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Browsing by Subject "innovaatiokasvatus"

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  • ”Kerranki pääsee vaikuttaa johonki” : oppilaan rooli ja yrittäjyyskasvatuksen tavoitteet yhteiskehittämisprosessissa 
    Tuominen, Marika (2020)
    Entrepreneurship education has been a part of the national curriculum since the 1990s, but attitudes tend to be hostile and the inclusion of objectives in teaching are yet to be developed further. Previous studies show that clear definitions and common practices are needed to support entrepreneurship education in practice. The concepts of entrepreneurship and education are ambiguous making the definition of entrepreneurship education challenging. This study examines the student’s role and the achievement of entrepreneurship education objectives in the co-creation process from the teachers’ and the company representatives’ perspective. The co-creation projects were part of the DIT-Heureka and 6AIKA EduDigi projects aimed at developing a continuous operating model that supports innovations and entrepreneurship education. The aim of this study is to find out how co-creation projects can be utilised to meet the broad entrepreneurship education goals in schools. The data was collected by a semi-structured thematic interview of six teachers and 11 company representatives from seven companies. All of the interviewees had taken part in a co-creation project. Four of the interviews were conducted as pair interviews and the rest as individual interviews. The interviews were analyzed following the principles of thematic analysis.  The teachers and company representatives emphasised the student’s role as a learner, influencer, experiencer and future builder. In addition, the role was seen as an innovator, interactor, and producer of benefits. The achieved objectives of entrepreneurship education were divided between experiences, knowledge, skills and attitudes. The co-creation process gave the students an experience of working with external stakeholders, as well as a different learning environment and versatile ways of working. Overall, the experience strengthened the students’ self-esteem. They learned about entrepreneurship, working life and opportunities of entrepreneurship. Co-creating improved the students’ co-operation, interaction, emotional and self-direction skills. The project succeeded in creating positive attitude towards work and entrepreneurship, and in motivating the students. Experiences of creating value play a key role in assuring the objectives of entrepreneurship education are broadly met. In addition these experiences support the development of both internal and external entrepreneurship within the co-operation projects.
  • Multidisciplinary collaboration among higher education students : knowledge creation in innovation project 
    Helin, Satu (2019)
    Higher education in Finland is expected to provide innovation activities for their students; this is indicated by the Ministry of Education and Culture in their national vision of transition to working life. Changes in work-life are affecting in the whole society in Finland calling for non-routine problem solving, multi-professional collaboration, and knowledge creation. Co-operation between higher education institutions and business life is expected to extend and there is an increasing demand of entrepreneurial skills. In my research context, the innovation activity is provided by facilitation organisation which is a link between all actors. Organisations and companies set complex challenges; then groups of higher education students ideate and create solutions for those demands. The data for this study was collected through ethnographic observations and interviews. The process of observations took several months; I observed groups to obtain information of successes and challenges among the multidisciplinary collaborations. Observations were accomplished at joint events and while students were working as small units. At the end of the project I interviewed students from observed groups individually. In addition, two facilitators and one counselor from partner organisation was interviewed. Throughout the whole research process I wrote notes to my research diary. The initial interest of my study focused on the use of the discipline based languages. Commonly, people from different disciplines are assumed to communicate with different terms and words; challenges in separate epistemic vocabularies are expected to influence to the process of collaboration. Nevertheless, the data in this research showed that the discipline based differences in language are only one challenge among others. The participants in this research described challenges and successful of communication and group work habits. My research highlights the importance of open-minded knowledge seeking and knowledge creating. Two groups and their approaches to this collaboration are compared. One group utilised an approach of collaborative knowledge creation, whereas, another one used a practice of subtasks which were performed individually. Innovation projects require the ability to collaborate, including both sharing own expertise and relying on skills and knowledge of others. The data illustrated how groups operated. On the basis of the research data, the objects of their actions were analysed, and I located the groups in the trading zone dimensions.

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