Browsing by Subject "university"

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  • Jaskari, Johanna (Helsingfors universitet, 2015)
    Aims. The purpose of this qualitative study was to systematically analyze how university teaching and learning vary in one Finnish university. My research questions were "How do students' approaches to learning vary?" and "How do teachers' approaches to teaching vary?" In this systematic review, I used the relational model of learning and teaching in universities as a theoretical framework. This model provides a tool to analyze the variation in students' approaches to learning and teachers' approaches to teaching in different teaching-learning environments. The quality of what students learn is linked to the variation in how students learn and how university teachers teach in teaching-learning environments in universities. The quality of learning and teaching is also connected with the allocation of resources and funding in universities and global university rankings. Methods. By using the method of systematic review, I analyzed the variation in teaching and learning in a data sample of 23 high-quality peer-reviewed academic articles. The research context of the studies, which concerned teaching and learning in universities, was the University of Helsinki. Results and conclusions. In this review, students' learning varies mainly in how the students approach their learning (i.e. as surface or deep approaches to learning). Students' learning is modified by the students' learning strategies (e.g. as systematic or critical studies), study orientations (i.e. reproduction- or meaning-oriented learning), and study orchestrations (i.e. different profiles of approaches to learning). Teaching varies mainly in how the teachers approach their teaching (i.e. as teacher- or student-focused approaches to teaching). Teaching is modified by the teachers' conceptions of teaching, teaching strategies (i.e. content- or learning-focused approaches to teaching), and amounts of pedagogical training (that affect the approaches to teaching). Both learning and teaching vary in different teaching-learning environments (both within courses and between disciplines). Both students' and teachers' conceptions of knowledge (e.g. as integrated or fragmented knowledge; declarative or procedural knowledge) affect their approaches to learning and teaching. This systematic review synthesizes what we know about learning and teaching in one university in Finland. This knowledge provides guidelines on how the quality of learning and teaching can be improved both in policy and practice largely in universities in Finland. Essentially, learning is based on good teaching that is focused on the students' learning.
  • Holopainen, Emilia (Helsingin yliopisto, 2014)
    The aim of the study was to analyze international students' typical paths to acculturate into the student community by using the research question: What kind of paths international students use to acculturate into the student community in Oklahoma State University and in the University of Helsinki? The study is current, because of the continuing increase of students' mobility and importance of students' acculturation into a new culture and student community in order to feel comfortable in a new university. Earlier studies have proven that students' sociocultural adjustment will foster psychological adjustment in a new environment. The research data was collected by interviewing international students from the University of Helsinki and Oklahoma State University. The interviewees were 13 students from Europe, Asia, Africa and South- America. The data has been analyzed by using qualitative content analysis. Based on the analysis, the results have been divided into nine categories: prior arrival, orientation, housing, social gatherings, behavior patterns, class, language, social support and failed tries to adapt. Students focused on using assimilation and integration as acculturation strategies, based on Berry's four-fold model of acculturation. Students, who were planning to stay in the host country after graduation, tried to acculturate by learning for example Finnish language skills. They were also motivated to meet both international and local people. With time, students have started to create more friendships with local students alongside with other international students. Successful paths to acculturate had little different emphasis between these two universities. Biggest difference is on the path of social gatherings; students from Oklahoma State University met many new students through sports, and students from the University of Helsinki felt that parties were one of easiest places to meet new people.
  • Patomäki, Heikki Olavi (2019)
    The purpose of the contemporary university has been redefined across the world in terms of success in global competition, usefulness for moneymaking, and efficiency, meaning application of New Public Management ideas. My aim is to sketch an alternative and future-oriented ethico-political conception of the university to serve counterhegemonic purposes. First I discuss briefly the Humboldtian myth and legacy. Second, I summarize Jürgen Habermas’s analysis of the historical and practical limits of the idea of the university. Third, in response to Habermas’s criticism, I outline a nonspeculative, scientific realist way of understanding the unity of all sciences and humanities. Fourth, I locate the idea of the university in the twenty-first century global context, understood in part as world risk society. And finally, I argue that the autonomy of the university should be anchored in the rules, principles and institutional arrangements of multi-spatial metagovernance, rather than just those of territorial states. The future of the university calls for new cosmopolitan institutional solutions and world citizenship.
  • Katajavuori, Nina; Virtanen, Viivi; Ruohoniemi, Mirja; Muukkonen, Hanni; Toom, Auli (2019)
    Concerns have been expressed that the engagement shown by committed individuals is not fully utilized by their organizations while there is insufficient knowledge of which conditions facilitate teaching collaboration and lead to improvements in university education. Portfolios of 43 life science academics applying to enter to the University of Helsinki Teachers' Academy were analyzed through content analysis. Five categories of interactive or collaborative practices emerged from the data: (1) Interacting with peers for personal development, (2) Sharing good teaching practices, (3) Teaching together, (4) Producing educational artefacts, (5) Developing education systematically. The practices occurred in both formal and informal settings, and both settings were present in all categories. In contrast with the formal practices, the informal practices were described in an enthusiastic way. The engagement shown by the scholarly teachers was mostly realized in informal settings. There is probably unrealized potential in the scholarly teachers' teaching-related practices through which they could contribute to the development of teaching in academia. Formal communities related to teaching should be developed to promote deeper collaboration and to foster the participants' feeling of personal commitment and ownership.
  • Anttila, Juhani; Jussila, Kari (2018)
    The universities have a diverse influence on the development of the society. Today this also includes countless smart city and community initiatives all over the world. These cases bring together city planning, industry, universities and citizens to improve the urban life of individuals and organisations with the integrated use of versatile information, digital and communication technologies. The purpose of this article is to consider quality management in the universities in a professional and creative way, which comprehensively covers the universities' activities of education, research and social collaboration, and which can ensure the universities' successful partnership in the smart city projects. This article describes the key aspects related to the smart city phenomenon and development, and in this context the challenges to expanding and reinforcing the universities' quality management practices to meet the increased requirements of the collaboration with the other organisations for the quality of society through the disrupted innovations. The article brings up related conceptual bases, practical solutions and examples. Smart cities are also manifestations of the 4th industrial revolution and industry 4.0, which emerging phenomena imply innovations, better planning, a more participatory approach towards higher energy efficiency, better transport solutions, and intelligent use of information and communication technologies. The required collaboration with the many different involved societal parties sets requirements for quality in the universities' main activity sectors. In practice, this is ensured through organisational learning towards excellence in the overall performance of the university that implies professional quality management principles, innovations in processes and practices aligned with the other organisations of the society. This article is based on the authors' long-term general research and practice of the business integrated quality management, and education and industry collaboration at different universities. Some parts of the material have been presented at different seminars and conferences, for instance in Chelyabinsk/Russia, Kenitra/Morocco and Kremenets/Ukraina.