1 CDIO conferens in Turku Finnish Universities of Applied Sciences MODE 2 and role of UAS Riitta Rissanen Executive Director, Arene ry Ph. D (Education). M.Sc. (Econ.)
2 Content of presentation In my presentation I will discuss e.g. following questions: What is the scope and task of UAS sector in the sense of industryuniversity co-operation? What does applied research and student centered learning means in this context of industry, working life cooperation? Competences and learning networks in HEI. Theoretical concepts of this presentation is linked to the framework of a Mode 2, open innovation, co- creation and applied research. I will also describe the Finnish Universities of Applied Science and role of Rector`s Conference, Arene. And present the strategic-based focus areas of Finnish UAS in education and R&D, and innovations.
3 ARENE Arene ry is the Rectors' Conference of Finnish Universities of Applied Sciences. It's main functions are influencing on the development of the Finnish higher education system and promoting closer cooperation between the universities of applied sciences.
4 Universities of Applied Sciences in Finland 1. Arcada, Helsinki 2. Diaconia University of Applied Sciences, Helsinki 3. HAAGA-HELIA University of Applied Sciences, Helsinki 4. HUMAK University of Applied Sciences, Helsinki 5. HAMK University of Applied Sciences, Hämeenlinna 6. JAMK University of Applied Sciences, Jyväskylä 7. Kajaani University of Applied Sciences, Kajaani 8. Central Ostrobotnia University of Applied Sciences, Kokkola 9. Kymenlaakso University of Applied Sciences, Kotka 10. Lahti University of Applied Sciences, Lahti 11. Laurea University of Applied Sciences, Vantaa 12. Helsinki Metropolia University of Applied Sciences, Helsinki 13. Mikkeli University of Applied Sciences, Mikkeli 14. Oulu University of Applied Sciences, Oulu 15. Karelia University of Applied Sciences, Joensuu 16. Police College, Tampere 17. Lappi University of Applied Sciences, Rovaniemi 18. Saimaa University of Applied Sciences, Lappeenranta 19. Satakunta University of Applied Sciences, Pori 20. Savonia University of Applied Sciences, Kuopio 21. Seinäjoki University of Applied Sciences, Seinäjoki 22. TAMK University of Applied Sciences, Tampere 23. Turku University of Applied Sciences, Turku 24. Vaasa University of Applied Sciences, Vaasa 25. Novia University of Applied Sciences, Vaasa 26. Åland University of Applied Sciences, Maarianhamina
7 UAS professional oriented HEI degrees UASs are multi-field higher education institutions proving professional higher education degrees in response to labour market needs and conduct R&D which supports instruction and promotes regional development in particular. Universities of applied sciences There are 26 Universities of Applied Sciences in Finland - of these 24 are operating under the Ministry of Education and Culture 140,000 students an intake of more than 22,000 in degree programmes for a Bachelor s degree an intake about 3,000 students in degree programmes for a Master s Degree
8 Strategy-based focus area/strengths of Universities of Applied Sciences. Source: Arene Ry surveys for Universities of Applied Sciences. Situation in January
9 Vision of UAS: Towards the World s Best Higher Education System Funding cuts Structural developme nt pressure Developing the World's Best Higher Education System - Societal effect - Balance of science, application of knowledge and new expertise around the country - Ensuring higher education institutions have study paths to professional expertise - Effect on higher education policy - Developing an internationally competitive network of higher education institutions by mutual profiling and division of labour - Confirmation of Professional Higher Education and Science education activity (specification of the dual model) - Smaller-than-current number of higher education institutions. Solutions for new higher education modules have been created from the individual starting points of autonomic higher education institutions as results of the division of labour and new cooperation structures - Administrative and operative cooperation has led to improved cost-efficiency and usage of resources - Effect on regional and economic policy - Ensuring regional viability and the conditions for equality - Higher education institutions ensure opportunities for lifelong learning (incl. Master s programmes in UASes) - Effect on universities of applied sciences - Real opportunity to network, be profiled, and develop into international higher education operators - Cooperation and division of labour can help higher education institutions find their profiled role as a part of the higher education system More information:
10 Aim at professional knowledge, skills and new competences Eight disciplines and over 40 degrees from engineer to dance teacher offer a wide range of professional higher education. Professional Teacher`s Education in 5 UAS. Humanities and Education Culture Social Sciences, Business and Administration Natural sciences Technology, Communication and Transport Natural Resources and the Environment Social Services, Health and Sports Tourism, Catering and Domestic Services
11 Master s Degrees in Finnish UAS Master s Dergrees in the Universities of Applied Scienses are professionally oriented HEI degrees and offer graduates already active in working life an excellent opportinity to advance and expand their skills in their own specialisation area Master s degrees ECTS credits can be completed alongside a full-time job includes a working-life development R&D project as a Master`s thesis, comprising 30 ECTS credits entry requirements: UAS degree or other suitable higher education degree and three years of relevant work experience after graduation Master s Degree includes 1) Advanced specialist studies 2) Free-choice studies 3) Master s thesis
12 Working life based Higher Education, Innovations and R&D RDI is applied and practice-oriented, which: meets the research and development needs of global industry, business and society. produces concrete results, practical solutions, knowledge, competence, models etc. based on a practical, applied approach; makes use of user-oriented innovation activities, open innovation approach influences development, well-being and competitiveness also at a regional level with co-operation of world of work. The special assets of universities of applied sciences are their applied and multidisciplinary research, development and innovation activities, which are guided by a strong user orientation and a genuine problem-solving focus.
13 MODE2 (Gibbons et. al. 1994) Traditional knowledge creation, Mode1 vs. New approach of different players in R&D, networks in value constellation, Mode2 Transdisciplinary, multidisciplinary approach in R&D Research problems are not any more set from the perspective of only a one science discipline New knowledge is created in social context, while doing the applications. Social responsibility of the knowledge. Networks and knowledge creation co-creation. Networks are not stable, there are created on the basis of context, networks change and are based on mutual co-operation and competence needed, not only on status and hierarchy. Knowledge flows between basic research, applied research and innovations; theory, practice and solutions combined (steps to open innovation approach, and co-creation)
14 MODE 2- Knowledge and Applications Co-creation and CDIO curriculum Research Universities and Students Professional Colleges Business Life and Industry Knowledge and Competence created in Networks and Projects of different R&D players. Business Incubators, Consultancy Companies Customers, users and markets Universities of Applied Sciences and Students Research Insitutions Professional Networks Laboratories
15 MODE 2 and UNIVERSITIES CONTEXT OF APPLICATION AIM IS TO PROVIDE PRACTICAL AND USEFUL KNOWLEDGE AND COMPETENCE. THIS SHOWS IN R&D AIMS, QUESTIONS AND PRACTICES. UAS TRANSDISCIPLI- NARITY FIRST OF ALL IT IS A QUESTION OF SOLVING PROBLEMS, NOT CREATING A NEW RESEARCH AREA/DISCIPLINE. UAS HETEROGENEITY, ORGANISATIONAL DIVERSITY NETWORKS CREATE NEW IDEAS. DIFFERENT KIND OF KNOWLEDE PLAYERS CREATE NEW KIND OF SPACE AND MARKETS FOR PROFESSIONAL KNOWLEDGE. UAS SOCIAL ACCOUNTABILITY AND REFLEXIVITY QUALITY CONTROL KNOWLEDGE CREATION IS PART OF AUTENTHIC SOCIETY. RESEARCHER`S AND PARTICIPANTS/PROFESSIONALS ARE IN DIALOGY. KNOWLEDE HAS TO BE SOCIALLY SOLID, IT`S RELEVANCE, QUALITY IS EVALUATED AND APPLIED IN PRACTICAL CONTEXTS. THE AUDIENCE OF NEW KNOWLEDGE IS NOT ONLY RESEARCH PROFESSIONALS, BUT ALSO PROFESSIONAL AUDIENCE IN SOCIETY, VARIOUS USERS, PUBLICITY ETC. UAS UAS (Gibbons et.al. 1994; modiefied by Kallioinen, Rissanen)
16 UNIVERSTIES OF APPLIED SCIENCES, USER-DRIVEN INNOVATIONS In many ways the applied research done at UAS institutes is part of the missing link between the world of research and the world of work. They are committed to upscaling its innovative role and to make sure that the much needed impact on EU research is realized. The current trend in all European RDI activities is shifting more towards entrepreneurship, regional development and added cooperation with the world of work and civil society. The added value of the UAS lies in their skills to bring research results to the market, reach out to regional partners and foster cooperation with industry, notably SMEs.
17 Working life context how to create new competences? WORKING LIFE STUDENT TEACHER/LECTURER
18 Concept of competence It can be used in a connection of an individual, a group of people or a company/organization. Individual competence comprises of several factors, e.g. skills, knowledge and learning capacity of a person (Sternberg, 2005) CDIO > competence building in technical higher education.
19 Concept of competence Competences can be seen as an individual asset, or inter-individually constructed in a social context (Ellström, 1998). The value and meaning of the competence is measured in a certain business context, therefore the nature of the competences can be seen context-bound (Rissanen, 2003).
20 The concept of learning networks As well as the organizations can learn, also the networks can be seen as learning systems in certain criteria. Tidd, Bessant and Pavitt (2005, 435) argues, that one of the primary function of a new corporate venture is to learn new competences. Lave and Wenger (1991) coined the term communities of practices. This concept can be seen as an early root for the concept of user-oriented innovation systems, where the user/participants/students are actors, who create everyday solutions based on learning.
21 THEORY AND PRACTICE COMBINED NETWORKS NEW SKILLS PROBLEMS TO BE SOLVED EMPLOYABILITY WORKING LIFE AND STUDENT GUIDANCE SUPPORT SELF EVALUATION TIME AND PROJECT MANAGEMENT LEARNING OF SOFT SKILLS CDIO? TEACHER/LECTURER/ PROFESSOR
22 STUDENT CENTERED LEARNING (= EXPLORE, DISCOVER, CREATE, LEARN) STUDENT HAS AN ACTIVE ROLE IN LEARNING AND ARE RESPONSIBLE FOR THEIR OWN LEARNING AUTENTHIC LEARNING ENVIRONEMTS, E.G. REAL LIFE PROJECTS AND LEARNING ENVIRONMENT MEANINGFUL LEARNING CONTEXTS; MOTIVATION INDEPENDENT WORK, GROUP WORK, NETWORKS COMMUNICATION SELF EVALUATION NEED FOR FEEDBACK AND EVALUATION OF LEARNING OUTCOMES in DIFFERENT LEVEL OF PROJECTS CDIO Conceive, Design, Implement, Operate
23 ROLE OF WORKING LIFE IN HEI OFFERING REAL LIFE CONTEXT AND PROBLES TO BE SOLVED WILLING TO KNOWLEDGE SHARING AND LEARNING MOTIVATION TO EVALUATE AND UNDERSTANDING OF LEARNING OUTCOMES TIME AND COMMITMENT ACCESS TO RESOURCES AND LEARNING FACILITIES SHARING NEW, DIFFERENT KIND OF PROFESSIONAL NETWORKS FOR HIGHER EDUCATION PARTNERSHIPS IN A LONG PERSPECTIVE
24 The key is understanding the change of Degree Education, teaching & learning and assessment in HEI How UAS sector has reacted to this change in Finland? the changing roles of teachers and students has been raised into strategic issue raising the status of innovative teaching in HEI strengthening educational leadership developing learning environments, together with companies, students, education institutions making strategic partnerships with business`s locally, nationally and globally aligning learning outcomes and assessment developing methods for external evaluation of the quality of teaching and learning, e.g. working life feedback. investing in R&D and entrepreneurship activities in UAS
25 THANK YOU! Riitta Rissanen Executive Director, The Rector`s Conference of Finnish Universities of Applied Sciences Arene Ph. D (Education). M.Sc. (Econ
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