The theme of this article focuses on how policy discourse and research discourse meet in contract... more The theme of this article focuses on how policy discourse and research discourse meet in contract research in higher education. The interplay of these discourses has con'sequences for researchers who have to balarlce conflicting demands, which we view as links between research and policy cycles. Two evaluation studies on the introduction and effects of new policy instruments are discussed, focusing on the interaction between policy needs, and research design. The examples are taken from policies in the development towards increasing self-regulation in higher education, of which Finland and the Netherlands are interesting examples in the European context.
The comparison of social inequalities regarding access to higher education degrees demonstrates t... more The comparison of social inequalities regarding access to higher education degrees demonstrates that social origins have twice as much influence in Switzerland compared to Finland. The characteristics of these countries’ educational systems (degree of massification, structure of secondary schools) shed light on these differences, but are not enough to explain the social dynamics leading to these inequalities. A sociohistorical comparison makes it possible to identify the distinct development paths taken by these two European States with relatively similar academic systems. It underlines the interest of questioning inequalities regarding access to higher education in the long term as well as the consequence of historical events which have transformed societal structures and which today continue to influence the role allocated to education and the legitimacy of social inequalities which span them. Hence, the importance of treating educational policies in the broadest possible framework of social policies in order to better understand the current inequalities of higher education.
The use of general descriptive names, registered names, trademarks, service marks, etc. in this p... more The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use.
INTRODUCTION: CHANGING WORLD, CHANGING HIGHER EDUCATION Jussi Valimaa, Paivi Tynjala and Gillian ... more INTRODUCTION: CHANGING WORLD, CHANGING HIGHER EDUCATION Jussi Valimaa, Paivi Tynjala and Gillian Boulton-Lewis PART I: HIGHER EDUCATION AS A PART OF SOCIETY Mode 3, academic capitalism in the new economy: Making higher education work for whom? Gary Rhoades and Sheila Slaughter Analysing the relationship between higher education institutions and working life in a Nordic context Jussi Valimaa PART II: FROM HIGHER EDUCATION TO WORKING LIFE AND VICE VERSA Bringing industry and academia closer together: The introduction of the Foundation Degree in the UK Barbara Zamorski From university to working life: Graduates workplace skills in practice Paivi Tynjala, Virpi Slotte, Juha Nieminen, Kirsti Lonka and Erkki Olkinuora Polytechnic graduates working-life skills and expertise Marja-Leena Stenstrom A typology of the knowledge demonstrated by beginning professionals Cathrine Le Maistre and Anthony Pare Employment and part-time higher education: Socio-economic and pedagogical perspectives in increasing participation Alison Fuller Distributed mentoring in communities of practice Anthony Pare and Cathrine Le Maistre PART III: WORK-BASED LEARNING AND HIGHER EDUCATION Changing workplace environments, conceptions and patterns of learning: Implications for university teaching Gillian Boulton-Lewis, Hitendra Pillay and Lynn Wilss The two-fold role of epistemological beliefs in higher education: A review of research about innovation in universities Jasmina Hasanbegovic, Hans Gruber, Monika Rehrl and Johannes Bauer Practice-oriented methods in teaching and learning in higher education: Theory and empirical evidence Jorg Markowitsch and Karin Messerer Work-related project as a learning environment Laura Helle, Paivi Tynjala and Pirkko Vesterinen Learning in project-based extension training? Laura Helle, Tiina Tuominen and Erkki Olkinuora Employability: Approaches to developing student career awareness and reflective practice in undergraduate business studies Bill Johnston and Aileen Watson Online learning-through-work leading to university degrees: a case study John Stephenson and Judy Saxton
The chapter begins by describing the University of Turku as an academic community in the estate-b... more The chapter begins by describing the University of Turku as an academic community in the estate-based society of the Kingdom of Sweden, which had lost its status as a Great Power. The author explains the kinship system, born in the seventeenth century, which served to strengthen academic communities both ideologically and economically. Ties of kinship increased ideological cohesion and the sense of a scholarly community both in good and in bad: they were the channel through which books, clothes, and traditions were passed on; however, the kinship system also increased the risk of closedness and inbreeding.
This chapter ‘connects the dots’ between the outcomes of the CINHEKS study and relates these to c... more This chapter ‘connects the dots’ between the outcomes of the CINHEKS study and relates these to contemporary higher education research practice and policy. This conclusion summarizes our main theoretical and conceptual findings, central empirical results and methodological advances in a way that illuminates the key issues and questions brought into view by the CINHEKS study, as a whole. Our findings are critically contextualized in terms of general challenges in higher education studies, which borrow far more than we generate, especially in terms of theory, conceptual problematization, methodology and methods. Theoretically, the analytical synthesis of network knowledge society is highlighted, as is our coining of the term universtasis, a conceptual problematization resulting from the cross-case analysis of fieldwork carried out by all CINHEKS project teams. The competitive horizons heuristic is spotlighted, as CINHEKS was the first time it was used in an international comparative higher education study. The chapter secondly focuses on the most important empirical findings of the CINHEKS study, focusing on findings regarding the role of place, higher education traditions, academic fields and the way in which comparative framing reveals the way these obscure – in distinct ways – the tensions between policy discourse, actual scholarly practice and societal outcomes. The cross-case analysis of the CINHEKS mixed-methods sequential studies; moving through descriptive, interpretive and explanatory levels of analysis reveals the limitations associated with much of the normative framing used every day by researchers and policy makers alike. In addition, interdisciplinary inquiry focused on comparative policy analysis, novel historical framing, shifting competitive horizons and the use of social network analysis sheds new light on both established and emergent forms of stratification within academe – and societies – in a manner that defies much of the oversimplification and guess work that passes for local and national-level ‘explanations’. Comparative framing spotlights that much publically available information profiled by higher education may obscure more than it reveals across distinct methodological nationalism(s), particularly regarding changing values. Methodological advances are also featured, as they were integral to the outcomes of this study. These include our team’s focus on process and the relationship between challenges, opportunities and research team dynamics and how these resulted in the development of the HEI profile, the incorporation of social network analysis in a comparative study, along with key lessons learned, regarding research design and execution. We conclude the chapter with some of the key questions and issues we believe now come into view because of the overarching finding of the CINHEKS study. These questions and issues are important for policy makers, researchers and higher education’s most important stakeholders.
She is a researcher at the Centre for Research in Higher Education Policies. She has written and ... more She is a researcher at the Centre for Research in Higher Education Policies. She has written and published on the participation of students in quality activities in higher education.
1 oPiSKeliJoiden SyrJäytyMiSriSKi KorKeAKouluPoliittiSeSSA KeSKuSteluSSA Jani ursin, Juhani rauto... more 1 oPiSKeliJoiden SyrJäytyMiSriSKi KorKeAKouluPoliittiSeSSA KeSKuSteluSSA Jani ursin, Juhani rautopuro & Jussi Välimaa Artikkelin tarkoitus on määritellä ... Koulutusputkesta syrjäytyminen jo aikai-sessa vaiheessa koskee korostuneesti poikia (Tikka & Suominen 2008, 21–37 ...
The concluding chapter of the book discusses contemporary Finnish universities from the perspecti... more The concluding chapter of the book discusses contemporary Finnish universities from the perspective of historical layers, which have accumulated over time and have laid the foundation on which new ideas, processes, and structures have been built and which they have also sought to challenge. According to the author, multiple historical layers can be found in teaching, research, and institutional decision-making and administration. He shows how in academic contexts, different historical layers easily support each other, whereas in organisational decision-making, management, and administration, different mentalities, practices, processes, and goals often lead to tensions.
The chapter focusses on the growth of the student population between the 1940s and the 2010s. The... more The chapter focusses on the growth of the student population between the 1940s and the 2010s. The author also discusses a number of topics debated during the expansion, such as “over-education” and the relationship between higher education and the labour market. In addition, he analyses the students’ socio-economic background and participation in higher education and the professors’ socio-economic background.
The structure of the report is based on the IIEP-UNESCO guidelines. The structure of the report a... more The structure of the report is based on the IIEP-UNESCO guidelines. The structure of the report and the main contents of each chapter are presented in Table 2.2. TABLE 2.2. Structure of the report The report by chapters Main contents of each chapter
The theme of this article focuses on how policy discourse and research discourse meet in contract... more The theme of this article focuses on how policy discourse and research discourse meet in contract research in higher education. The interplay of these discourses has con'sequences for researchers who have to balarlce conflicting demands, which we view as links between research and policy cycles. Two evaluation studies on the introduction and effects of new policy instruments are discussed, focusing on the interaction between policy needs, and research design. The examples are taken from policies in the development towards increasing self-regulation in higher education, of which Finland and the Netherlands are interesting examples in the European context.
The comparison of social inequalities regarding access to higher education degrees demonstrates t... more The comparison of social inequalities regarding access to higher education degrees demonstrates that social origins have twice as much influence in Switzerland compared to Finland. The characteristics of these countries’ educational systems (degree of massification, structure of secondary schools) shed light on these differences, but are not enough to explain the social dynamics leading to these inequalities. A sociohistorical comparison makes it possible to identify the distinct development paths taken by these two European States with relatively similar academic systems. It underlines the interest of questioning inequalities regarding access to higher education in the long term as well as the consequence of historical events which have transformed societal structures and which today continue to influence the role allocated to education and the legitimacy of social inequalities which span them. Hence, the importance of treating educational policies in the broadest possible framework of social policies in order to better understand the current inequalities of higher education.
The use of general descriptive names, registered names, trademarks, service marks, etc. in this p... more The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use.
INTRODUCTION: CHANGING WORLD, CHANGING HIGHER EDUCATION Jussi Valimaa, Paivi Tynjala and Gillian ... more INTRODUCTION: CHANGING WORLD, CHANGING HIGHER EDUCATION Jussi Valimaa, Paivi Tynjala and Gillian Boulton-Lewis PART I: HIGHER EDUCATION AS A PART OF SOCIETY Mode 3, academic capitalism in the new economy: Making higher education work for whom? Gary Rhoades and Sheila Slaughter Analysing the relationship between higher education institutions and working life in a Nordic context Jussi Valimaa PART II: FROM HIGHER EDUCATION TO WORKING LIFE AND VICE VERSA Bringing industry and academia closer together: The introduction of the Foundation Degree in the UK Barbara Zamorski From university to working life: Graduates workplace skills in practice Paivi Tynjala, Virpi Slotte, Juha Nieminen, Kirsti Lonka and Erkki Olkinuora Polytechnic graduates working-life skills and expertise Marja-Leena Stenstrom A typology of the knowledge demonstrated by beginning professionals Cathrine Le Maistre and Anthony Pare Employment and part-time higher education: Socio-economic and pedagogical perspectives in increasing participation Alison Fuller Distributed mentoring in communities of practice Anthony Pare and Cathrine Le Maistre PART III: WORK-BASED LEARNING AND HIGHER EDUCATION Changing workplace environments, conceptions and patterns of learning: Implications for university teaching Gillian Boulton-Lewis, Hitendra Pillay and Lynn Wilss The two-fold role of epistemological beliefs in higher education: A review of research about innovation in universities Jasmina Hasanbegovic, Hans Gruber, Monika Rehrl and Johannes Bauer Practice-oriented methods in teaching and learning in higher education: Theory and empirical evidence Jorg Markowitsch and Karin Messerer Work-related project as a learning environment Laura Helle, Paivi Tynjala and Pirkko Vesterinen Learning in project-based extension training? Laura Helle, Tiina Tuominen and Erkki Olkinuora Employability: Approaches to developing student career awareness and reflective practice in undergraduate business studies Bill Johnston and Aileen Watson Online learning-through-work leading to university degrees: a case study John Stephenson and Judy Saxton
The chapter begins by describing the University of Turku as an academic community in the estate-b... more The chapter begins by describing the University of Turku as an academic community in the estate-based society of the Kingdom of Sweden, which had lost its status as a Great Power. The author explains the kinship system, born in the seventeenth century, which served to strengthen academic communities both ideologically and economically. Ties of kinship increased ideological cohesion and the sense of a scholarly community both in good and in bad: they were the channel through which books, clothes, and traditions were passed on; however, the kinship system also increased the risk of closedness and inbreeding.
This chapter ‘connects the dots’ between the outcomes of the CINHEKS study and relates these to c... more This chapter ‘connects the dots’ between the outcomes of the CINHEKS study and relates these to contemporary higher education research practice and policy. This conclusion summarizes our main theoretical and conceptual findings, central empirical results and methodological advances in a way that illuminates the key issues and questions brought into view by the CINHEKS study, as a whole. Our findings are critically contextualized in terms of general challenges in higher education studies, which borrow far more than we generate, especially in terms of theory, conceptual problematization, methodology and methods. Theoretically, the analytical synthesis of network knowledge society is highlighted, as is our coining of the term universtasis, a conceptual problematization resulting from the cross-case analysis of fieldwork carried out by all CINHEKS project teams. The competitive horizons heuristic is spotlighted, as CINHEKS was the first time it was used in an international comparative higher education study. The chapter secondly focuses on the most important empirical findings of the CINHEKS study, focusing on findings regarding the role of place, higher education traditions, academic fields and the way in which comparative framing reveals the way these obscure – in distinct ways – the tensions between policy discourse, actual scholarly practice and societal outcomes. The cross-case analysis of the CINHEKS mixed-methods sequential studies; moving through descriptive, interpretive and explanatory levels of analysis reveals the limitations associated with much of the normative framing used every day by researchers and policy makers alike. In addition, interdisciplinary inquiry focused on comparative policy analysis, novel historical framing, shifting competitive horizons and the use of social network analysis sheds new light on both established and emergent forms of stratification within academe – and societies – in a manner that defies much of the oversimplification and guess work that passes for local and national-level ‘explanations’. Comparative framing spotlights that much publically available information profiled by higher education may obscure more than it reveals across distinct methodological nationalism(s), particularly regarding changing values. Methodological advances are also featured, as they were integral to the outcomes of this study. These include our team’s focus on process and the relationship between challenges, opportunities and research team dynamics and how these resulted in the development of the HEI profile, the incorporation of social network analysis in a comparative study, along with key lessons learned, regarding research design and execution. We conclude the chapter with some of the key questions and issues we believe now come into view because of the overarching finding of the CINHEKS study. These questions and issues are important for policy makers, researchers and higher education’s most important stakeholders.
She is a researcher at the Centre for Research in Higher Education Policies. She has written and ... more She is a researcher at the Centre for Research in Higher Education Policies. She has written and published on the participation of students in quality activities in higher education.
1 oPiSKeliJoiden SyrJäytyMiSriSKi KorKeAKouluPoliittiSeSSA KeSKuSteluSSA Jani ursin, Juhani rauto... more 1 oPiSKeliJoiden SyrJäytyMiSriSKi KorKeAKouluPoliittiSeSSA KeSKuSteluSSA Jani ursin, Juhani rautopuro & Jussi Välimaa Artikkelin tarkoitus on määritellä ... Koulutusputkesta syrjäytyminen jo aikai-sessa vaiheessa koskee korostuneesti poikia (Tikka & Suominen 2008, 21–37 ...
The concluding chapter of the book discusses contemporary Finnish universities from the perspecti... more The concluding chapter of the book discusses contemporary Finnish universities from the perspective of historical layers, which have accumulated over time and have laid the foundation on which new ideas, processes, and structures have been built and which they have also sought to challenge. According to the author, multiple historical layers can be found in teaching, research, and institutional decision-making and administration. He shows how in academic contexts, different historical layers easily support each other, whereas in organisational decision-making, management, and administration, different mentalities, practices, processes, and goals often lead to tensions.
The chapter focusses on the growth of the student population between the 1940s and the 2010s. The... more The chapter focusses on the growth of the student population between the 1940s and the 2010s. The author also discusses a number of topics debated during the expansion, such as “over-education” and the relationship between higher education and the labour market. In addition, he analyses the students’ socio-economic background and participation in higher education and the professors’ socio-economic background.
The structure of the report is based on the IIEP-UNESCO guidelines. The structure of the report a... more The structure of the report is based on the IIEP-UNESCO guidelines. The structure of the report and the main contents of each chapter are presented in Table 2.2. TABLE 2.2. Structure of the report The report by chapters Main contents of each chapter
Uploads
Papers by Jussi Välimaa