Browsing by discipline "Education (General and Adult education)"
Now showing items 61-62 of 62
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(2014)Neoliberal educational policy forms the context of this study and is approached from a governance point of view. The study is based on the interest of the aim of the schooling system to raise individuals in the spirit of entrepreneurship. The starting point for this study was the notice that according to the neoliberal education policy, the school should provide enterprising and entrepreneurial abilities for all. The neoliberal governance is viewed discursively and the aim of the study is to critically explore the ethos of the enterprising self in the current neoliberal educational thought. The study also explores the effects and results of the entrepreneurial and neoliberal governance. The data consists of interviews by nine primary school teachers who have attended the MyCity (Yrityskylä in Finnish) learning environment. The data is analysed in discourse analytical view. The concept of discourse is understood as a political, institutional, and social construct. Therefore essential and interesting in this study's point of view is how the discourses are produced and controlled and what are their social consequences. The study's results showed that the teachers encounter entrepreneurship education as ambiguous, multiform and relatively new phenomenon. The goals of the entrepreneurship education were overlapped with characterizations of student's capabilities and attitudes in the teacher's talk. The entrepreneurial spirit was described through student's individual capabilities and features, such as independent initiative, briskness, invention and energy. The neoliberal governance in the viewpoint of the entrepreneurial spirit was found to contain individualization and moral obligations. The entrepreneurial governance includes the promise of improving the society but also transfers the responsibilities of the social problems to the individual himself.
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(2017)The aim of this study is to explore the experiences of a group of company agents who participated in a training organized by their company, from the perspective of activity theory. Activity theory aims to understand the interaction between the mind and activity, through expansive learning among other things. The subjects of the study are Vainio Oy (pseudonym) and the company agents who took part of the training. A significant amount of studies on organizational learning has been made in different contexts, including organizational management. Studies of internal training and usage of collected data within organizational learning are less frequent, though. Thus, the aim of this study is to increase information concerning the ways of development for organizational training from an activity theoretical perspective. The research is a qualitative study, and the methods used for gathering data were thematic interviews. There were eight company agents from all over Finland who participated in the interviews. All of the informants took part of the company's training. The data were analyzed by using content analysis. A phenomenological hermeneutic approach was applied during the research analysis. The study shows that the training was a success. Significance was given for teachers proficiency, given support and specific educational methods, for instance using online assignments. On the other hand the defined agenda and the company agents' expectations of the training did not meet. The company agents preferred a training with a more sales point of view. It is possible to develop the training from an activity theoretical perspective, either with the help of a process-innovation model or system innovation model. Expansive learning is only fulfilled when the activity system, i.e. the training program, is reformed so that the objectives of the training provider and the participants are integrated.
Now showing items 61-62 of 62