Laurea University of Applied Sciences has been developing a pedagogical framework for learning called Learning by Developing (LbD) which is based on authenticity, partnership, experiential learning, research and creativity. Students are learning in different developmental projects from the beginning of their studies. The main goal of this model is to produce new knowledge for all partners of the collaborative learning process (Pedagogical Strategy 2007). The LbD model has recently been evaluated by an international evaluation team (see more in Vyakarnam et al 2008). However, the model hasn’t been specifically studied from the point of view of motivational psychology. Therefore, instead of curriculum and pedagogical issues, this study specifically focuses on the psychological aspects of the learning process. The objective of this qualitative study is to examine students’ perceptions of how the LbD model is influencing learning motivation. The rationale for the research is to examine the LbD model from the point of view of motivational theories. The theoretical framework for this research consists of two focal motivation theories. These theories are the Self-Determination Theory by Ryan and Deci (2000) and the Goal Setting Theory by Locke and Latham (2002, 2006). The following research questions are addressed: 1) When students are practising the LbD model, what kinds of motivationally supporting versus thwarting qualities are perceived from the point of view of the Self-Determination Theory and the Goal Setting Theory? 2) How can the LbD model be used so that it will facilitate students’ learning motivation in the context of the European Higher Education Area?

As a data gathering method this qualitative research makes use of semi-structured interviews and self-reports of the students of third and fourth year. The participants have been chosen from different campuses of Laurea, and they represent different study fields. The data gathering process takes place during the academic year 2008-2009 and includes total of 20 semi-structured interviews and self-reports. The research context is the Greater Helsinki Region. The data will be analysed in accordance with data-driven qualitative approaches, applying interpretative content analysis (Denzin & Lincoln 1994).

The results of the present study form the basis for discussion of how the LbD model influences learning motivation of higher education students. By considering the psychological factors according to the Self-Determination Theory and the Goal Setting Theory it is possible to find some suggestive explanations for the perceived prospects of the LbD model. Furthermore, it is possible to discuss how in different contexts and with different individuals the LbD model can be used so that it will support students' innate psychological needs thus facilitating learning motivation. Implications of the study for general discussion of the role of motivational factors related to the European Higher Education Area will be discussed in the paper. Motivational factors have a fundamental role in pursuing equality of opportunities in higher education, successful completion of studies, sufficient guidance and counselling.+++ continues in References