Focal points of research and development in vocational and higher education

Research Policy

The goal of Finland's higher education policy is to build higher education institutions that are internationally competitive while also responding flexibly to regional requirements. The achievements of these educational policy goals rely heavily on the research activities conducted in the vocational and higher education institutions. Such research activities are guided by the Finnish Science policy. The goal of science policy is to ensure that research organizations can do research in a manner and to a standard that is typical of highly competitive worldwide science communities. Science policy also contributes to the easy availability of researched information for widespread application in society. It is becoming a global trend to leverage digital and open approach methodologies to generate high-quality research more quickly and efficiently. Finland is actively involved in these developments. Further, the goal of science policy is to raise the international standard as well as the knowledge and competence base of Finnish science, as well as to increase the national economy's innovation capacity; strengthen research infrastructure; protect the openness of research and science; and increase internationality, which in turn improves quality. Science policy aids in the distribution of competence in the form of information, knowledge, processes, goods, and services. Science policy is intertwined with innovation policy and promotes knowledge production. It also raises citizens' and the nation's competency levels through partnership with various stakeholders to make Finnish research more visible, international, and effective. (reference: Ministry of Education and Culture)

Effects of Research Policy

The aforementioned education and science policy focal points have numerous effects on multiple players, including university teachers, policymakers, and administrations. While it is impossible to cover all of the aforementioned aspects of education and science policy in this blog post, one main focus of the Finnish Ministry of Education is the Vision 2035. In this essay, nature of RDI activities, methods and processes to conduct these RDI activities leading to their link to the organizational strategies and finally their integration in a teacher's work.

Vision for strengthening the international dimension of Finnish higher education and research by 2035 (From Here)

Nature of RDI (Research, Development and Innovation) in Higher Education

At the start of the 1990s, the Finnish University of Applied Science (UAS) sector was set up. Since 2003, it has been expected to develop Research and Development (R&D) activities. In 2010, the Ministry of Education and Culture added an innovation function to the R&D activities. The University of Applied Sciences says that the purpose of universities of applied sciences in Finland is to offer higher education based on the needs of the working world and how it changes, as well as on research and artistic grounds, in order to prepare students for professional expert tasks. 

According to Universities of applied sciences act: 

“The mission of universities of applied sciences is to provide higher education for professional expert tasks and duties based on the requirements of the world of work and its development and on the premises of academic research and academic and artistic education and to support the professional growth of students. The mission of universities of applied sciences is also to carry out applied research, development and innovation activities and artistic activities that serve education in universities of applied sciences, promote industry, business and regional development and regenerate the industrial structure of the region. In carrying out their mission, universities of applied sciences shall provide opportunities for continuous learning. (1368/2018)”

Also, universities of applied sciences must support the professional growth of each student and the practice of research and development, which helps with both university education and working life and regional development. Applied research and development work must consider the structure of industry in the region.  So, the mission of universities of applied sciences emphasizes connections with business and industry, as well as effects on the region. Universities of applied sciences are meant to give business, industry, and the public sector the knowledge and new ideas they need.  

Most applied science universities are regional, multidisciplinary higher education institutions that focus their research and development on meeting the economic and social development needs of their region.  In their institutional goals, UASs emphasize the close connection between their research and education activities.  The Ministry of Education and Culture wants universities of applied sciences to have stronger profiles and priorities when it comes to meeting the needs of regional development. The universities of applied sciences need to improve their research and development (RDI) activities to be able to meet the needs of SMEs and service sectors in their regions in a more planned way.

RDI – Methods, Processes and Organizational Strategy.

Within the Finnish context, because the focus of RDI activities within universities of applied sciences is highly regional, these universities must collaborate with regional businesses to develop the competencies required to support regional business operations. As a result, the emphasis of various universities on RDI activities varies. For example, Turku University of Applied Sciences may place a strong emphasis on shipbuilding and electric vehicle manufacturing. Despite these differences, the RDI methods and processes used in these institutes are based on a few key pillars outlined in the Universities Act. To achieve the goal of competence development, these institutes emphasize hands-on learning while students collaborate with industry partners to find innovative solutions to modern-day problems. To that end, institutes implement Work Based Learning in order to improve school performance and student satisfaction (WBL).  This is accomplished by facilitating inquiry-based learning development processes, involving industry partners, and understanding students' future needs (see for example here).

At the policy level, they are involved in advocating for an open science policy in which practice-oriented research projects are carried out in collaboration with industry partners (e.g. LPG fuel-based ships developed in Turku).  They participate in international cooperation to exchange RDI knowledge with international training institutes and related industries in those markets in order to maintain an international orientation.

Based on two pronged focus of RDI activities i.e. regional development and international orientation the strategies of universities of applied sciences are driven by both national institutes (Ministry of Education and Culture, Ministry of Economic Affairs and Employment) and International Institutes (United Nations).  

Integrating Research and Development into Teaching and Curriculum

With the above RDI focus, As a teacher, I'm particularly interested in Finland as a country that values cooperation. As an International Business teacher, it is critical that students not only learn the basics of the field but also understand how businesses in different countries operate. To that end, students in my international business strategies course work in groups with students from other universities both within and outside of Europe. Students in these teams consult with our industry partners to solve problems. Teachers from these universities (in Finland, Estonia, Mexico, and South Africa) collaborate with one another to plan and execute the course. The evaluations are also carried out in accordance with a predefined common criterion. This configuration allows us to collaborate on multiple levels. Universities share their knowledge and resources, teachers learn from one another, and students not only learn to apply their knowledge but also learn socio-cultural and communication norms from various geographical locations. These collaborations enable us to conduct practice-driven research and to use that research to innovate new services to further enhance our students' learning and entrepreneurial capabilities. (The impact of these research activities was discussed in teams during a webinar on November 16, 2022.). In this fashion we are able to create bridges among different subjects and corresponding compentencies enabling students to apply their knoweldge, but also contineously develop our curriculam as well. 

Concluding Remarks

Overall, the focal points of R&D in Finnish vocational and higher education include internationally competitive research activities that are in line with the changing needs of the Finnish society and drive innovation and anteprandial behaviors among society members. While doing so, the science policy directs research and development so that Finland can attract talented individuals to address social issues such as the aging population while integrating them into Finnish society. The inward focus of such activities is also behavioral change among the local population in order to increase acceptance of talented migrants. Aside from that, as a member of the EU and a responsible country among nations, Finland is gearing and aligning its research focus on critical global challenges such as climate change and sustainable development. 

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References:

https://okm.fi/en/vision-for-the-international-dimension-2035

https://www.finlex.fi/en/laki/kaannokset/2014/en20140932_20200000.pdf

https://esignals.fi/en/category-en/pedagogy-category-en/using-the-inquiry-based-learning-process-as-a-frame-in-rdi-project/#30f4249f

https://okm.fi/en/rdi-roadmap/objectives

https://tem.fi/en/the-national-roadmap-for-rdi

https://vnk.fi/en/-/finland-publishes-new-sustainable-development-strategy