Laurea University of Applied Sciences is a multidisciplinary University of Applied Sciences. A new operating model has been developed by Laurea, namely Learning by Developing (LbD). This model is based on authenticity, partnership, creativity, experimental nature as well as research oriented approach. The goal of the model is to produce new knowledge in collaboration with students, teachers and contacts from work life. (Kallioinen 2008, Pedagogical Strategy 2007, Raij 2007). The purpose of this paper is to describe the thoughts of the new lecturers at Laurea with respect to the LbD-model and changes related to the lecture’s identity. Laurea employs lecturers continuously, who are not familiar with Lbd. Unfortunately, one cannot apply the LbD-model quickly and without concentrated efforts, instead one must impugn or even give up the pedagogical assumptions gained earlier. That is why we have considered vital to find out, how a new lecturer undergoes and experiences the LdD-model in the pedagogical process. This research addressed the following questions: 1. What kind of opinions lecturers had concerning the LbD-model before employment at Laurea? 2. How were the lecturers familiarized with the LbD-model? 3. How did the lecturers view the LbD-model as a pedagogical operating model after a period of six months at Laurea? 4. How did they experience the change in their role as a lecturer because of the LbD-model? The theoretical background consists of a culture-historical activity theory. According to the theory, an activity consists of different kinds of activity systems. Expansive learning arises inside those systems (Engeström 1987, 2001). Activity system is an established convention according to which one acts in a community, which shares tools, rules and division of labor in their acting. There is also an object for the activity. (Virkkunen ym. 2001, 19-21.) When a new teacher becomes a part of an established activity system, reforming his/her identity as a teacher is often required. Nowadays, identity is seen as a constantly developing phenomenon, and conversely not a permanent and stabile feature. Building a professional identity requires plenty of time, particularly for reflecting the teachers own work and also sharing the thoughts together with the colleagues. (Eteläpelto & Vähäsantanen 2006.) We are interested in how the new teachers experience their identity change when starting with LbD. They have not had time to reflect the changes in their work in a same way as those teachers who have engaged in developing the LbD-model.

The research method is qualitative by nature. Thematic questionnaires with open questions were sent to the new teachers, who started at Laurea in the autumn of 2008. The questionnaires were sent to a total of 20 teachers, who teach in the different degree programmes. In the data analysis, the used method consists of an interpretative content analysis.

The results of this study will help the employees of Laurea to understand, how new teachers experience LbD in their pedagogical activities. The results consist of the teachers’ conceptions of LbD both before joining Laurea and after 6 months of working at Laurea. Furthermore, also the way the teachers are familiarized with the LbD model, possible changes in their roles as lecturers are investigated. Finally, also which aspects of LdB they find easy, which aspects difficult when applying LbD in teaching are also focused on.