Browsing by Subject "Universitetspedagogik"

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  • Helsingfors universitet, Svenska social- och kommunalhögskolan; Londen, Monica; Londen, Monica; Mickwitz, Åsa; Tiihonen, Susanne; ; (Helsingfors universitet, Finska, finskugriska och nordiska institutionen, Nordica, 2015)
    Nordica Helsingiensia
    I den här studien presenteras universitetslärares beskrivningar av och reflektioner kring sin fördjupade förståelse för undervisning och lärande inom sin disciplin. Analysen är baserad på universitetslärares inlämningsuppgifter under åtta kurser i universitetspedagogik vid Helsingfors universitet under åren 2011–2014. Det finns fortfarande ett visst motstånd mot universitetspedagogik men under utbildningens gång ändrar majoriteten av kursdeltagarna uppfattning och inser hur kunskap om universitetspedagogik kan stödja utvecklingen av den egna undervisningen och i förlängningen studenternas lärande. Lärarna lyfter fram grupparbetet med deltagare från olika discipliner och det kollegiala stödet som viktiga faktorer för den egna pedagogiska utvecklingen.
  • Helsingfors universitet, Beteendevetenskaper; Tiihonen, Susanne; Londen, Monica; Mickwitz, Åsa; Tiihonen, Susanne; (Helsingfors universitet, 2015)
    Nordica Helsingiensia
  • Helsingfors universitet, Svenska social- och kommunalhögskolan underenhet; Helsingfors universitet, Språkcentrum; Helsingfors universitet, Beteendevetenskaper; Londen, Monica; Mickwitz, Åsa Maria; Tiihonen, Susanne; ; ; ; (Helsingfors universitet, Finska, finskugriska och nordiska institutionen, Nordica, 2015)
    Nordica Helsingiensia
    I den här artikeln undersöks på vilka sätt man inom ramen för en kurs i studieteknik kan stöda studenters självreglering och studiefärdigheter på ett effektivt sätt. I artikeln kartlägger jag vad självreglering och upplevd självförmåga inom universitetsstudier innebär samt beskriver metoder som möjliggör självreglerat lärande och hur universitetslärare konkret kan stöda studenter i att utveckla dylika strategier. Resultaten av pilotundersökningen av kursen Studera effektivare 2012 visar att kursdeltagarna upplevde mer studiesvårigheter och svagare studiekondition i början av kursen jämfört med studenter som inte deltagit i en dylik frivillig kurs, samt färre studiesvårigheter och starkare studiekondition än studenter som sökt sig till individuell studiepsykologisk vägledning. Bägge variablerna utvecklades mot det bättre under kursen gång vilket överensstämmer med tidigare forskningresultat från liknande kurser (Keski-Koukkari, Aremo & Kaivola 2012). Under loppet av kursen beskrev deltagarna i sina lärdagböcker erfarenheter av en ökad självreglering av sitt lärande, en mer organiserad och mångsidig syn på sina studier, större tilltro till sina egen studieförmåga och förståelse för betydelsen av effektiva studiestrategier.
  • Cornér, Solveig (Helsingin yliopisto, 2020)
    This dissertation study explored the socially-embedded support system in the learning environment of doctoral education from the perspective of supervisors in Finland and doctoral students in Finland and Denmark. The socially-embedded support system entails several levels, ranging from macro level policies often realized in the institutional policies and practices, to activities taking place in a micro level researcher community such as in a researcher team or in the supervisory relationship. In order to view the social support system provided by the doctoral education, various elements of the support system were explored based on The Researcher Community and Supervisory Support model (Pyhältö, 2018). The two primary sources of social support: supervisory support and researcher community support were explored. Also, the three forms of social support: informational, instrumental and emotional support were examined. Furthermore, the support fit, i.e. the fit between the experienced need and the experienced support received, was investigated. In addition, the interrelation between support sources, support forms and support fit and doctoral students’ experiences of study satisfaction and experiences of burnout were explored. A mixed methods approach was used in the dissertation. Part-study I focused on analysing how doctoral supervisors perceived the primary resources and challenges of doctoral studies embedded in the various levels in the nested learning environment provided by the doctoral education. Fifteen experienced Swedish-speaking PhD supervisors from three Finnish universities representing a broad range of disciplines were interviewed. The resources and challenges that the supervisors described were related to structures (organizational), to the organization of doctoral education, to the scholarly community, to the supervisory relationship, and to doctoral students’ individual competence. The study showed that supervisors’ perceptions of the main resources of doctoral students were related to social aspects at an individual level or to a researcher community level in doctoral education. The primary challenges of doctoral students, as perceived by supervisors, were located at an institutional level, typically associated with the structural elements of supervisory work. Part-study II focused on doctoral students’ experiences of supervisory and researcher community support, support forms, support fit and how the experiences were related to their experiences of satisfaction and experiences of burnout in their doctoral studies. A Doctoral Experience Survey (Pyhältö et al., 2011) was utilized with reports from 248 doctoral students with Swedish as their mother tongue representing a broad range of disciplines at three research universities in Finland. The doctoral students’ satisfaction with doctoral supervision was associated with having multiple sources of support and appreciation of particularly informational and emotional support received from their supervisors and the research teams. Students who received more supervision and were more satisfied with it and those who felt they were equally treated within the researcher community had a reduced risk of experiencing burnout. Experiences of burnout, in turn, were connected to students’ increased attrition intentions. Part-study III focused on advancing a cross-cultural understanding of doctoral students’ experiences of support sources, forms of support and support fit in two national contexts. A total of 381 doctoral students in social science and humanities disciplines in Finland and Denmark answered a Cross-Cultural Doctoral Experience Survey (Pyhältö et al., 2015). The results showed that similarities between the social support experiences were found regarding students’ emphasis on researcher community support over supervisory support. The only form in which the students in both countries underlined more matched support than mismatched support was in the form of informational support. However, the Danish students perceived more mismatched support in emotional support and the Finnish students expressed more incidents of mismatched instrumental support This dissertation contributes to the research base by merging the Researcher Community and Supervisory Support model (Pyhältö, 2018) and the Job-Demands and Resources model (Bakker & Demerouti, 2007). The application of the merged insights of these two models contributed to simultaneous interpretation of the results, and to new understanding of the nested social support system provided by doctoral education. The experiences of the Swedish-speaking language minority of social support in supervision have not been researched to this extent before. The results of this dissertation contribute to research while it identifies that the quality and quantity of supervisory and researcher community interactions enhance positive experiences in the doctoral study process at several levels of the socially-embedded support system. The results pointed to individual and contextual variations in experiences of support fit. Moreover, this dissertation suggests that challenges related to social support in doctoral education, including the lack of or inadequate support, are associated with reduced levels of satisfaction, an increased risk of burnout, and, an increased risk of attrition. Keywords: doctoral education, doctoral study process, support system, doctoral student, doctoral supervisor, social support, supervisory support, researcher community support, support forms, support fit, satisfaction, burnout