‘Non-traditional’ and ‘traditional’ students at a regional Finnish University: demanding customers and school pupils in need of support

Siivonen, Päivi; Filander, Karin

doi:10.1080/02601370.2020.1758814

Cited by 13 publications

(16 citation statements)

References 30 publications

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“…EE revises academic traditions of learning and teaching since it does not typically value academic achievement and theoretical abilities but emphasises practical and social competences and skills . Moreover, such traditional features of academia as academic freedom and independence are seemingly enforced through the emphasis on self-directedness and self-responsibility (Siivonen & Filander, 2020).…”

Section: Pedagogical Practices and Endeavours In Eementioning

confidence: 99%

Shaping and negotiating entrepreneurial selves in academic entrepreneurship education

Laalo

Koskinen

Stenholm

et al. 2023

JPHE

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Entrepreneurship education appears to be a way to extend market orientation in academic education into pedagogical arrangements and students’ self-understanding. This we find in a case study of a startup entrepreneurship course designed and promoted by the international Junior Achievement -network and organised co-operatively by four Finnish higher education institutions. We examine how the course practices do not only develop students’ business skills but also aim to shape their entrepreneurial mind-sets and behaviour, simultaneously promoting practical and vocational approach to academic education. We are interested in how students internalise these practices and, specifically, how they challenge and resist the expectations targeted to them. Our analysis of the course materials and students’ reflections represents entrepreneurship education as a governing technology, which draws on market logic in attempting to make students employable, autonomous and proactive entrepreneurial subjects. Students seem to have internalised the favoured subjectivity, but they also subtly break the expectations when they are given a chance. Applying market logic in the pedagogical practices of academic education tends to dismiss and ignore the value of abstract theoretical cultivation and redefines the roles of a teacher and a student.

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Section: Pedagogical Practices and Endeavours In Eementioning

confidence: 99%

Shaping and negotiating entrepreneurial selves in academic entrepreneurship education

Laalo

Koskinen

Stenholm

et al. 2023

JPHE

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“…"Eitraditionaaliseen" aikuisopiskelijaan on sen sijaan liitetty negatiivisiksi tulkittuja määreitä, kuten alhainen sosioekonominen asema, työssäkäynti, vastuu omista lapsista, heikot opiskelutaidot, vain vähän sosiaalista ja kulttuurista pääomaa ja huono itsetunto. Ne kaikki voivat vaikeuttaa aikuisopiskelijan sopeutumista yliopisto-opiskeluun (Siivonen & Filander, 2020). Vielä vuonna 2001 Moore kiteytti ei-traditionaalisen aikuisopiskelijan näin: "Aikuisuus yliopistossa määrittyy toiseudeksi, poikkeavuudeksi ja siihen voi liittyä jopa häpeällinen leima" (Moore, 2001, s. 28).…”

Section: Jatkuvan Oppimisen Ideologia Ja Traditionaalinen Ideaaliopis...unclassified

Konkari kaapissa – ideaaliopiskelija työkokemusta omaavien varhaiskasvatuksen opettajaopiskelijoiden diskursseissa

Mykkänen

Itäkare

Paasovaara-Pösö³

et al. 2023

jecer

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Opiskelijat, joilla on aikaisempaa varhaiskasvatuksen alan työkokemusta, ovat olleet viime vuosina kasvava joukko varhaiskasvatuksen yliopistokoulutuksessa. Aikaisempi tutkimus on antanut viitteitä, että kyseisen opiskelijaryhmän odotukset opiskelulta ja toiminta opettajankoulutuksen kannalta keskeisissä opetusharjoitteluissa voivat poiketa opiskelijoista, jotka edustavat traditionaalista yliopisto-opiskelijan normia. Tässä tutkimuksessa tarkasteltiin aikaisempaa varhaiskasvatuksen alan työkokemusta omaavien varhaiskasvatuksen opettajaopiskelijoiden tuottamia diskursiivisia subjektipositioita opetusharjoittelun kontekstissa. Haastatteluaineisto (n = 12, haastatteluiden kesto 10 h 13 min) analysoitiin kriittisen diskurssianalyysin keinoin. Tuloksissa tuotettiin kuusi subjektipositiota: oppimiseen orientoitunut opiskelija, työkokemusasiantuntija, mentorin kollega, konkari kaapissa, mentorin tai yliopiston kriitikko ja noviisiopettajaopiskelija. Lisäksi tutkimuksessa tuotettiin subjektipositioiden synteesinä ideaaliopiskelijan diskurssi. Ideaaliopiskelijan diskurssi on ristiriitaisten ominaisuuksiensa vuoksi saavuttamattomissa, ja se haastaa aikaisempaa traditionaalista yliopisto-opiskelijan ideaalia. Tulosten perusteella esitetään ehdotuksia varhaiskasvatuksen opetusharjoittelun kehittämiseen ja monenlaisista taustoista tulevien opiskelijoiden kohtaamiseen.

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“…According to Siivonen and Filander [13] university students have adopted the ideal of a student as consumer culture consistent with the neo-liberal order. Mature students position themselves as clients and satisfied with the demands for self-directedness and selfresponsibility, younger students position themselves as "pupils of the school" and are critical of being left alone without adequate support.…”

Section: Many Goals Of Guidance In Higher Educationmentioning

confidence: 99%

“…In the societies of continuous learning, many adults enroll in Open University studies that are open to all and address communal and individual learning needs. Today, the universities, as well as Open University's activities emphasize, rather than educational equality, the needs, financial objectives, and efficiency of working life [13], including that funding is based on measurable performance. The economic perspective is also emphasized in the Open University and students are being repressed as effective executor-clients [14,15] who quickly generate credits and employ more challenging jobs in the field they study [15].…”

Section: Introductionmentioning

confidence: 99%

Zero-Achievers Non-Progressing Studies in Finnish Open University: Three Preventive Factors

Maunula

Maunumäki

Anttonen

2021

JESBS

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Current education policy responds to changes and needs in working life by guiding individuals at different stages of working careers to develop their skills in the spirit of lifelong learning. More and more are applying with hope and enthusiasm to the Open University to strengthen their competence but are unable to get their studies completed. The article explores factors related to the non-progression of studies by students at the Open University in Finland. We call non-progressing students zero-achievers who enroll in studies but do not complete a single credit during the period of course. This research is a descriptive mixed methods study. The research data was collected by an online survey sent to 414 of one Open University zero-achiever students and 185 responses were received. The qualitative data was analysed through the means of content analysis and the quantitative data was examined through percentages and averages. The data was analysed comprehensively combining the quantitative and qualitative data by themes according to the three main factors for the non-progression of studies. The Open University student explained their non-progression in studies by three preventive factors: difficulties in reconciling areas of life, lack of generic skills, and passivity in seeking guidance. The purpose of this research is to raise zero-achievement as a phenomenon at a time marked by the ideal of high performance, the ideology of lifelong learning and the digitalization and massification of higher education. Alongside the ideal of efficiency, a wide range of students must be remembered in educational systems. The research contributes important new knowledge to education policy, to academic community and for university students to identify and avoid preventive factors for the progression of studies. Based on the research, the construction of shared understanding about above aspects is recommended to reach common goals.

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‘Non-traditional’ and ‘traditional’ students at a regional Finnish University: demanding customers and school pupils in need of support

Cited by 13 publications

References 30 publications

Shaping and negotiating entrepreneurial selves in academic entrepreneurship education

Shaping and negotiating entrepreneurial selves in academic entrepreneurship education

Konkari kaapissa – ideaaliopiskelija työkokemusta omaavien varhaiskasvatuksen opettajaopiskelijoiden diskursseissa

Zero-Achievers Non-Progressing Studies in Finnish Open University: Three Preventive Factors

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