Background and aims of the project
The project aims to explore and develop such forms ofuniversity education where basic and further academic studies are combined with learning of generic working life competencies. Based on international research into expertise and research on adult thinking and intelligence, expertise can be considered to comprise three main elements:
- conceptual or theoretical knowledge,
- practical and experiential knowledge, and
- self-regulation skills and knowledge.
Research has shown that in high-level expertise these elements are not separate from each other but highly integrated, and therefore efforts should be made to combine them in higher education as well.1) In traditional models of education, however, these knowledge categories have been treated as separate from each other: theoretical knowledge has been taught in particular courses while practical knowledge has been available mostly through training periods, which have not usually had any connection to the theory courses. The development of self-regulation skills has received little if any attention in traditional forms of education. Hence, the traditional practices seem to be far from optimal when it comes to the development of expertise. Also the issue of generic working life skills is relevant in this context.
Due to the rapid changes in the world of work it has become increasingly evident that education should provide not only field-specific competencies but also a range of generic skills, including e.g. social skills, communication skills, knowledge acquisition skills, skills of critical thinking, and skills of lifelong learning.2) At doctoral level, the generic skills include e.g. problem solving skills as well as managerial, business, supervision,an consultancy skills. Recent surveys have shown that HE graduates usually find that their working life skills are largely inadequate.3)
Research findings
In a survey it was inquired where the Master level university graduates, who had been employed for two to ten years, had learnt the most important skills they needed at work. Over 60% of the respondents answered that they had learnt these skills primarily at work while only 14% found that they had learnt these at university.4) On the other hand, it has been shown that when university pedagogy is developed so that the development of working life skills is integrated with the learning of field-specific contents the learning outcomes will extend to cover, besides academic knowledge, also various working life skills. For example, in courses involving workplace projects students consider they have learnt not only things specific to their particular field but also communication skills, social skills, and project management skills, for instance. In addition, also their professional identity and career plans have become clearer.5) Similar results have been achieved in the field of pharmaceutics education, where practical training was reformed by introducing it at an early stage and connecting it to other studies.6) Also such courses where the students are not actually at a workplace but which use methods that simulate workplace practices and deal with authentic problems, have promoted the development of generic working life skills.7)
References
(1) Connection between working life and education
Eraut, M. 2004. Transfer of knowledge between education and workplace settings. Teoksessa H. Rainbird, A. Fuller & A. Munro (toim.) Workplace learning in context. London: Routledge, 201-221.
Griffiths, T. & Guile, D. 2004. A connective model of learning: The implications for work process knowledge. European Educational Research Journal 2 (1), 56–73.
Guile, D. & Griffiths, T. 2001. Learning through work experience. Journal of Education and Work 14 (1), 113-131.
Le Maistre, C. & Paré, A. 2006. A typology of knowledge demonstrated by beginning professionals. Teoksessa P. Tynjälä, J. Välimaa & G. Boulton-Lewis (toim.) Higher education and work: Collaborations, confrontations and challenges. Amsterdam: Elsevier, 103-113.
Tynjälä, P. 2007. Connectivity and transformation in work-related learning: Theoretical foundations. Teoksessa M-L. Stenström & P. Tynjälä (toim.) Towards integration of work and learning: Strategies for connectivity and transformation. (Accepted for publication by Springer)
Tynjälä, P., Slotte, V., Nieminen, J., Lonka, K. & Olkinuora, E. 2006. From university to working life: Graduates' workplace skills in practice. Teoksessa P. Tynjälä, J. Välimaa & G. Boulton-Lewis (toim.) Higher education and working life: Collaborations, confrontations and challenges. Amsterdam: Elsevier, 73-88.
Tynjälä, P., Välimaa, J. & Sarja, A. 2003. Pedagogical perspectives into the relationship between higher education and working life. Higher Education 46, 147-166.
(2) Critical thinking skills and learning
Hoare, C. 2006 Handbook of adult development and learning. New York: Oxford University Press.
Kallio, E. & Liitos, H.M. 2008. Tarvitaanko postformaalin ajattelun käsitettä? Psykologia, 2, 108-121.
Sternberg, R.J. 2004. Wisdom and giftedness. Teoksessa L.V. Shavinina, E.S. Sprott & M. Ferrari (toim.) Beyond knowledge: extracognitive aspects of developing high ability. Mahwah, NJ: Erlbaum, 169-186.
Sternberg, R. J. 2007. What is the purpose of a college education? Pääpuhe AERA (Annual Meeting of the American Educational Research Association) -kongressissa 9.-13.4.2007. Yhdysvallat, Chicago.
(3)
Barnett, R. 2005. Recapturing the universal in university. Educational Philosophy and Theory 37 (6), 785-797.
Elinkeinoelämän keskusliitto EK 2007. Tulevaisuusluotain. Verkostoitumisesta voimaa osaamiseen. Loppuraportti. Helsinki: Elinkeinoelämän keskusliitto EK.
OPM koulutus ja tutkimus 2007-2012. Luonnos. http://www.minedu.fi/OPM/Koulutus/koulutuspolitiikka/asiakirjat/KESU2007X2012_luonnos.pdf
Stenström, M.-L. 2006. Polytechnic graduates working life skills and expertise. Teoksessa P. Tynjälä, J. Välimaa & G. Boulton-Lewis (toim.) Higher education and working life: Collaborations, confrontations and challenges. Amsterdam: Elsevier, 89-102.
Tynjälä, P., Slotte, V., Nieminen, J., Lonka, K. & Olkinuora, E. 2006. From university to working life: Graduates' workplace skills in practice. Teoksessa P. Tynjälä, J. Välimaa & G. Boulton-Lewis (toim.) Higher education and working life: Collaborations, confrontations and challenges. Amsterdam: Elsevier, 73-88.
(4)
Tynjälä, P., Slotte, V., Nieminen, J., Lonka, K. & Olkinuora, E. 2004. Yliopistosta valmistuneet työelämässä. Teoksessa P. Tynjälä, J. Välimaa & M. Murtonen (toim.) Korkeakoulutus, oppiminen ja työelämä. Pedagogisia ja yhteiskuntatieteellisiä näkökulmia. Jyväskylä: PS-kustannus, 91-107.
Stenström, M.-L. 2006. Polytechnic graduates working life skills and expertise. Teoksessa P. Tynjälä, J. Välimaa & G. Boulton-Lewis (toim.) Higher education and working life: Collaborations, confrontations and challenges. Amsterdam: Elsevier, 89-102.
(5)
Tynjälä, P., Slotte, V., Nieminen, J., Lonka, K. & Olkinuora, E. 2004. Yliopistosta valmistuneet työelämässä. Teoksessa P. Tynjälä, J. Välimaa & M. Murtonen (toim.) Korkeakoulutus, oppiminen ja työelämä. Pedagogisia ja yhteiskuntatieteellisiä näkökulmia. Jyväskylä: PS-kustannus, 91-107.
(6)
Helle, L. & Tynjälä, P. 2007. Outocomes of project-based studies and student self-regulation of learning. Teoksessa P.B. Richards (toim.) Global isssues in higher education. New York: Nova Science Publishers, 215-235.
(7) Expertise knowledge
Katajavuori, N. 2005. Vangittu tieto vapaaksi – Asiantuntijuus ja sen kehittyminen farmasiassa. Dissetationes bioscientiarum molecularium Universitatis Helsiengsis in Viikki 3/2005. Helsingin yliopisto. Farmasian tiedekunta.
Tynjälä, P. 2001. Writing, learning and the development of expertise in higher education. Teoksessa P. Tynjälä, L. Mason & K. Lonka (toim.) Writing as a learning tool. Integrating theory and practice. Dordrecht: Kluwer Academic Publishers, 37-56.
(8) Problem-based learning
Lonka, K. & Paganus, N. 2004. Ongelmalähtöinen oppiminen työelämään valmentajana. Teoksessa P. Tynjälä, J. Välimaa & M. Murtonen (toim.) Korkeakoulutus, oppiminen ja työelämä. Pedagogisia ja yhteiskuntatieteellisiä näkökulmia. Jyväskylä: PS-kustannus, 237-254.
