skills and post secondary education summit 2013 global best in post-secondary education how the...

Ensuring Graduates Have the Skills to Succeedin the Workplace

Learning by Developing (LBD) Operating Model and Quality Learning in Living Laboratories

Laurea was appointed as a Centre of Excel lence in Education for

2010-2012 based on the Learning by Developing (LbD) Operating

Model for the fifth time

Skills and Post-Secondary Education Summit 2013: Developing the Talent We Need for a Competitive Nation, Toronto, November 6, 2013

Tuija Hirvikoski, PhD (Industrial Management) | MSc (Public Administration) | MSc (Physical Education)

Director | Laurea University of Applied Sciences | www.laurea.fi |ENoLL council member | http://www.openlivinglabs.eu/

Uusimaa Regional Coordination Committee MemberSession Chair: Dr. Noreen Golfman, President, Canadian Association of Graduate

Schools and Dean, Graduate Studies, Memorial University

Global Best in Post-Secondary Education: How the World’s Top-Ranked Countries are Making Post-

Secondary Education a Priority and Succeeding as a Result

Skills and Post-Secondary Education Summit 2013: Developing the Talent We Need for a Competitive Nation

Toronto, November 6, 2013

Tuija Hirvikoski, PhD (Industrial Management) | MSc (Public Administration) | MSc (Physical Education) Director | Laurea University of Applied Sciences | www.laurea.fi |

ENoLL council member | http://www.openlivinglabs.eu/ Uusimaa Regional Coordination Committee Member

Laurea with multiple Centre of Excellence awards

in the Helsinki Metropolitan Area

About Finland, its position in global economic and educatianal context

04/12/23

Laurea University of Applied Sciences 3

Finland in a Nutshell

•The second northernmost country in the world, land frontiers: 586 km with Sweden, 727 km with Norway, 1269 km with Russia•Total area 338,145 km2

•Population 5,4 million•Population density 17 inhabitants / km2

•Capital city: Helsinki•Member of the European Union since 1995•Two official languages: Finnish and Swedish• 85 % Lutheran, 1% Orthodox•Republic•GDP per capita (US$) .49,350•Finnish Nature: 4 seasons, 30 000 islands, 200 000 lakes, 2/3 of the area is covered by forests

“Why Finland's Unorthodox Education System Is The Best In The World”

“A new global league table, produced by the Economist Intelligence Unit for Pearson, has found Finland to be the best education system in the world.”

“is a wonderful case study. Kids start school later; school hours are shorter than most others; they don’t assign homework; their teachers are in front ofkids less

http://www.businessinsider.com/finlands-education-system-best-in-world-2012-11?op=1#ixzz2jPtKWdld

http://thelearningcurve.pearson.com/the-report

….towards “The world’s best country?”“World’s Innovation Hub”“one of the most innovative and Competitive countries”

http://www.newsweek.com/feature/2010/the-world-s-best-countries.html

From “The developing country of Europe”…..Picture Eero Järnefelt Raatajat rahanalaiset, 1893.http://fi.wikipedia.org/wiki/Eero_J%C3%A4rnefelt

John Kao (2009 )Tapping the World’s Innovation Hot Spots, HBR

Innovation Union Scoreboard 2013

GCI FinlandFinland occupies the top position both in the health and primary education pillar as well as the higher education and training pillar, the result of a strong focus on education over recent decades. This has provided the workforce with the skills needed to adapt rapidly to a changing environment and has laid the groundwork for high levels of technological adoption and innovation. Finland is one of the most innovative countries in Europe, ranking 2nd, behind only Switzerland, on the related pillar. Improving the country’s capacity to adopt the latest technologies (ranked 25th) could lead to important synergies that in turn could corroborate the country’s position as one of the world’s most innovative economies. Finland’s macroeconomic environment weakens slightly on the back of rising inflation (above 3 percent), but fares comparatively well when contrasted with other euro-area economies.

The GlobalCompetitiveness Report2012–2013

As in previous years, this year’s top 10 remain dominated by a number of European countries, with Switzerland, Finland, Sweden, the Netherlands, Germany, and the United Kingdom confirming their place among the most competitive economies

Triple Helix

GCI – Global Competitiveness Index 2012-13

- Finland Overall 3rd

- Basic requirements 4th

- Institutions 3rd- Infrastructure 23rd- Macro economic environment 2th- Health and primary education 1st

- Efficiency enhancers 9th

- Higher education and training 1st- Goods market efficiency 18th- Labour market efficiency 15th- Financial market development 4th- Technological readiness 10th- Market size 54th

- Innovation and sophistication factors 3rd

- Business sophistication 7th- Innovation 2nd

Finnish success based on many interrelated factors - some

keywords • Equal opportunities• Value of education, engagement and motivation for

studies, high work morality • Trust & collaboration & complementarity• Spirit & inspiration (management by vision)• Professionalism and public respect• Cultivate creativity and learn from innovation, experiment

with the traditions of good teaching• Flexibility & tolerance of failures• Top down and bottom up, • Human centric, self-organising and self-renewal systems

Building organisation for change and teaching leadership• Sustainable leadership linked to other public policy

sectors - education is a long term mission

- Class-room based teaching

- Competition- Testing- Privatisation- Hybrids

04/12/23 Laurea University of Applied Sciences 14

Your definition:” A skilled person is a person who, through education, training and experience, makes a useful contribution to the economy and society.”http://www.conferenceboard.ca/spse/default.aspx

Policy integration: Systemic and open innovation orientedand HEIs operate in congruence with

a competitive knowledge society


Finland’s Innovation System

Finland has uniquely created a virtuous circle out of its information society and welfare state, through the continuous finance from successful information society. (Castells and Himanen (2002))The state creates well-educated people in good shape for the information society’s continuous success (Sabel and Saxenian (2008))

Sabel and Saxenian (2008): This success may be sustained for the future, only if the industries could concentrate in innovating radically.

=> EDUCATE INNOVATORS!

Finland’s innovation strategy

The strategy suggests interaction between top down (“a national level definition of needs”) and bottom up (“operator-level customer-oriented preparation of implementation”) systems, since that would provide better opportunities for systemic and sectors crosscutting innovations.

“Innovation steered by demand, paying attention to the needs of customers, consumers and citizens in the operations of the public and private sectors alike, requires a market with incentives and shared innovation processes between users and developers.”

=> APPLY OPEN INNOVATION METHODS

http://www.tem.fi/files/21010/National_Innovation_Strategy_March_2009.pdf

.. is zooming in and zooming out…

highlights human centric, self-organising and self-renewal systems

The Global Competitiveness Report 12–2013

WEF GCI (The Global Competitiveness Report 2012–2013)

Higher education and training Quality higher education and training is particularly crucial for economies that want to move up the value chain beyond simple production processes and products.In particular, today’s globalizing economy requires countries to nurture pools of well-educated workers who are able to perform complex tasks and adapt rapidly to their changing environment and the evolving needs of the economy. This pillar measures secondary and tertiary enrollment rates as well as the quality of education as evaluated by the business community. The extent of staff training is also taken into consideration because of the importance of vocational and continuous on-the-job training—which is neglected in many economies—for ensuring a constant upgrading of workers’ skills.

http://www3.weforum.org/docs/WEF_GlobalCompetitivenessReport_2012-13.pdf

Don’t discard routines,challenge them

and creatively explorenew ones!

Science and technology driven

innovation 4%

Practice based

innovation 96%

The positive effects of co-creation activities:1. A broader understanding of stakeholders’ processes and their value creation conducting capability to deliver value for them (e.g. Liedtka & Ogilvie, 2011; Prahalad & Ramaswamy, 2004),2. To monitor future possibilities and the landscape of competition (e.g. Prahalad & Ramaswamy, 2004), 3. To innovate more efficiently (e.g. Liedtka & Ogilvie, 2011; Ramaswamy & Gouillart, 2010).

From coproductionto Co-Creation

How to maintain and improve quality teaching and impact of HE at a time of mass higher

education ?

Ahola, Sakari and Hoffman, David M. (2012)Higher Education Research in Finland – Emerging

Structures and Contemporary Issues


DESCRIPTION OF FINNISH HIGHER

EDUCATION

DEGREES

University of Applied Sciences

Master’s degrees

University of Applied Sciences

Bachelor’s degrees

Mass higher education in Finland

In Finland, the expansion of HE is closely related to the welfare-state agenda (egalitarian policy aims with an emphasis on regional policy). About 65% of the relevant age cohorts study in HEIs.

This policy (Triple Helix) has been successful in promoting national development: E.g. in The Global Competitiveness Report 2012-2013 Finland is in third position. Moreover, Finland had earned the Eurozone’s best credit ratings (AAA))

Higher education is provided by 16 academic universities (AU) and 25 universities of applied sciences (UAS).Laurea University of Applied Sciences | Tuija Hirvikoski

UAS 132 000students

AU148 000students

Parliament votes about Peruskoulu 22.11.1963The new school is born1972-1978

Since 1989

The mission of AU and UASFinnish HEIs are responsible for their own quality management

The mission of universities (AU) is to promote free research and academic and artistic education, to provide education based on research, and to educate students to serve their country and humanity.

The UASs have the responsibility•to provide and support the development of a professional workforce, •carry out applied research and development and •support regional development and lifelong learning•develop adult learning and provide vocational teacher training

22Laurea University of Applied Sciences | Tuija Hirvikoski

Finnish Higher Education Evaluation Council (FINHEEC) to support quality work of HEIs and disseminate good practices

What the quality teaching of higher education might be in the future of mass higher education?

04/12/23


Measured by student numbers, the higher education in Finland became a mass higher

education system during the 1970s (Välimaa 2012) with the highest entry rates (OECD

2009)However, in 2009 and 2010, a

radical change took place; previously “Finnish Universities (AU) have been defined as national cultural institutions, whereas now the aim is to create status hierarchy in Finnish HE system with the establishment of a ‘world class university’ in Helsinki, known as Aalto University.” (Välimaa 2012)

“New elitism” in Finnish higher education (Kivistö&Tirronen, 2012)

“The Finnish university system may take some steps towards Anglo-Saxon model, in which elite and mass sections are side by side both in the system and institution levels.” (Kivistö&Tirronen, 2012)

Tuija Hirvikoski 24

Balancing between two cultures; the traditional academic culture and the culture of the free market (Rinne&Jauhiainen, 2012)

• The entrepreneurial university,• The manageristic university• Academic capitalism• Mode 2• Interactive models of innovation• Triple Helix• Knowledge Triangle• Living labs

Transformation is taking place in the ways university research is carried out and how science-society contract is defined

Global policy and NPM are not processes that change everything simultaneously, buy we are looking at complex and phased processes

04/12/23 Laurea University of Applied Sciences| Tuija Hirvikoski 25

Framework for Understanding Curriculum in HE

(Mäkinen & Annala (2012) based on Barnett and Coate (2005) and Bernstain (1996)

Domain External Internal

Knowing Curriculum implementing knowledge-intensive education

Curriculum representing disciplinary knowledge

Acting Curriculum producing competencies in employment market and society

Curriculum supporting growth of academic expertise

Being Curriculum providing individual career success

Curriculum contributing identity formation process


Balancing between the needed competences contributing academia, world of work, society and individual’s

identity

04/12/23 Laurea University of Applied Sciences | Tuija Hirvikoski 27

Learning by Developing (LbD) together with the LivingLabs (LL) model exemplify the changes and

mechanisms HEIs face in practice.

04/12/23


We have to understand what‘s going on within ourselves and in the world

Zooming in (micro level)

Zooming out (macro level)

SCALE People, Teams

NetworksOrganisationsEnvironments

- The built and natural surroundingsCities

RegionsEurope

21.03.2013 Chuncheon Tuija Hirvikoski

Laurea in figures -LbD is an economically sustainable model with high impact on employment

rate and student initiated start ups

•Turnover, total 54,2 M€• Of which RDI 12,5 M€

•Total amount of students 7800• No tuition fees ˜ 99%

•Average study time • Young students 4,18

years• Adult students 3,27

years

•Staff (man year) 518• Teaching staff 297 (12,5%

hold PhD, 8,4% licentiates, 73% Masters)

• Others 222• RDI involved 323

•Graduate employment rate 2011 graduated 98,2%

•RDI credits/student 10,41•Student initiated firms 29

•Students/lecturer 19,88•Degrees/lecturer 4,56

04/12/23 Laurea University of Applied Sciences Tuija Hirvikoski 30

Laurea’s Operating Environment

• the Greater Helsinki Metropolitan Area produces approximately 50% of Finland’s gross domestic product

• Uusimaa region consists of urban and rural areas• The social and health care sector is strongly influenced by demographic changes

and struggling with the challenge of ensuring equal services for rural and urban areas with limited budgetary conditions. The ageing population, long distances and the possible lack of qualified work force are common challenges in particularly in the archipelago

• In its operating environment, Laurea is specializing in service innovations and focusing on regional development of the metropolitan area

04/12/23 Laurea University of Applied Sciences31

Helsinki Smart City Showcase http://vimeo.com/16424693

Laurea University of Applied Sciences Case Laurea: Strategic Choices and Central Measures

for 2010-2015

1. LbD: Generating Future Expertise and Service Innovations and Promoting Student Entrepreneurship• Strengthening the student-oriented learning

culture based on creativity, which brings together teaching and R&D&I.

• Promoting the commercialization of ideas and innovations.


Laurea University of Applied SciencesCase Laurea: Strategic Choices and Central Measures for

2010-2015

2. Developing the Greater Helsinki Metropolitan Area• Participating in world

class networks that develop the metropolitan area.

• Promoting multi-stakeholder functional entities that develop the metropolitan area.


Laurea University of Applied Sciences

Case Laurea: Strategic Choices and Central Measures for 2010-2015

3. Internationally Recognized and Productive R&D&I

• Increasing Laurea’s international recognition, reputation and influence.

• Increasing international competence transfer that enriches Laurea’s partners and the region.


Kanter (1988): Innovation is most likely in organizations that

(a) have integrative structures,(b) emphasize diversity, (c) have multiple structural linkages inside and outside the

organization, (d) have intersecting territories,(e) have collective pride and faith in people’s talent, and (f) emphasize collaboration and teamwork.

Thank You!

[email protected]

LbD Action Model by Laurea UAS“The LbD action model views learning as a tool for achieving competence, which in turn is demonstrated as new ways of action. LbD provides students and lecturers with genuine encounters with the changing requirements of working life and a collaboration model for functioning as innovative partners” (Raij et Niinistö-Sivuranta, 2011, 6).

Individual’s learning

Regional developmentDevelopment in the workplace

Traditional case-study-based teaching

Student centric r&d&i (LbD)

R&D projectscarried out by staff

Study unit implementation

Com

pete

nce

deve

lopm

ent

in t

he C

omm

unity

Practical relevance of constructive problem (2001 – 2007)

LbD as pedagogical innovationOutcomes:New knowledge, developed competences, innovations for all stakeholdersStronger sense of community and partnership; transparency and communal development of LbD

Summary of international evaluation of LbD 2007;“LbD is a value-based model, where student is more comprehensively considered than in other models (which have problems or projects in the centre). LbD model focuses to ensure that students can do – instead of only being able to answer exam questions. Laurea has succeeded in creating a model that works in practice, not only in theory”

12.1.2010 38Hirvikoski & Diz @ NTU INSIGHT

Living Labs are Self-renewal Human-centric, Multi-stakeholder Ecosystems for Joint Value

Creation

Enablers

Public sector

Science, technology, innovation (STI) 4% Doing, using, interacting (DUI) (96%) (Harmaakorpi)

We need to learn to innovate!

MNS, SMES

“What is possible?”

“What is needed?”

multilevel governance

third sector

cross-sectorco-operation

What is a Living Lab?

Westerlund and Leminen (2012) “living labs as physical regions or virtual realities, or interaction spaces, in which stakeholders form public-private-people partnerships (4Ps) of companies, public agencies, universities, users, and other stakeholders, all collaborating for creation, prototyping, validating, and testing of new technologies, services, products, and systems in real-life contexts. They are used for the development of communities for the use of innovation.”

According to the European Network of Living Labs (ENoLL), the Living Labs are citizen-driven open innovation ecosystems in real-life settings in which innovation is fully integrated into the co-creative, co-design processes for new technologies, products, services, and societal infrastructures

First developed by William J. Mitchell at MIT in 2003 to study people and their interaction with new technologies in a living environment, the Living Lab model was introduced to Europe by Nokia and adapted to the needs of ICT research and development. From there, the method spread, gaining a specifically European version as a user-centric development of the Open Innovation paradigm, based on the co-design of innovative ICT applications in local, often rural, communities.

What is a LivingLabBergvall-Kåreborn et al, 2009A Living Lab is a user-centric innovation milieu built on every-day practice and research, with an approach that facilitates user influence in open and distributed innovation processes engaging all relevant partners in real-life contexts, aiming to create sustainable values.

The “users” can be either individuals, organisations, firms, authorities, cities, or regions – anything from the micro to the most macro level

http://www.dexigner.com/directory/detail/19311.htmlHelsinki Design Lab is an initiative by Sitra, The Finnish Innovation Fund, to advance strategic design as a way to re-examine, re-think, and re-design the systems we've inherited from the past. We assist decision-makers to view challenges from a big-picture perspective, and provide guidance toward more complete solutions that consider all aspects of a problem

Zoom in&

Zoom outFrommicro

..to theMostMacro Level

Applying Design Studio Model: Although current dropout rates are modest by international standards,Finland cannot afford to wait to see if this is an early indicatorof a growing trend.

“A successful education systemin the future will be defined byhow well it handles diversity andenables all students to participateand thrive.”

Dropouts are a leading indicator that reveals a significant challenge and opportunity for education: how to serve all students in an ever-changing, diversifying world. The main concern is to expand the learning environment to reach everyone, including those individuals who learn best in different ways, in different environments and with different skills, interests or intelligences.

http://www.dexigner.com/directory/detail/19311.html

The LbD model, in conjunction with the LivingLab approach is based on…

…innovation co-creation among various stakeholders within the Helsinki Metropolitan area and internationally. Or, as Pirinen (2012) defines it: “the integrative model refers to the student-centred integration of higher education, research and development (R&D) and regional development in the viewpoint of actualizations of study units with funded R&D projects and within regional R&D actors such as regional innovation system and clusters.”

Innovation ecosystemsAccording to Wessner (2007), innovation ecosystems capture actors like large and small businesses, universities, research institutes and laboratories, intermediating organisations, as well as venture capital firms and financial markets. In the innovation ecosystems, knowledge and innovation are created and brought to market with the help of public policies that strengthen the links within the innovation ecosystem and improve innovation-led growth.

Also rules, regulations, and incentives as well as shared social norms and value systems are crucial variables of innovation ecosystems.

In Laurea, the Living Lab approach has been developed and implemented from micro level to the most extreme macro-level in parallel to the practice-based LbD action model enhancement.

THE COLLABORATIVE LBD PROJECT AS A REGIONAL LEARNING LIVING LABORATORY OR AN “ORCHESTRATION TABLE”

Collaborative LbD projects operate as a regional learning living laboratory and an orchestration table (1)

Laurea has played a crucial role…

.. in formulating and implementing regional innovation strategies in partnership with the local authorities, businesses and citizens

… in attracting public, academic, corporate and third-sector actors, together with end-users to swarm around the common phenomena and problems

Orchestration table (2)An integrative LbD process consists of:

▶ RDI work, ▶ the social interaction,▶ knowledge sharing,▶ collective intelligence,▶ learning and problem

solving, and ▶ the build-up of related

sheared meanings

In the Living Labs, the co-creation of innovation and innovative activities bring the concepts of science close to citizens and the users’ real-life expertise close to researchers, designers and politicians.Stakeholders’ roles as designers, researchers, enablers, or users vary.

Orchestration table (3)Throughout the feedback loops… … between the collaboration stages of interlinked university and UAS-driven RDI projects, commercialisation and innovation policy, additional, systemic learning and changes may follow both in the wider society or industrial clusters.

Orchestration table (4), The students are equal partners,

… developing and creating new professional knowledge and skills whilst growing towards their own fullest potential as human beings. As there is a constant demand for self-organising actions, the model fosters creativity, entrepreneurial competences and critical thinking. Consequently, together they form the bases for learning regional Living labs and people-driven dynamic societies that do not shy away from the challenges but rather organise themselves around them. (Kantola et Hirvikoski, 2012)

http://www.laurea.fi/fi/tutkimus_ja_kehitys/julkaisut/Erilliset_julkaisut/Documents/LbD_Guide_04102011_ENG_lowres.pdf

Through internationally funded projects and by operating as an orchestration table…Laurea can offer its best co-operation capability also to the international partners and consequently an access to one of the world’s most competitive and advanced metropolitan areas.

As a result of these principles and in accordance with the regional Smart Specialisation strategy, HEIs in various countries can foster the enriching and mutual cooperation between their regions and their regional learning Living Labs.

Laurea Living Labs and the LbD action model Laurea University of Applied

Sciences has optimised both educational and RDI impacts by integrating its awarded educational innovation, Learning by Developing (LbD), with the LivingLabs (LL) model. Together, they provide new mechanisms and interfaces for collaboration among various regional stakeholders and improve citizens’ innovation competences, i.e. grasping the essence of a problem, exploring the problem at hand in wider contexts, drawing conclusions from observations, visualising the possible solutions so that others can follow, and acting on them.

During the last twenty years Laurea has been involved in several, both national and international user-centric RDI projects aimed at developing new services for the elderly.

Project examples- CaringTv, Express to Connect,

Encounter Art, COM’ON, the Senior Trainer Programme, SATCHEL

Facilities- Active life Village- Active Home; SmartHome- Smart Hospital- Medical and Care simulation

center

5321032013 Hallym Univeristy Tuija Hirvikoski

Laurea aspires, together with its regional and international partners, …to construct better RDI results and improve their commercialisation and usage in organisations and within society.

The RDI results, co-created within the frame of LdD, may be turned into innovative marketable products and services by the corporate sector, whereas the public sector may utilise them in their strategies and operations.

http://www.oecd.org/edu/imhe/QT%20policies%20and%20practices.pdf

Scaling up the PPPP model: Europe as a dynamic, multi-layered and multi-dimensional Innovation Ecosystem - Consequences


- involves creative and motivated professionals and citizens to the development of Active and Healthy Ageing solutions and the transformation of behaviour

- creates innovative solutions from the micro to the most macro level of the Active and Healthy Ageing systems

- decreases innovation obstacles- boosts Europe as a lead market of Active and Healthy Aging - boosts new spin-offs and supports growth companies- gives companies an opportunity to grow in the emerging

Asian (global) markets - generates meaningful new jobs

Open and user-driven innovation

Many Laurea LbD projects fall into the category of open innovation (Chesbrough, 2006) or demand- and user-driven innovations (von Hippel, 2005), where firms and public organisations develop, experiment and pilot with customers for new products, services and businesses and citizens improve their living conditions (e.g. Loppukiri in Helsinki)

In the open and user-driven RDI, LbD applies e.g. action research, ethnographical methods, service design, participatory observation, interviews and focus group methods. Laurea researchers have also widely contributed to theoretical and methodological development in this field.

As a consequence of open and user-driven innovation processes, each and every individual can also learn to innovatein the era of innovation

democratisation calling for a variety of complementary innovations, there is no monopoly but many innovations have seen daylight thanks to everyday laymen actions.

the Innovation Europe survey (2004): only some 4% of innovations are based on academic research whilst the most significant sources of innovation are customer contacts, company networks and the like.

an on-going survey by Von Hippel (2010, in Kulkki 2012) indicates that 70% of innovations come from the markets and customers.

Based on Rogers’ (2003) innovation adopter categorization (1)

Learning to innovate may also be vital for generating new markets and behavioural patterns in the civic society, as those who learned to innovate, may either become the “leader-users” that create new ways of consuming and solving problems, or they may join the “early majority” adopting novelties.

Models like LbD might help the HEIs not only to produce a high level of education but also improve citizens’ innovation competences, i.e. ▶ grasping the essence of a problem, ▶ exploring the problem at hand in wider

contexts, ▶ drawing conclusions from observations,▶ visualising the possible solutions so that

others can follow, and ▶ acting on them.

generation of energy

innovation calls for tangible energy, like financial resources, juridical support and capital goods, however, the most successful systems have a capacity to produce cognitive and emotional energy

cognitive energy based on the holistic and interactive approaches and it provides the rationale to understand the requisite inconveniences and their temporary role in the progress of innovation

proactive innovation intellects empower themselves and others emotionally; they also receive emotional energy from the others

“Culture create passion, passion inspire doing, using and interaction”

about the process; generation of energy

12.1.2010 59Hirvikoski & Diz @ NTU INSIGHT

Helsinki Metropolitan Area’s Innovation Hubs Living

Laboratories and Enriching Learning Environments

Laurea University of Applied Sciences Tuija Hirvikoski 60

Laurea operates in the Greater Helsinki Metropolitan Area, which produces approximately 50% of Finland’s gross domestic product.

In its operating environment, Laurea is specializing in service innovations and focusing on regional development of the metropolitan area.

Helsinki

Laurea’s Profile in the Finnish Higher Education

System1. Service innovations and value networks2. Internationally acknowledged and

productive research, development and innovation activity

3. An operating model that promotes the development of working life by integrating learning and R&D (Learning by Developing)


How has your institution tackled the challenges raised by mass higher education with respect to

maintaining and improving teaching and learning?

04/12/23


Fostering Quality Teaching in Higher Education: Policies and practices IMHE-OECD

(Hénard, 2012)

Quality teaching is the use of pedagogical techniques to produce learning outcomes for students. It involves several dimensions, including the effective design of curriculum and course content, a variety of learning contexts (including guided independent study, project-based learning, collaborative learning, experimentation, etc.), soliciting and using feedback, and effective assessment of learning outcomes. It also involves well-adapted learning environments and student support services.

•Raising awareness of quality teaching•Developing excellent teachers•Engaging students•Building organisation for change and teaching leadership•Aligning institutional policies to foster quality teaching•Highlighting innovation as a driver for change•Assessing impacts


Fostering Quality Teaching in Higher Education: Policies and practices IMHE-OECD

(Henard, 2012)Covered by Laurea Learning by Developing (LBD)

Operating Model Quality teaching is the use of

pedagogical techniques to produce learning outcomes for students. It involves several dimensions, including the effective design of curriculum and course content, a variety of learning contexts (including guided independent study, project-based learning, collaborative learning, experimentation, etc.), soliciting and using feedback, and effective assessment of learning outcomes. It also involves well-adapted learning environments and student support services.

•Raising awareness of quality teaching•Developing excellent teachers•Engaging students•Building organisation for change and teaching leadership•Aligning institutional policies to foster quality teaching•Highlighting innovation as a driver for change•Assessing impacts


Fostering Quality in HE “takes place at three inter-dependent levels” (IMHE-OECD 2012)


National level: HEIs’ central role in building Europe, measured in terms of social and economic progress

The LaureaLbD

ElementsFosteringQuality

Learning

The LaureaLbD

ElementsFosteringQuality

Learning


Human centricity!

Learning by

Developing is a Unique way for Life Long Learning in

Living Laboratories

Image thh!

Human centricity!

Learning by

Developing is a Unique way for Life Long Learning in

Living Laboratories

Image thh!

Laurea’s strategy 2010-2015; Promoting Students’ Professional

Growth

•Laurea’s strategic choice is to integrate its three main tasks: education, regional development and R&D.•Learning by Developing (LbD) is an innovative operating model based on authenticity, creativity, partnership and experimental approach.


Strategic Choices1.LbD: Generating Future Expertise and Service Innovations and Promoting Student intiated and Growth Entrepreneurship2.Developing the Greater Helsinki Metropolitan Area3.Internationally Acknowledged, Productive R&D&I

Quality assurance system


CHECK, Operation monitoring and evaluation


The feedback system in relation to professional development

forward

Alumni questionnaire

Quality quiestionnaire of education and learning

Graduation

questionnaire

Instant feedback

Study unit feedback questionnaire

Internship feedback questionnaire

International student mobility feedback questionnaire

PhDPhD

PhDPhD

PhDPhD

PhDPhD

Failed RDI application

Failed RDI

application

Joint Regional Competence Development Continuum

Aika

Competences

Competence development

RDI project

1

RDI project 3 RDI

project n

LbD = co-creation of new knowledge, skills and innovation with multiple stakeholders

Dissemination (national and international innovation diffusion and export of knowledge)

Commercialization, entrepreneurship, Spin-offs

Failed RDI application

MM BBMM

Theses

Theses

Theses

MM

BBBB BB

BB

BB

BB

BB

RDI project 2

Case Example Helsinki Metropolitan area

Knowledge Triangle and Horison2020Aalto & Laurea the cornerstones for Living Labs


EU 2020 Implementation by Seven Flagships

Knowledge Triangle: Create Synergy between Research, Education and Innovation

Innovation

EducationResearch

Platform for Blended Learning Platform

for Working Life Developm

entPlatf

orm

for F

ores

ight &

Co-

crea

tion

Orchestration

Special need to focus on:A. Value creation based on better use of intangible assetsB. New processes and methods for university-industry collaborationC. Systemic change and societal innovations

Benefits are evident:For studentsFor teaching staffFor researchersFor working life professionals

© Markku Markkula

Future? Local Digital Agenda for the Helsinki Region based on Smart Specialisation. The discussion is going on.

We will pioneer solutions to tackle Grand Societal Challenges. We will focus on:1. Smart Urban Design2. Active and Healthy Ageing3. Low Carbon Economy

This means especially fueling Industrial Leadership by focusing on:1. Regional Service Architecture and Modeling2. Digitalization of System Processes, especially Services3. Mindset and Environment for Start-up and Growth Companies

And this means on global level science excellence focusing on:1. Open Innovation Interlinked Ecosystems2. Integrating Real and Virtual Reality3. Future and Emerging Technologies

This is the proposal made by Markku Markkula on 6 May 2012based on the CoR Horizon 2020 draft opinion, Vanguard Group LDA activities,

the EUE/RIE plans and the EU Smart Specialisation Mirror Group.

Laurea management system is based on shared leadership in a self-

organising system, operating as a flock of geese

“Watch a flock of geese turning and swooping in flight, undeterred by wind, obstacles and distance. There is no grand vizier goose, no chairman of the gaggle. They can’t call ahead for a weather report. They can’t predict what obstacles they will meet. They don’t know which of their number will expire in flight. Yet their course is true. And they are a flock.”

Hamel ((2002),253) Leading the revolution

The Country Brand Delegation

”the unbiased, solution-focused approach to problems which derivers from our history and culture. When faced with impossible situation we roll up our sleeves and double the speed.”

“Spontaneous harmony”, “order without careful crafting”

skills and post secondary education summit 2013 global best in post-secondary education how the...

Education

higher education

best education system

primary education pillar

gci finland finland

worlds best country

worlds innovation hub

helsinki member

competitive economies