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Article

Jari Metsämuuronen, Tuomo Kuosa and Reijo Laukkanen

During the new millennium the Finnish educational system has faced a new challenge: how to explain glorious PISA results produced with only a small variance between…

Abstract

Purpose

During the new millennium the Finnish educational system has faced a new challenge: how to explain glorious PISA results produced with only a small variance between schools, average national costs and, as regards the average duration of studies, relatively efficiently. Explanations for this issue can be searched for in many different ways. The purpose of the article is to show what kind of sustainable leadership in the educational governance can be seen behind the high level results in Finland.

Design/methodology/approach

The future‐oriented actions are discussed in the article alongside some relevant cultural prerequisites that have enabled effective changing processes. Finally, two cases of recent future‐oriented actions in the Finnish educational governance are given as examples.

Findings

Sustainable leadership can be seen as a long series of several future‐oriented decisions and actions, such as uniforming the system, offering highly demanding education to all, strategic decisions concerning the information society, as well as some other great political decisions concerning education.

Research limitations/implications

It may not be easy to reproduce the same high‐level results as in Finland in any other country. However, several developing countries could benefit from the future‐oriented ethos of Finland.

Practical implications

This article gives hints what kinds of future‐oriented actions can be launched at a national level.

Social Implications

Future orientation leads to long‐term policies in education. This enables long‐term development in the educational sector which may enhance the social cohesion in the societies.

Originality/value

Though the Finnish experiences may be unique in the international settings, the future‐orientation is of uttermost importance when wanting to develop the educational systems in any country. Hence the results may give a valuable insight to understand a successful case of educational governance.

Details

International Journal of Educational Management, vol. 27 no. 4
Type: Research Article
ISSN: 0951-354X

Keywords

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Book part

Jennifer H. Chung

Finland's performance in PISA has created considerable interest in the country's education system, to ascertain what has made Finland so successful in the survey. In…

Abstract

Finland's performance in PISA has created considerable interest in the country's education system, to ascertain what has made Finland so successful in the survey. In reference to the phenomenon, this chapter discusses cross-national attraction, policy borrowing, the effect of Finland in PISA, and its influence on education policy. This chapter explores at length the theoretical background of cross-national attraction and policy borrowing, also investigating cases that have already occurred. It discusses Finland's role as the new object of cross-national attraction and eventual policy borrowing. The chapter incorporates research into the reasons for Finland's success in PISA, the possibilities of policy transfer from Finland, and delves into the likelihood of policy implications as a result of Finland in PISA. This cross-national attraction denotes the first stage in policy borrowing; however, comparative educationalists, for years, have warned about the uncritical transfer of education policy. Research in Finland has revealed many reasons for the country's PISA success stem from contextual factors: those related to historical, cultural, societal, and political features of Finland. Therefore, policy borrowing from Finland needs to heed warnings of past comparativists. The new phenomenon of Finland in PISA has generated much curiosity from those in education, educational policy, and politics. Policymakers are keen to incorporate Finland's educational features into their education systems. PISA and Finland's performance in the survey influence educational policy. This illustrates the importance the warnings of past and present comparative educationalists in order to prevent uncritical policy borrowing.

Details

The Impact of International Achievement Studies on National Education Policymaking
Type: Book
ISBN: 978-0-85724-449-9

Content available
Article

Solveig Cornér, Kirsi Pyhältö, Jouni Peltonen and Søren S.E. Bengtsen

This paper aims to explore the support experiences of 381 PhD students within the humanities and social sciences from three research-intensive universities in Denmark (n

Abstract

Purpose

This paper aims to explore the support experiences of 381 PhD students within the humanities and social sciences from three research-intensive universities in Denmark (n = 145) and Finland (n = 236). The study investigates the cross-cultural variation in the researcher community support and supervisory support experiences, factors associated with their support experienced and the perceived support fit.

Design/methodology/approach

The study used a mixed methods design, both quantitative analyses and qualitative analyses (open-ended descriptions) were used.

Findings

The results showed that students in both Danish and Finnish programs emphasized researcher community support over supervisory support. The Danish students, however, reported slightly higher levels of researcher community support and experienced lower levels of friction than their Finnish counter partners. The results also indicated that the only form of support in which the students expressed more matched support than mismatched support was informational support.

Practical implications

The results imply investing in a stronger integration of PhD students into the research community is beneficial for the students’ progress. Building network-based and collaborative learning activities that enhance both instrumental and emotional support and a collective form of supervision could be further developed. The possibility of Phd student integration in the scholarly community is likely to lead to more efficient use of finacial and intellectual resources in academia and society more broadly.

Originality/value

This study offer a unique contribution on doctoral students’ academic and socialization experiences in terms of explicationg the sources of support, support forms and support fit among Danish and Finnish doctoral students. Both invariants and socio-culturally embedded aspects of support experience among the students were detected.

Details

Studies in Graduate and Postdoctoral Education, vol. 9 no. 2
Type: Research Article
ISSN: 2398-4686

Keywords

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Abstract

Details

Global Perspectives on Educational Testing: Examining Fairness, High-Stakes and Policy Reform
Type: Book
ISBN: 978-1-78635-434-1

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Book part

Eeva Kaisa Hyry-Beihammer and Tina Hascher

This chapter focuses on teaching practices used in multigrade classes and the importance of them being incorporated in teacher education as promising pedagogies for future…

Abstract

This chapter focuses on teaching practices used in multigrade classes and the importance of them being incorporated in teacher education as promising pedagogies for future use. Multigrade classes – defined as classes in which two or more grades are taught together – are common worldwide. Hence, there is a need for teacher candidates to become familiar with how to teach in split grade classrooms. However, research on multigrade teaching as well as its development in teacher education studies has been neglected, even though multigrade teachers need special skills to organize instruction in their heterogeneous classrooms. We argue that in successful multigrade teaching practices, the heterogeneity of students is taken into account and cultivated. Based on content analysis of teacher interviews conducted in Austrian and Finnish primary schools, we recommend teaching practices such as spiral curricula, working plans, and peer learning as promising teacher education pedagogies for future multigrade class teaching. We also suggest that the professional skills required in high-quality teaching practices in multigrade teaching should be further studied by researchers and educators.

Details

International Teacher Education: Promising Pedagogies (Part C)
Type: Book
ISBN: 978-1-78441-674-4

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Book part

Riitta Korhonen

Cultural traditions should not be lost, and yet because of lifestyle changes, reorganisation of family life and the influence of globalisation, the rich heritage of a…

Abstract

Cultural traditions should not be lost, and yet because of lifestyle changes, reorganisation of family life and the influence of globalisation, the rich heritage of a country like Finland risks being forgotten. In this chapter, the author argues for ways to redress this situation by ensuring the transmission of traditions, cultural heritage and enculturation through early childhood education.

Details

Art in Diverse Social Settings
Type: Book
ISBN: 978-1-80043-897-2

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Article

Kaisa Sinikara and Leena Järveläinen

In Finland there is still much to be done to promote integrated information literacy in higher education. Teamwork between teachers and libraries is well developed in some…

Abstract

In Finland there is still much to be done to promote integrated information literacy in higher education. Teamwork between teachers and libraries is well developed in some universities but many are only just beginning to realize what libraries can do for them. Academic libraries have provided user education since the 1950s, but they still have to prove themselves to teaching staff in universities. The Finnish virtual university portal is in the process of integrating library services into their portal, but many negotiations remain before mutual goals are achieved. This article gives an overview of these changes and other information literacy activities in Finnish academic libraries.

Details

Library Review, vol. 52 no. 7
Type: Research Article
ISSN: 0024-2535

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Article

Mauri Kantola and Juha Kettunen

The purpose of this paper is to present a framework combining the approaches of the innovation pedagogy, strategic planning of higher education and the research

Abstract

Purpose

The purpose of this paper is to present a framework combining the approaches of the innovation pedagogy, strategic planning of higher education and the research, development and innovation (RDI) in order to support the export of higher education.

Design/methodology/approach

The export of education can be included in the framework by taking the innovation pedagogy as a starting point – an approach developed for the universities of applied sciences with the emphasis of efficient leaning in projects and the institution's external impact. Strategic management defines strategic objectives, which take into account the European education policy and the regional and international demand for higher education. The empirical part of the paper is based on the study of the Turku University of Applied Sciences (TUAS) focusing on the networked applied research and development activities and the combination of the education and the RDI activities using learning in the projects approaches.

Findings

The building of the strategic partnerships seems to be one of the main instruments of the export process and to use the support of the external broker organization outside of the universities. The advantages of the student learning in the RDI projects are: the drop‐out rates can be decreased, the length of study can be shortened, the transfer of knowledge can be increased, the supervision of students can be increased, the experience of students from projects increases the employment opportunities and the integrated model of innovation pedagogy can be exported to other countries.

Originality/value

The framework presented in the paper could be developed towards mechanisms of sharing the knowledge concerning different global learning ecosystems.

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Article

Susan Teather and Wendy Hillman

There has been very little empirical research for the need to identify the importance of an inclusive territory of commonality for “invisible” students with disabilities…

Abstract

Purpose

There has been very little empirical research for the need to identify the importance of an inclusive territory of commonality for “invisible” students with disabilities in Australian education testing, such as the National Assessment Program-Literacy and Numeracy (NAPLAN). The paper aims to discuss this issue.

Design/methodology/approach

The research methodology used a cross-sectional mixed methods, deductive quantitative, an inductive qualitative, functionalist perspective and interpretivist perspective from internet secondary data analysis. This was undertaken to investigate the government functionalist macrosociology of Australian education to the detriment of the microsociology debate of students with disabilities, for inclusive education and social justice.

Findings

This finding showed vastly underestimated numbers of students with disabilities in Australian schools experienced through “gatekeeping”, non-participation in NAPLAN testing and choices of schools, resulting in poor educational outcomes and work-readiness.

Social implications

The research findings showed that functionalism of Australian education is threatening not only social order, well-being and resilience of an innovative Australian economy through welfare dependency; but also depriving people with disabilities of social equality and empowerment against poverty brought about by a lack of education and of the human right to do a decent job.

Originality/value

The study provided a critical evaluation of the weaknesses of government functionalism; specifically the relationship between the dualism of macro and micro perspectives, which promotes the existence of “invisible” students with disabilities in education, despite government legislation purporting an inclusive education for all students.

Details

Equality, Diversity and Inclusion: An International Journal, vol. 36 no. 6
Type: Research Article
ISSN: 2040-7149

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Article

Niina Väänänen, Leena Vartiainen, Minna Kaipainen, Harri Pitkäniemi and Sinikka Pöllänen

This study aims to explore student craft teachers’ conceptions of sustainable craft. This is an important issue because the Finnish National Curriculum of Basic Education

Abstract

Purpose

This study aims to explore student craft teachers’ conceptions of sustainable craft. This is an important issue because the Finnish National Curriculum of Basic Education emphasises sustainability, especially in craft education, and teachers play a vital role in preparing pupils to meet the future challenges. Because the concept of sustainable craft is open-ended, there is a need to rethink pedagogy in craft education and higher education.

Design/methodology/approach

The data were collected in the form of essays from future craft teachers (N41) studying craft science in the Finnish higher education system. The essays concerned both general conceptions of sustainable craft and reflections on the student teachers’ craft practices. The data were analysed using grounded theory to gain a deep understanding of how student craft teachers conceptualise sustainable craft. The data were quantified and statistically assessed for dependencies between variables and transferability of results.

Findings

The study revealed that sustainable craft is conceptualised as a system and that student teachers approach sustainability from different orientations: practice, product, immaterial and holistic.

Originality/value

The emerging theory offers a new concrete tool for understanding the abstract concept of sustainability in higher education and suggests that sustainability can be addressed through tangible methods of craft. This theory proposes craft as a tool to conceptualise of sustainability for broader use in education for sustainability (ESD) and as a concrete tool for developing pedagogy for ESD.

Details

International Journal of Sustainability in Higher Education, vol. 19 no. 5
Type: Research Article
ISSN: 1467-6370

Keywords

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