always been alive and it has always been here. So it is about recognising that and then giving that place opportunity to think about it in those terms going forward and having no parameters at all – it is up to you. It is over to you guys actually you can decide how this goes, you have got that empowerment to take it forward (he is talking about the young people).

Researcher: What opportunities does this open or indeed close off for you as a practitioner?

Community worker: Speaking personally I think the amazing thing that we have done is some fantastic pieces of work with a community facing aspect. The Council and the Government had offered money for our participatory budgeting programme …and the young people were able to secure funding to run a small gallery space in the Burns Mall – which is the local shopping centre… That all came about from a family engagement workshop that I was running with families, a visual art workshop. .. the kids themselves secured the funds to make this happen….we had a gallery preview the way you would have in any gallery. The local press came along and gave us two pages. It was great publicity mothers and fathers; grandparents; and brothers and sisters all came to see it. We sold work and one of the young people created a book and we sold the whole edition and it was really exciting stuff. Drawings and paintings and a digital offer [we showed] all kinds of art. We had fashion and we had other pieces of work as well. So that was an example of how we could look at our community in a positive light and through our professionalism and through our practice we were able to engage with families. We have incredible opportunities to do that kind of a thing on a national scale. I would actually like to see it happening on an international scale. I think we should be having artists and musicians coming to see us from around the world because I think that suddenly becomes again about putting our place on a global map. We are a wee (small) town near to Glasgow and sometimes kids come here and this is the biggest place they have been to. They have never been to Glasgow….but it is about blowing all that out of the water and saying we are actually a town in Europe in the world and I think it is really crucial that we celebrate that. We always have been and we always will be – so why do we not just run with that? Instead of deciding that we have to think that we have to go somewhere else to be a creative person and we have to be somewhere else to be important.

Fig.1. Centerstage wall of strengths-based art produced by local youths as a way of giving them a voice.
Fig.2. Centerstage paper mache tree for pinning the leaves containing young children’s strengths and statements of what they have learned.

Towards a More Radical Approach to Assets Based Community Development

This paper suggests a strong parallel between deficit models in education and approaches to local economic development; this can be traced from the political rhetoric to how this is articulated through policy and practice on the ground. In both we see a tendency to treat people and places as “left behind”, as missing something, this something might be tangible assets such as modern school buildings or it might be intangible like confidence or social capital. We offer an alternative assets based approach, as implemented by the specific arts outreach programme discussed above, as a way of resisting dominant narratives (Negt, Kluge, ([1993] 2016) that treat places which have not been folded into neoliberal capitalism as left behind, and therefore lacking something. It resists a reading from ABCD light, where ideas around assets as commodities become folded into neoliberalism either through support to exploit them or through questions around how and why people are not exploiting them, which itself fits into a deficit model of place. We suggest a deeper more radical engagement with ABCD. This draws on our own work on participatory action research and design (Macintyre 2016), and our engagement with inclusive pedagogies in adult education (Cannell & Macintyre 2017). These approaches reject deficit models of education emphasising the need to recognise people as experts in their own lives and their own communities.

Acknowledgements

We would like to acknowledge the funding from the Erasmus + programme which made the project ‘Designing Collaborative Educational Resources (COERS) for Assets Based Community Participation (ABCP) across Europe’ (Assets com) (ref. 2016-1-UK01-KA203-024403) on which this paper is based possible. We would also like to acknowledge the work of our colleagues in our partner Higher Education Institutions and all of the community stakeholders participating in the project.

Authors

Kate Miller, The University of the West of Scotland, Lecturer in Education, PHD, kate.miller(at)uws.ac.uk

Ronald McIntyre, The Open University, Designer, Executive Masters in Business Studies, ronald.macintyre(at)open.ac.uk

Gary McKenna, The University of the West of Scotland, Research Fellow, PhD, gary.mckenna(at)uws.ac.uk


Cannell P. & Macintyre R. (2017). Free open online resources in workplace and community settings – a case study on overcoming barriers, Widening Participation and Lifelong Learning, 19(1), pp. 111–122.

Freire, P. (2000). Pedagogy of Freedom: Ethics, Democracy, and Civic Courage, Rowman & Littlefield: London.

Freire, P. (2005). Pedagogy of the Oppressed, Continuum: London.

Freire, P. (2006). [1970] ”The banking model of education”. In Provenzo, Eugene F. Critical issues in education: an anthology of readings. Thousand Oaks, CA: Sage Publications. pp. 105–117.

Freire, P. (2007). Pedagogy of the Oppressed. New York: Continuum.

Giroux, H. (2005). Border Crossings: Cultural Workers and the Politics of Education, Routledge.

Harvey D. (2006). Spaces of Global Capitalism: Towards a Theory of Uneven Economic Development, Verso: London.

Levitas R., Pantazis C., Fahmy E., Gordon D., Lloyd E., & Patsios D. (2007). The Multidimensional analysis of social exclusion Project Report by Bristol Institute of Public Affairs for the Department of Communities and Local Government, http://roar.uel.ac.uk/1781/1/multidimensional.pdf last accessed 27th of August 2015.

Macintyre R. (2016). Approaching Participatory Design in ”Citizen Science”. In Design for Learning: 5th International Conference designing new learning ecologies, 18th -20th of May, Copenhagen. http://oro.open.ac.uk/id/eprint/46337

Mooney, G. & Scott, G. (2016). Welfare, equality and social justice: Scottish independence and the dominant imaginings of the ’New’ Scotland. Ethics and Social Welfare, 10(3) pp. 239–251.

Negt O. & Kluge A. ([1993] 2016) Public Sphere of Experience: Analysis of the Bourgeois and Proleterian Public Sphere. Verso: London.

Paton, K., McCall, V. & Mooney, G. (2017). Place revisited: Class, stigma, urban restructuring in the case of Glasgow’s Commonwealth Games. Sociological Review, 65(4) pp. 578–594.

Shaw M. & Mayo M. (2016) Class Inequality and community development, Policy Press: Bristol.

No 4/2018 Abstracts

Editorial: Regional development requires participation and utilisation of the diversity of regions and regional developers

Jouni Koski, Ph.D., President, Managing Director, Laurea University of Applied Sciences

If the decision to construct a network of universities across the whole country was a significant one for regional development, then so also was the decision made over a quarter of a century ago to strengthen the higher education sector through universities of applied sciences which serve different areas of economic life. Regional development was further boosted with legislation that added the task of regional development to the duties of universities of applied sciences, in addition to the tasks of education and RDI (research, development and innovation). At the same time, or perhaps precisely because of this regional development task, the pedagogy of universities of applied sciences has seen impressive development. In contrast to how things were before, pedagogy is no longer a school’s internal matter, but it has become a shared issue for the region and the partnering organisations operating in it. A form of pedagogy has developed which integrates universities of applied science with society and with their region and which strengthens participation and partnership and regional development. In this way, new foundations have been laid down for further advancing regional development in Finland, which reached the grand age of 101 on 6 December 2018.

Although Finland is not large in population, it does cover a large area. In order to develop well, our country’s varied, unique regions require diversity, which is one of the strengths of our dual university system – also when considered from the regional perspective. Different kinds of regional development methods and models have been developed in different parts of the country, and a number of these will be presented in this theme issue. In the future, the role of universities of applied science in regional renewal and vitalisation may become more and more significant, and this requires the continual development of regional development methods and models. In this process, the open sharing and international benchmarking of different regional development methods and models are, without doubt, key factors for moving forward. Similarly, increasing the participation of local citizens in the development of their residential areas and living environments will certainly bring more effective solutions to regional and social problems because they are based on residents’ knowledge of their conditions and needs.

Universities of applied sciences have a significant role as developers of methods and processes for supporting civil participation. Through their pedagogic development, universities of applied sciences have become strong joint developers that know how to use diverse methods to engage citizens, businesses, communities and university students in joint development work. In this way, the objectives can include a good life for Finnish people, integration, and also, for example, the strengthening of regional vitality. When seeking to develop things, participation is of immeasurable value, whether it involves individuals or whole communities and organisations. I would like to return to consider again that significant decision to add the task of regional development alongside the universities of applied sciences’ tasks of education and RDI. If this decision had not been made, the involvement and participation of universities of applied sciences in regional development would not be at the level that it is today.

The strength of the pedagogy of universities of applied sciences for regional development is founded on participation, in which the involvement of students plays a central role. When university students, who are accumulating professional expertise, participate in regional development work together with employees, and when the learning takes place in cooperation with regional partners, the result is a huge and powerful contribution to development. The 145,000 students and around 10,000 experts at universities of applied sciences are a significant resource for the regional development of our country. It is excellent that we are learning all the time to make better use of this resource in our society.

 

Students as circular economy accelerators

Marketta Virta, M.A., Engineer, Project Assistant, Turku University of Applied Sciences
Sonja Lankiniemi, MBA, M.Sc.(Econ.), Project Specialist, Project Manager, Turku University of Applied Sciences

Students influence the development of their area already during their studies. In Turku University of Applied Sciences (TUAS), the students are strongly involved in RDI activities from the beginning of the studies. Students have been an important asset e.g. in the development of Topinpuisto, circular economy hub located in Southwest Finland. Topinpuisto develops the value chains of circular economy and accelerates the transition to circular economy in Turku and in Southwest Finland.
Among other things, students have researched the opportunities of a circular economy to create a new business.

At TUAS, students are not seen as clients but as partners. Student-business cooperation is beneficial for students, companies and their regions. Students can deepen and develop their expertise and companies can take steps towards a more sustainable future. When participating in RDI, students have an impact on their region even before their graduation and promote, for example, the realization of carbon neutrality and circular economy.

Keywords: circular economy, project study environment, RDI activities, technology

 

Technological innovations in the developing of villages

Marika Ahlavuo, Science Producer, Cultural Producer, The Research Institute of Modeling and Measuring for the Built Environment (MeMo), Aalto University 
Sami Alho, Project Manager, Seinäjoki University of Applied Sciences, SeAMK
Matti Kurkela, 3D-studio Manager, Lic.Tech., M.A., Aalto University
Jussi-Matti Kallio, Project Manager, Seinäjoki University of Applied Sciences, SeAMK
Hannu Hyyppä, Professor, Dr. Tech., Docent, Aalto University

At Seinäjoki University of Applied Sciences (known as SeAMK), the School of Business and Culture, together with the School of Food and Agriculture, have carried out jointly with Aalto University various demos, projects and exhibitions centering on the theme of virtuality. This article focuses on the work applied in collaboration with SeAMK that has made headways and created joint ventures related to a Virtual Village Project and to two Master level theses in the field of digitalisation and virtual reality. New technology was used in a particular 3D virtual reality project (the so-called ’Virtuaalikylät 3D Liiverissä’ project) that was a joint effort with the villages of Southern Ostrobothnia and their active inhabitants. In the article, we examine from a 3D and technical innovations perspective how the cultural and knowledge resources present in the villages could be enhanced through virtual technology. As an important result from the co-operation between SeAMK and Aalto University, we have been able to predict future trends in the possibilities offered through the use of 3D virtual reality in assisting the development of villages.

Keywords: regional development, 3D, virtuality, cooperation, inclusion, culture, food and agriculture

 

Unique cooperation to boost regional development

Tuula Rajander, M.Ed., M.A., Planning Officer, Kajaani University of Applied Sciences

This article considers universities of applied sciences as a regional developer in sparsely populated areas such as Kainuu region. The joint problem of these areas is a lack of workforce, which obstructs economic development. Education is one of the most efficient ways to affect the supply of workforce.

Universities of applied sciences are part of the brand and attraction of their regions. Student recruiting brings more young people and people of working age to the area. Graduated students also like to stay in the area where they have studied. Digitalization of education has facilitated student-recruiting challenges of the UASes in sparsely populated areas.

From the student-recruiting point of view, it is important that UASes specialize in their own strong lines and subjects. The chosen lines should also match the general focus areas of the region. Focus areas in Kainuu region are innovations of technology and mining industry, bioeconomy, wellbeing and health. Corresponding strengths of Kajaani UAS are production systems, game and measurement applications, adventure activities, intelligent home care and business potential.

Keywords: continuous learning, developing of regions, lack of workforce, sparsely populated areas, student recruiting

 

Participative development in Lahti, Finland

Mirja Kälviäinen, Principal Lecturer, Institute of Design, Lahti University of Applied Sciences
Sara Ikävalko, Lecturer, Institute of Design, Lahti University of Applied Sciences
Kati Kumpulainen, RDI Specialist, Institute of Design, Lahti University of Applied Sciences

New digital native generations set new requirements for the city services and environments. In the City as a Service for Young Citizen project, young adults from 16 to 30 years of age have been participating in a mosaic of explorative user research methods to produce a rich picture of the possible use and needs of services by young citizens. The exploration-based methods have included user workshops, self-reporting design probes and theme-based material produced by users. The results have provided user empathy for envisioning service experiments to be tested in real user contexts and environments in the city of Lahti and with an ecosystem of local service providers. The participative user information and real life participatory experiments have produced evidence for the need of special service solutions for young citizen. These should be crossing the physical, face-to-face and digital realms and aligning with young users’ special requirements for authenticity and anonymity.

Keywords: design, participation, service design, young citizen, user driven research, experimentation

 

Co-creating urban art in Leppävaara with local volunteers

Martta Pirttioja, MSc, Environmental Designer, City of Espoo

In August this year, a colourful piece of art appeared on the wooden wall of the Galleria shopping centre’s parking area in northern Leppävaara. The artwork, was inspired by alder leaves, was co-created by multiple actors: active residents in the neighbourhood, the City of Espoo, the owner of the property and the Laurea University of Applied Sciences.

The project is an example of the work of the Environmental Design team which was established in April 2018 under a cross-administrative development program ‘Participatory Espoo’. The team’s principal task is to function as an easily approachable representative of the city and to boost the projects the inhabitants or other actors want to further. The ultimate goal is a network of active inhabitants, local businesses as well as third- and fourth-sector actors working together to create an Espoo they like. In an ideal case, the city’s role would be to enable these projects and to work as an equal partner.

Keywords: servicedesign, urbandesign, laureauas, Espoo, involvement

 

Youth, active part in development within different living areas

Jukka Piippo, PhD, Nurse specialized in psychiatry, Psychotherapist in specialist level, Principal Lecturer within Mental health, Arcada University of Applied Sciences

PAD – Positive Attitude Development project was a joint project between Arcada University of Applied Sciences and Tallinn University. The main aim with the project was to increase possibilities for young and young adults with mental health problems to get access to labor market within defined areas in the countries. This was done by decreasing stigma and influence attitudes towards mental health to become better. The main activities during the project were face-to-face meetings with citizens and employers. At the meetings, panel discussions were organized, in which issues concerning mental health problems were discussed between employers, professionals, members of target group and educational instances. One of important points during the project was when experts-by-experience become involved at the project. Their participation lead to many significant and positive developments of the projects activities.

Keywords: mental health, youth, cooperation, Helsinki, Tallinn, health and welfare

 

Assets based community participation and place making

Kate Miller, The University of the West of Scotland, Lecturer in Education, PHD
Ronald McIntyre, The Open University, Designer, Executive Masters in Business Studies
Gary McKenna, The University of the West of Scotland, Research Fellow, PhD

This paper discusses how processes of community development and community education tend to be dominated by a deficit discourse that is influenced by neoliberal political and economic forces. It provides an example of how a community outreach programme can turn the tide on these processes by implementing assets based approaches to place making and working with young people. Assets based approaches value the resources that exist in the community and build on the strengths and affordances of communities. We identify that there are a parallels between deficit models of community development and deficit or ‘banking models’ of education. We argue that a strong assets based approach that emphasises and values the experience of community members is an effective way to empower communities to make positive change.

Keywords: assets based approaches, community empowerment, critical pedagogy, education, place making

 

Creative Campus Arabia – Design Changes Cities

Tiina Laurila M.Sc., M.A., Project Producer, Metropolia UAS
Petra Lassenius, M.A., Project Manager, Metropolia UAS
Päivi Keränen, M.A., Project Manager, Metropolia UAS

This article presents how design discipline can contribute to the city and campus development. Two projects are introduced: Live Baltic Campus project (2015–2018) brought together city planners, government representatives, campus developers and stakeholders in utilizing the campuses of the Metropolia University of Applied Sciences in Helsinki and 5 partner universities in Turku, Uppsala, Stockholm, Riga and Tartu as labs and developing them as innovation hubs. Creative Campus Arabia Project (2016–2018) focused on identifying stakeholders, vitalizing the neighborhood and providing services like a planned coworking space and XR Centre, new networks that support creative fields and the Arabia-Toukola area in Helsinki. At the same time the new XR Design degree program was founded by Design and Media Degree Program. Collaboration between educational institutes is also part of the development towards digitalization where technology-based solutions are utilized in designing future cities.

Keywords: campus development, city development, design

 

3D City models and virtuality as tools in regional development

Juho-Pekka Virtanen,  M.F.A., Doctoral Student, Aalto University
Kaisa Jaalama, Doctoral Student, M.Sc. (Admin.), Aalto University
Arttu Julin, M.Sc. (Tech.), Doctoral Student, Aalto University
Matti Kurkela, Lic.Tech., M.A., Studio Manager, Aalto University
Mikko Maksimainen, Dr.Sc. (Tech.), Research Professor, Aalto University 
Matti T. Vaaja, Dr.Sc. (Tech.), Professor, Aalto University
Hannu Hyyppä, Professor, Dr.Sc. (Tech.), Associate Professor, Aalto University

The development of 3D city models is progressing towards an interactive, smart digital twin of the urban environment. This allows the stakeholders of the urban environment to obtain information concerning the functions, planned changes and infrastructure. In addition to receiving data, citizens, officials and commercial actors can also communicate their own needs and actions, either via direct participatory actions, or indirectly, by accumulation of data to various services. Future 3D city models offer a multitude of benefits for cities, citizens and business.

Keywords: 3D, city model, urban environment, digital twin, engineering, geospatial data

 

Can a university of applied sciences contribute to regional development in the archipelago?

Rasmus Karlsson, M.Pol.Sc., Project Manager, Novia University of Applied Sciences

Can a university of applied sciences contribute to regional development in the archipelago? Novia UAS is involved in several regional development projects in the archipelago between Finland and Sweden. All these projects connect to local entrepreneurship. Regional development projects have a long history in the archipelago. Projects that are considered failures, or not leading to change for the better on a local level, might lead to distrust in project efficiency and lower interest in future project participation from the local community. Mapping local level needs and wishes in the application phase is important to make sure sufficient funds are allocated.

A university of applied sciences has a role as project partner not bound by municipal borders, providing a professional project organization, a wide network of contacts on different levels of the society including financing frameworks, and professional knowledge in a variety of subjects.

Keywords: regional development, archipelago, interreg, project leadership

 

Stakeholder informed curriculum development in the Central Baltic Area

Sanna-Mari Renfors, PhD, Researching Principal Lecturer, Satakunta University of Applied Sciences

This article presents a case of international curriculum development in higher tourism education in the Central Baltic Area. The aim of the curriculum is to provide an aligned and relevant skillset for the area to grow as a coherent and competitive tourism destination. In practice, the curriculum aligns higher tourism education with the needs of the tourism industry and the labour market in Finland, Estonia, and Latvia into a new, joint curriculum and a study programme. As Europeanisation enables cooperation between the higher education institutions in a broader geographical context, the curriculum is designed and delivered by four universities situated in three countries in cooperation with the tourism industry.

Keywords: tourism industry, regional development, curriculum development, Central Baltic Area

 

Does international cooperation enhance local social innovation?

Susanne Jungerstam, D.Pol.Sc., Principal Lecturer, Novia University of Social Sciences
Annika Wentjärvi, M.Soc.Sc., Research Manager, Novia University of Social Sciences

International cooperation and interprofessional work are both expected to enhance social innovation. Social innovation, in turn, is often expected to be locally developed in close cooperation with end users, organisations and stakeholders. In the BSR Interreg-project Social Empowerment in Rural Areas (SEMPRE), the aim has been to combine the elements of international and interprofessional cooperation and social innovation in a regional and local context. The aim of the article was to discuss both opportunities and challenges that the project encountered, primarily focussing on international and interprofessional competences. The main findings include both positive experiences of good practices and learning across borders, and challenges related to project activities primarily related to the development of both interprofessional and international communication competences, as well as to the project format of developing local social innovation in an international setting.

Keywords: social innovation, interprofessional, international cooperation, project, social services

 

Efficiency in maritime business both in Satakunta, Finland, and in Southern Africa

Teija Järvenpää, B.Eng.,  Project Researcher, Satakunta University of Applied Sciences
Nina Savela, M.Pol.Sc., Project Researcher, Satakunta University of Applied Sciences
Minna Keinänen-Toivola, D.Phil., Research Manager, Satakunta University of Applied Sciences

The changing environment, rapid development of technology and climate change will increase pressure to produce multiskilled personnel in Satakunta, Finland. The efficient maritime cluster in Satakunta constitutes of knowledge, energy efficiency and export actions. Maritime training in Satakunta dates back to 1880 and today, digitalization is emphasized in maritime training. Energy efficient solutions, developed in shipbuilding and port operations in Rauma, generate new business opportunities. The maritime cluster in Satakunta is strongly export-orientated. For example, in Southern Africa, potentials for SMEs include the maritime industry, cleantech, and opportunities in the circular economy. The sector’s eagerness to grow opens up possibilities for job creation and SME growth. This increases international recognition, enables the exchange of ideas, and the development of technologies. Know-how, digitalization and environmental friendliness are uprising accelerating trends in the maritime cluster in Satakunta as well as in export markets.

Keywords: maritime cluster, energy efficiency, export, Satakunta, Southern Africa, technology

 

The challenge of producing information that promotes regional welfare

Erkki Saari, MAdSc, DSocSc, RDI Senior Lecturer (social services), Laurea University of Applied Sciences
Leena Viinamäki, DSocSc, Principal Lecturer (social services), Lapland University of Applied Sciences

When we think about the role of higher education institutions as producers of information that promotes the welfare of those living in the various regions of the country, we take as our starting point the drawing up of welfare reports that are intended to be part of the welfare management of municipalities. Political decisions based on information provided by welfare reports can influence the polarisation of the country, e.g. whether its regions differentiate in terms of migration gain or loss or well-off and disadvantaged populations. In order to make justifiable political decisions concerning welfare, there is a need for statistical data that describes the welfare of the areas and the view and experience information of the authorities and of the population about the welfare of the population and the functionality of welfare services it can use. However, the welfare reports intended to be drawn up by municipalities should be replaced by regional welfare reports containing the above-mentioned information and drawn up by researcher groups formed by the higher education institutions responsible for the education in health care and social services, the Centres of Excellence in Social Welfare and the research institutions operating in different regions.

Keywords: regional development, welfare barometer, welfare account, welfare report, service system, social services, health care

 

Regional development and future knowledge in municipalities

Jaana Laitio, Degree Programme in Customer-Oriented Development in Social Service Work, Laurea University of Applied Sciences
Saara Jäämies,Degree Programme in Service Innovation and Design , Laurea University of Applied Sciences
Sanna Juvonen, Master of Education, Senior Lecturer, Laurea University of Applied Sciences

In the future, the population of the world centralizes more and more in cities. The development of urban areas has a major impact on sustainable development of the European Union and its citizens from the economical, ecological, and social point of view. At the same time, urban areas are places where different challenges, inequalities, unemployment and poverty are concentrated. The development of municipal and urban areas and the skills of employees working there need to be ensured in a changing environment. The key challenges and at the same time competences of experts in the future municipalities are to work with digital services and to strengthen the inclusion of residents, as well as to promote human-centered work in changing environment.

Key words: public sector, municipality, employee, future, competence, Social Service Degree Programme, Degree Programme in Service Innovation and Design

UAS Journal Workshop in the EAPRIL 2018 Conference

In the workshop ”International Collaboration Promoting Publishing Practice-oriented Articles in Higher Education”, given by Jaana Lamberg, Ilkka Väänänen, Mervi Friman and Mauri Kantola from the UAS Journal, there was discussion on what a good PBR (practice-based research) article is from the author’s, referee’s and reader’s perspectives. We also received theme ideas for the next international issue both in this workshop and in the session earlier today. The discussion was very active in both spoken and written form, as via the Padlet platform.