22 SES 05.5 PS, General Poster Session
General Poster Session
Background: This poster presentation describes a pilot project carried out in Finland at Arcada University of Applied Sciences, Department of Health and Welfare. The aims of the pilot project were 1) to assemble students into tutorials guiding and empowering them into completing their theses, 2) to reduce teachers´ workload, 3) to utilize peer tutoring and group commitment, 4) to increase the student turnover and 5) to involve students into RDI projects. Theses on the bachelor degree level are carried out in a context of application in cooperation with the working life aiming at social innovations and development of working life, in accordance with recommendations in the European modernization agenda (European Commission 2011). The thesis focus on problem solving in a creative way and learning, seen as inquiry, takes place in a dialogue between teachers and students as well as in collaboration with professionals and other stakeholders (Wells 2001).
The thesis plays a significant role as part of the students´ learning processes and for completing the degree. A difficulty to initiate and complete the thesis is identified as a crucial reason for prolonged studies and is one of the obstacles for graduating. Therefore, guidance of theses is a significant process in higher education. As shown in several studies, intensified and structured supervision is a means to support the students´ thesis processes and graduation (Kalima 2011).
References Boëthius, B., Sundin, S. & Ögren, M-L. (2006). Group supervision from a small group perspective. Nordic Psychology, 58, 22-42. Dulewicz, V. & Higg, M. (2004) Can emotional intelligence be developed? The International Journal of Human Resource Management, 15 (1), 95-111. European Commission (2011). Supporting growth and jobs – an agenda for the modernisation of Europe’s higher education systems (COM (2011) 567 final). Brussels: European Commission. Gillies, R. M. (2004). The effects of communication training on teacher´s and students´verbal behaviours during cooperative learning. International Journal of Educational Research 41, 257-279. Kalima, R (2011). Opintojen pitkittyminen ja keskeyttäminen ammattikorkeakoulussa (Prolonged studies and dropping out in universities of applied sciences). Tampereen Yliopisto. Kasvatustieteiden yksikkö. Suomalaiset Oikeusjulkaisut SOJ Oy, Helsinki. Massen, P., Kallioinen, O., Keränen, P., Penttinen,M., Spaapen, J., Wiedenhofer, R., Mattila, J. & Kajaste, M. (2012). From the bottom up.Evaluation of RDI activities of Finnish Universities of Applied Sciences. KKA: 7. Nyström, S. (2009). Becoming a professional: A longitudinal study of graduates’ professional trajectories from higher education to working life. Linköping : Linköping University Electronic Press. Näslund, J. & Ögren , M-L (red). 2010. Grupphandledning – Forskning och erfarenheter från olika verksamhetsområden (Group supervision - Research and experience from different areas). Studentlitteratur, Lund, Sverige. Pomorska, K. & Eliantonio, M. ( 2011). Research Based Learning at Maastricht University. Journal of the European Higher Education Area. Policy,Practice and Institutional Engagement 4:99-110. Wells, G. (ed.). 2001. Action, talk & text. Learning and teaching through inquiry. New York: Teachers College Press. Wells, G. (2002) Learning for teaching and understanding. They key role of collaborative Knowledge Building, Social Constructivist Teaching, 9, pp. 1–41
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