2/2018, In English

No 2/2018 Abstracts

Editorial: Dialogue between work and learning is the key to development of higher education

Anu Moisio, Process Director (3AMK)
Liisa Vanhanen-Nuutinen, Principal Lecturer
Hannu Kotila, Principal Lecturer, Project Manager
Kimmo Mäki, Principal Lecturer

Haaga-Helia University of Applied Sciences, Professional Teacher Education Unit

The theme of UAS Journal number 2/2018 is the connection of work and university studies. Universities of applied sciences are important for the local business and industry: students do various project and training tasks at workplaces during their studies, participate in the development of new innovations together with industry representatives, and finance their studies through work.

“Information and theory only gain importance when applied by people functioning in their environment.” This pragmatic starting point has always been at the pedagogical heart of universities of applied sciences. It is best achieved in the integration of authentic work and learning. Throughout their entire existence, universities of applied sciences have looked for and found some natural ways to integrate theory and practice. This continuous dialogue between work and studies makes the universities of applied sciences interesting also in the international arena.

The students become connected to the labour market already during their studies. Research shows that approximately half of the students at universities of applied sciences work regularly alongside studying. This is also, in many ways, an untapped opportunity. Learning at work in the same industry lowers the threshold of finding employment upon graduation. It also provides the students with an opportunity to link knowledge gained at work with their studies, for example, through the process of studifying. The possibilities of studifying work may also attract students who would otherwise not even consider university education.

Competence gained from working alongside studying has only recently been utilised and intertwined with university learning. We are at the beginning of a learning path: now we simply have to find proper opportunities for expertise created at work and study to be fuelled by each other. As the focus moves from completing qualifications to enabling learning, it will challenge the structures of university teaching, teachers’ attitudes and pedagogical leadership. Moreover, the students’ way of thinking about learning will change, and experts at workplaces are obliged to reconsider how to inspire university students. This is a major transformation requiring long-term management and the involvement of different parties in order to be successful.

Workplace projects, traineeships and employment during studies will help the students to engage with work, and to plan and promote their careers. Upon graduation, most students find employment in the nearby workplaces that have become familiar during their studies. All of the aforementioned requires a functioning workplace pedagogy, as well as guidance and cooperation between the university of applied sciences and the workplace.

This theme issue presents a variety of ways to make use of early connection to work. More solutions are being developed in the Totem project. Totem studies and develops practical models for connecting work and university studies. Totem is a higher education development project funded by the Ministry of Education and Culture, and its website can be found at www.amktoteemi.fi/en

 

Working life engagement in studies in the fields of construction and real estate management

Marika Ahlavuo, Science producer, coordinator, culture producer in Aalto University
Mika Lindholm, Head of construction and real estate, Lic. Tech., Metropolia University of Applied Sciences
Hannu Hyyppä, Professor, Dr.Sc. (Tech.), Associate Professor, Aalto University
Kaisa Jaalama, post-graduate student, M.Sc. (Admin.), Aalto University

Working life engagement is based on a long lasting and self-renewing interaction with the student, working life partners as well as with the educational and research staff of the higher educational institution. The article is based on our experiences in student engagement in Helsinki Metropolia University of Applied Sciences and Aalto University’s department of built environment. As we are reflecting the results of the current and previous working life collaboration projects, we are also suggesting further ways in which the higher educational sector could include working life partners as part of higher educational activities.

Thus, we suggest that e.g. higher educational sector in construction engineering could benefit of the business investment and industry intervention in educational activities. Deeper collaboration with higher educational institutions and working life partners could support students in gaining competitive and cross-disciplinary skills through education.

 

In the network of studyfying every one wins

Eeva-Leena Forma, M.A., Teaching development manager, Toteemi project, Satakunta University of Applied Sciences
Heini Korvenkangas, M.Sc. (Econ.), Lecturer of travel business, ReKey project, Satakunta University of Applied Sciences
Vappu Salo, D.Ed. , Lecturer of food manufacturing, ReKey project, Satakunta University of Applied Sciences

Development of teaching practises is centred on flexible, personal study paths that are closely connected with working life. Development of student oriented studification and co-creation of a network of teaching and work life has been adopted as a common development project of teaching in SAMK. This development work is carried out by combining resources in subprojects within Toteemi, ReKey and eAMK projects, financed by Ministry of Education and Culture. Everyone wins. Students’ work life skills and ability to make knowledge and skills explicit improve. At the same time, studies proceed in a meaningful manner. Organisations will get the required expertise through employees, who expand their knowledge by studying in a University of Applied Sciences. This all will strengthen networking and co-operation between education and work life.

The student programs offer opportunities to career paths

Soili Fabritius, M.A., Lecturer of Finnish language and communications, Oulu University of Applied Sciences
Karoliina Pigg, M.A., Part-time lecturer of Finnish language and communications, Oulu University of Applied Sciences

During the past few years construction companies have started student programs which attempt to attract future experts to create a career path at their service. YIT, Skanska and Lehto Group offer different study programs to the students of Civil engineering at Oulu University of Applied Sciences. Students conduct part of their studies within the program, companies offer work practice and summer job opportunities as well as on-the-job trainings for students close to graduation. As the skills accumulate the work tasks get more challenging and at its best at the end of a path awaits a permanent job.

 

Satellite education model gives a fresh start for working life to biomedical laboratory science professionals

Sirkka-Liisa Halimaa, Dr.Sc. (Health), Project Specialist, Savonia University of Applied Sciences
Marja Kopeli, M.A., Head Education planner, Savonia University of Applied Sciences
Leena Tikka, Lic.Sc. (Health), Principal Lecturer, Savonia University of Applied Sciences

Satellite education model in this article means distance learning. The digital solutions and collaboration with the regional hospitals make it possible for the students to study in their hometowns. Savonia UAS, University Hospital Kotka Laboratories (Carea) and South-Carelia Social and Health Care District (Eksote) have since 2014 organized Degree Programme in Biomedical Laboratory Science together. Distance learning environments have been implemented in Kotka and Lappeenranta hospitals.

Kotka and Lappeenranta were Savonia’s pilot satellites. According to feedback and study results, both traditional campus education and satellite model provide competences defined in curriculum. Clinical laboratory process competences are more applied in satellite groups. Working life oriented education model helps students also to understand deeper the role of biomedical laboratory science professionals as a part of health care sector. In this model, the students take their place in working life flexibly.

 

From Google explorer into an innovative expert

Nina Hynnä, M.Soc.Sc., Information Specialist, Häme University of Applied Sciences
Katja Laitila, M.Soc.Sc., Information Specialist, Häme University of Applied Sciences
Tiina Mäntylä, M.A., Information Specialist, University of Lapland

In current information-driven workplace knowledge, employees must know when and what kind of information is required, how to find it, evaluate it and integrate it. Information skills are embedded in basic business functions, and depending on the situation and context, information is defined and handled in different ways. This makes it difficult to talk about information or “information literacy” without a context. There is no one-size-fits-all information literacy model or tools that work in every workplace context. However, there have been various attempts to find solutions on how to support the distribution of information and its usage in an effective and efficient way.

 

Development of project management and multiple work life skills through real life projects – case Arctic Youth Forum

Anzelika Krastina, Med., Senior Lecturer, Entrepreneurship coach, International coordinator, School of Business and Culture, Lapland UAS 
Nikolett Plesér (Hungary), International Business (BA) 3rd year student, Arctic Youth Forum (AYF) project leader, Lapland UAS 
Alena Perervenko (Russia), International Business (BA) 3rd year student, AYF team leader, Lapland UAS

Project management competence is one of the core competences that is essential in any field of activity in contemporary working life. Project management can be considered as a separate profession and career opportunity, or it can be regarded and applied as a tool or methodology for efficient and effective business operations. This article aims to reveal actual experiences in what it takes to carry out and lead a rather large development project with multiple work life stakeholders and multinational team, based on student experiences and feedback given during and after the project reflecting their competence development. The Arctic Youth Forum is used as a case example to give more specific insights about the real life learning process.

 

Which are the key competences in the Hospitality management field?

Päivi Mantere, M.Sc., Lecturer, Project Specialist in ReKey project, Laurea University of Applied Sciences

Article presents how working life and businesses experience the key competences for students in the field of Hospitality management. In the ReKey-project, students interviewed 38 representatives from Hospitality, Tourism and Leisure companies about the Hospitality management students´ key competences.

Research demonstrates some key elements that are crucial in the hospitality field. Education should ensure that students apply hospitable and customer centric approach in their actions. Professional in the service industry should have basic knowledge about products, services and law and regulation in the service field. In addition to that, students should have skills to solve problems and manage their own work. Main characteristic for success in the service field seems to be positive attitude and willingness to serve customers.

 

Work & Study, learn at work. Perspectives to guidance in work-based learning.

Alisa Pettersson, M.Soc.Sc., Study Coordinator, Haaga-Helia University of Applied Sciences

Work-based learning has increasingly become an area of interest for the higher education sector. In Haaga-Helia University of Applied Sciences, we have conceptualized the model of validation of work under the name Work & Study. This article presents the process of work-based learning, concentrating on guidance provided by both the teacher/counsellor and industry representatives. The process can be divided into three main steps: preparing the Work & Study plan, working according to the plan while documenting the process, and finally demonstrating the competencies and undergoing assessment. Essential questions are, what the most student-friendly and reasonable ways to support student´s self-directedness and reflection through the process are, and in which ways to collaborate with the companies and organizations involved in this process?

 

Master’s Thesis project lead to transition to a new job

Sari Saukkonen, Physiotherapist (B.Sc.), Master’s Student, RDI Specialist, South-Eastern Finland University of Applied Sciences, Xamk
Maarit Karhula, M.Sc., R&D Manager, South-Eastern Finland University of Applied Sciences, Xamk
Merja A.T. Reunanen, Dr.Soc.Sc., Lic.Sc., Principal Lecturer, South-Eastern Finland University of Applied Sciences, Xamk

This article presents a successful transition to a new job while the student was busy with her Master’s Thesis integrated in a RDI project in South-Eastern Finland University of Applied Sciences, Xamk. The aim of the Master´s Thesis is to show the student’s highly specialized knowledge in a field of work, specialized problem-solving skills and responsibility in complex work contexts. Similar competences are required in RDI projects. In this case, a Master’s student in social and health care education was working in OSSI-project and, as a surprise for herself, was chosen to be a RDI expert in this project during her Master’s studies. Integration between Master’s Thesis and RDI projects is highly encouraged.

 

Where is the focus of the strategic funding of universities of applied sciences?

Kati Komulainen, D.Sc., Manager, Laurea University of Applied Sciences
Tua Hakanpää, M.A., Ph.D. Student, University of Tampere
Helka Luttinen, M.A., Education Planner, Humak University of Applied Sciences

This article examines the allocation of innovation-/profile-oriented funding in relation to employability indicators and students’ integration to the labour market in the universities of applied sciences in Finland.

The research data consists of information gathered from the Vipunen database of educational administration and the open access strategy contracts between universities of applied sciences and the Ministry of Education and Culture for the contract period of 2017–2020.

Funding had been allocated to work-life collaboration in the following universities of applied sciences: Haaga-Helia UAS, Laurea UAS, Oulu UAS and Satakunta UAS. Cooperation with commercial and industrial life had been appointed as the focus of activities in the universities of applied sciences of Lappi and Satakunta. Metropolia UAS allocates its strategy funding to higher education and employability of immigrants. Entrepreneurship was selected as a focal point of strategy funding in Haaga-Helia UAS, Laurea UAS, Oulu UAS, Saimaa UAS, Satakunta UAS and Seinäjoki UAS.

The study revealed that most of the funding was allocated to the following five themes: improvement of admission procedures, structural and strategic alliances, entrepreneurship, organizational development of campuses and internationalization. In proportion to the number or students in the universities of applied sciences the government allocated strategy funds were not distributed evenly. Haaga-Helia UAS got the least (710 euros/ student) and Lahti UAS got the most (1516 euros/ student). Strategy funding is a strong governmental steering devise. In the contract period of 2017–2020 entrepreneurship, internationality and regional development were strongly featured in most contracts between universities of applied sciences and the Ministry of Culture and Education. One way of viewing the strategy funding of universities of applied sciences is to see it as a way of carrying out working life pedagogics.

 

Utilizing Digitality in Studification of Work

Katja Finnilä M.Sc., Construction Engineer, Lecturer, Tampere University of Applied Sciences
Tommi Lehtonen M.Sc., Lecturer, Tampere University of Applied Sciences
Sirpa Levo-Aaltonen Lic.Tech., M.Sc. (Econ.), Tampere University of Applied Sciences

The article presents the utilization of digitality in studification of work in Tampere University of Applied Sciences. The focus area has been in the degree programme in construction site management. There are courses of Project work, where the students have used the software during their studies. At the same time, there is a project called ”Toteemi”, where practical models will be developed to combine work and higher education studies. In Toteemi, workplace instructors were needed to assess the students during their practical work. Thus, it was planned to develop the digital possibilities to make this and a pilot. This article describes in brief the utilization of digitality and the experiences of the teachers in the courses of Project work. In additional, the article gives some points of views for planning the pilot in which digitality will be utilized in the studification of work.

 

Skilful study counselling for Master’s students both at work and in studies

Kirsti Kehusmaa, Lic.Tech. (Occupational psychology and leadership) Haaga-Helia University of Applied Sciences

A Master’s student is usually an experienced professional working in demanding specialist or managerial position. (S)he may have flexibly combined studies and working and achieved many milestones both in education and career. This may create a delusion that no special study counselling is needed for Master’s students. As a matter of fact, there is a wide variety of counselling needs among Master’s students.

The obvious counselling needs concern personal study planning and making thesis. Besides these students may need counselling when adjusting their personal life, career aspirations and demands from their employer with the studies. Many questions concerning career planning or challenges with family life or health are especially complex. The study counsellor needs to have versatile competences in order to offer support in all these different situations. Diversifying study possibilities, like studification, increase individualization opportunities in studies but at the same time, they complicate the counsellor´s work. Teacher teams consisting of diversified competences as well artificial intelligence tools may be a solution when trying to enhance both the quantity and quality in counselling Master’s students.

 

Are reflection skills prerequisite in working life?

Marja Kopeli, FM, koulutusvastuusuunnittelija, Savonia-ammattikorkeakoulu, marja.kopeli@savonia.fi
Aija Hietanen, THM, terveydenhuollon lehtori, Savonia-ammattikorkeakoulu, aija.hietanen@savonia.fi
Kaarina Sirviö, TtT, yliopettaja, Savonia-ammattikorkeakoulu, kaarina.sirvio@savonia.fi 

Savonia UAS is organizing dental hygienist education in Päijät-Häme region via distance learning methods. A personal mentor supports students’ professional growth. Toteemi project is funding a coaching for the mentors. Reflection skills play a very important role both in mentoring and professional growth. Reflection skills give tools to look at issues and phenomena from different perspectives, so it is a prerequisite for innovation and development.

 

PLE and Open Badge as tools in working life engagement

Aija Hietanen, M.Sc. (Health), Lecturer, Savonia University of Applied Sciences
Anna-Leena Ruotsalainen, M.Sc. (Health), Lecturer, Savonia University of Applied Sciences

Personal Learning Environment (PLE) and Open Badges designed in co-operation with working life partners integrate Savonia University of Applied Sciences healthcare students to working life during their studies. PLE and Open Badges validate students’ competences and networks and make them visible. Students can use their PLE content and Open Badges in recruitment and lifelong learning processes as they accompany students from studies to working life and further education.

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