Irma Kunnari

Bio: Irma Kunnari is an academic researcher. The author has contributed to research in topics: Coping (psychology). The author has an hindex of 1, co-authored 1 publications receiving 6 citations.

Teachers changing higher education : From coping with change to embracing change

Abstract: This dissertation explored higher education teachers’ experiences in developing their professional practices and how change can be achieved successfully. The pedagogical development process in one university of applied sciences was the context of three sub-studies, which investigated teachers’ experiences utilizing strength-focused theoretical constructs, following the positive approach. This study also served the development of competence-based higher education, and the more specific focuses for the sub-studies were driven from the field. The data for this qualitative and practice-based study were collected using interviews and questionnaires. Study 1 investigated the socio-psychological wellbeing for learning constructed in teacher-student relationship. Fifteen experienced teachers were interviewed when developing their guidance practices. The focus was on teachers’ optimal pedagogical practices facilitating socio-psychological wellbeing in terms of building students’ feelings of relatedness, competence and autonomy. The findings describe teachers’ holistic approach to guidance and how they consciously facilitated students’ socio-psychological wellbeing by attuning their pedagogical practices according to the needs of students. The teachers also felt that this had an impact on their own wellbeing. Study 2 focused on teachers’ needs for successful change in the phase of educational innovation in integrating research, development and innovation (RDI) activities into learning. Altogether 46 teacher-developers’ experiences related to the sources of enthusiasm and interest as well as the support needed were studied using a questionnaire. The main source of interest and enthusiasm for teachers was social interaction and networking, but rigid structures and traditional practices made collaboration difficult to organize. The findings also indicated that the teachers’ changing and challenging environment offers opportunities to learn and develop, but simultaneously the facilitation of the teachers’ feelings of relatedness, competence and autonomy is needed. In Study 3 the implementation of traditional courses and subjects were transformed to integrated competence-based learning entities and teachers were organized to work as teams. To deepen the understanding of how teachers can find successful ways to work and manage in the change, the perspective was broadened to a group level by exploring teacher teams’ experiences about their collective

Teaching for quality learning at university

Abstract: by J. Biggs and C. Tang, Maidenhead, England, Open University Press, 2007, 360 pp., £29.99, ISBN-13: 978-0-335-22126-4

Beyond alliance for knowledge from hamk’s point of view

Abstract: Long term cooperation that is based on common trust, friendship and especially willingness to go forward together is a good basis for development of an international university. Challenging the modern world together makes it possible to reach goals beyond the average. This is the heart of the Beyond Alliance for Knowledge—an alliance between Feevale University, VIA University College and Hame University of Applied Sciences (HAMK). This article is written to highlight the basic needs for the Beyond Alliance for Knowledge from HAMK’s perspective. The perspectives are (1) the need for internationalisation of the university itself, (2) better education products for students and (3) effective research results for businesses and society. The ultimate goal in this alliance should be to develop competences which we need to challenge global wicked problems. Keywords: Alliance. Education. Competence. Co-operation. Research. RESUMO A cooperacao de longo prazo, baseada na confianca comum, na amizade e especialmente na disposicao de avancar juntos, e uma boa base para o desenvolvimento de uma universidade internacional. Desafiando o mundo moderno juntos, e possivel alcancar objetivos alem da media. Este e o coracao da Beyond Alliance for Knowledge - uma alianca entre a Universidade Feevale, a VIA University College e a Hame University of Applied Sciences (HAMK). Este artigo foi escrito para destacar as necessidades basicas da Beyond Alliance for Knowledge na perspectiva da HAMK. As perspectivas sao (1) a necessidade de internacionalizacao da propria universidade, (2) melhores produtos de educacao para os estudantes e (3) resultados efetivos de pesquisa para empresas e sociedade. O objetivo final desta alianca deve ser o desenvolvimento de competencias que precisamos para desafiar os complexos problemas globais. Palavras-chave: Alianca. Educacao. Competencia. Cooperacao. Pesquisa.

Mixed Groups as a Way to Teach Meta-Skills to Engineering Students

Abstract: The purpose of this article is to describe an example of teaching so-called meta-skills in Häme University of Applied Sciences Electrical and Automation Engineering study programme. The method has been conducted twice, in 2018 and 2019. Both times the first-year students were given a development project in which they studied the basics of programming. More important than programming was to learn meta-skills: teamwork skills, language and communication skills, IT skills, problem-solving skills, and skills to apply knowledge to practice and acting in a multicultural environment. The feedback was gathered after the implementations by the questionnaire. The results show that students think this kind of pedagogical method improves their previously described meta-skills. For teachers this means working more as a supervisor than a source of knowledge. In addition to meta-skills, the method increases interaction between students of different cultural and educational backgrounds. The method works as means of internationalization for Finnish-speaking students. For foreign students, the method is one way of increasing interaction with Finnish-speaking students and can act as a part of the integration process to Finnish society.