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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
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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
Laurea University of Applied Sciences 15
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
Laurea University of Applied Sciences 20
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
Laurea University of Applied Sciences 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
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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
Laurea University of Applied Sciences 28
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.
04/12/23 Laurea University of Applied Sciences 32
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.
04/12/23 Laurea University of Applied Sciences 33
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.
04/12/23 Laurea University of Applied Sciences 34
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!
Tuija.Hirvikoski@laurea.fi
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
04/12/23 Laurea University of Applied Sciences 55
- 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)
04/12/23 Laurea University of Applied Sciences 61
How has your institution tackled the challenges raised by mass higher education with respect to
maintaining and improving teaching and learning?
04/12/23
Laurea University of Applied Sciences 62
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
04/12/23 Laurea University of Applied Sciences | Tuija Hirvikoski 63
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
04/12/23 Laurea University of Applied Sciences 64
Fostering Quality in HE “takes place at three inter-dependent levels” (IMHE-OECD 2012)
04/12/23 Laurea University of Applied Sciences | Tuija Hirvikoski 65
National level: HEIs’ central role in building Europe, measured in terms of social and economic progress
The LaureaLbD
ElementsFosteringQuality
Learning
The LaureaLbD
ElementsFosteringQuality
Learning
04/12/23 Laurea University of Applied Sciences 66
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.
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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
Laurea University of Applied Sciences 68
CHECK, Operation monitoring and evaluation
Laurea University of Applied Sciences 69
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
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Theses
Theses
Theses
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RDI project 2
Case Example Helsinki Metropolitan area
Knowledge Triangle and Horison2020Aalto & Laurea the cornerstones for Living Labs
Laurea University of Applied Sciences 72
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”
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