Browsing by Author "Mönkkönen, Ilkka"

The purpose of this study was to find out, in retrospect, how the polytechnic students chose their study place and how their conception of the reputation of an educational institute affected their choices during the application process. The study was based on the narrative interviews of 17 first year students from three degree programs of one polytechnic. The analysis of the interviews proceeded in two successive stages. The first stage consisted of a narrative analysis in accordance with the classification of Donald Polkinghorne (1995). In the second stage, the analysis was complemented by A. J. Greimas’ three-level semiotic approach, comprising the discursive, narrative (actantial model) and deep levels. The conclusions were based on both analyses, i.e. on methological triangulation. The narrative analysis prepared the way for the construction of three meta-narratives in accordance with the applicants’ aims. The three aims that guided the applicants’ choices were (i) the up-dating of one’s professional skills, (ii) the choice of a profession and (iii) the taking of a degree in a polytechnic. The semiotic analysis showed two dimensions along which the choices were made. Firstly, the applicants aimed to have a study place in which they could combine both practical skills and theoretical knowledge (pragmatic-professional dimension). Secondly, the analysis also showed that emotions and values affected the choices they made (dimension of social values). The reputation of a polytechnic was considered an important factor of the application process. The applicants’ conception of reputation turned out pragmatic, since the stories they had heard about the daily routines of a polytechnic were regarded as essential for its reputation. The stories about a high number of drop-outs and graduation without employment prospects were considered negative for reputation. The applicants highly valued the information they received directly from the polytechnic students. Grapevine proved to be an effective means of communication, but the applicants also resorted to general information guides and the institutes’ Internet pages, whereas the media’s role turned out less important during the application process. The most important communicational channel was face-to-face communication. E-mail, mobile phone and various platforms in the Internet also provided forums or networks for meeting peers and spreading stories about the polytechnics.