Introduction and Overview

Tynjälä, Päivi; Stenström, Marja-Leena; Saarnivaara, Marjatta

doi:10.1007/978-94-007-2312-2_1

Cited by 4 publications

(3 citation statements)

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“…This also challenges educational institutions to educate the future workforce to cope with continuous change and uncertainty and, at the same time, act as forces for change (e.g. Barnett, 2004; Tynjälä et al, 2012). It is often said that learning in teams can better prepare students for working life experiences and the complexity and rapid changes of today’s societies (Yazici, 2005): Team learning can be described as ‘collective knowledge creation’ (Mäntylä, 2002).…”

Section: Theoretical Groundingmentioning

confidence: 99%

Learning risk-taking and coping with uncertainty through experiential, team-based entrepreneurship education

Arpiainen

Kurczewska

2017

Industry and Higher Education

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This empirical study investigates how students’ perceptions of risk-taking and coping with uncertainty change while they are exposed to experience-based entrepreneurship education. The aim of the study is twofold. First, the authors set out to identify the dynamics of entrepreneurial thinking among students experiencing risk and uncertainty while conducting their entrepreneurial projects in a team. Second, the role of experiential education in the evolution of students’ approach to risk and uncertainty is examined. The article is based on a longitudinal qualitative study conducted between 2009 and 2014 in Namibia. The research team followed 13 young individuals from the beginning of their studies in entrepreneurship until their graduation and the start of their professional careers. The findings pertaining to the dynamics of students’ perceptions of risk in entrepreneurial experiences and learning bring a more accurate understanding of the transformative character of entrepreneurial learning as well as offering practical implications for how to conduct entrepreneurship education in a way that is meaningful to learners.

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Section: Theoretical Groundingmentioning

confidence: 99%

Learning risk-taking and coping with uncertainty through experiential, team-based entrepreneurship education

Arpiainen

Kurczewska

2017

Industry and Higher Education

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“…It has also inspired the development of community-engaged research methodology [9]. Moreover, connective pedagogy has been used to further develop other theoretical approaches such as integrative pedagogy [10,11], and it has also been used in inclusive education [12]. Our interest in connective pedagogy lies in curriculum development [6,13] and in developing university-community connections [14][15][16][17].…”

Section: Our Teaching Philosophy In Course Planningmentioning

confidence: 99%

“…The fourth dimension "students connect academic learning with workplace learning" states that the programme of study should equip students for professional work and for lifelong learning. Professional expertise has become more complex, and students should learn more about how to integrate theory and practice more effectively [10,18].…”

Section: Our Teaching Philosophy In Course Planningmentioning

confidence: 99%

Developing Connective Pedagogy in Cultural Research—A Case Study from the Teachers’ Perspective in Adopting a Problem-Based Approach in Higher Education

Kumpulainen

Vierimaa²,

Koskinen-Koivisto³

2019

Education Sciences

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The article examines the challenges university teachers face when adopting connective pedagogy in organizing teaching. Instead of studying the learning outcomes of the method, we decided in this research to focus on the teachers’ experiences when doing things differently in a fairly traditional pedagogical institution like a university. In spring 2019, as a part of our new degree programme entitled Culture, Communities, and Change (KUMU) at the University of Jyväskylä, we implemented a multisensory ethnography course in collaboration with a third sector development project promoting village tourism in Central Finland. On the course, we applied a problem-based approach to implement the connective pedagogy through which we wanted to increase the students’ working life skills and public engagement. While the main objective of the multisensory ethnography course was to develop village tourism and teach the students how to do ethnographic research, we also scrutinized our own teaching experience in developing higher education pedagogy through documenting our own activities in field diaries and analysing our own roles through self-reflexive ethnographic practice. The group discussions and the diaries of the teachers during the course are the data that has been analysed by means of social practice theory. The three elements of social practices—material, competence, and meaning—helped us to identify the important factors that should be taken into consideration when trying to change everyday practices in our work, in this case to organize collaborative teaching with a third sector development project. According to our results, a problem-based approach is an effective tool on a collaborative project course between the university and a third sector organization because it enabled us to practice connective pedagogy at a very practical level. There are also challenges in applying a new method. Studying our diaries and notes of group discussions and reflecting our experiences, we identified the following critical stages and weak spots: Planning and co-ordinating the course took a lot of time and resources and teachers must tolerate a certain amount of uncertainty. The competence of the teachers was also challenged; they needed to be open, for example, to dealing with unfamiliar research topics. Even if the teachers’ meanings, motivation, and values were in accordance with the principles of connective pedagogy, there are still many contradictions in the meaning element of problem-based teaching practice. Above all, the teachers were compelled to question their role as experts when taking third sector actors as equal partners in producing new knowledge.

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