Organisational transition challenges in the Finnish vocational education – perspective of distributed pedagogical leadership

Jäppinen, Aini-Kristiina; Maunonen-Eskelinen, Irmeli

doi:10.1080/03055698.2011.567024

Cited by 20 publications

(26 citation statements)

References 10 publications

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“…The present study seems to support the assumption that the preferences and competencies of these students are not sufficiently being acknowledged and served in regular VMBO and MBO (see also Biemans et al 2016;Van den Berg 2013). Thus, the specific selection of this category of students for the GL seems to be beneficial for them and to improve their chances to enter an HBO programme, as compared with the traditional VMBO-MBO route (see also Jäppinen and Maunonen-Eskelinen 2012).…”

Section: Conclusion and Discussionmentioning

confidence: 99%

“…Sharp selection and admission criteria (as adopted by possible follow-up educational programmes) and lacking career orientation, guidance, and mentoring (as provided by the student's present educational institute) might play a role as well (Kuijpers et al 2011;Kuijpers 2014;Winters 2012). Moreover, Biemans et al (2013Biemans et al ( , 2016 concluded that the degree to which successive educational programmes are attuned in terms of learning environments, didactics, and learning contents is crucial to facilitate students' transitions (see also Jäppinen and Maunonen-Eskelinen 2012). In this article, the focus will be especially on this last factor and on interventions aimed at solving problems of discontinuity and disintegration as mentioned above.…”

Section: Transition Problems In Vet and Possible Interventionsmentioning

confidence: 94%

“…Jäppinen and MaunonenEskelinen 2012). A main assumption behind the design of continuing learning pathways like the GL is that students with these specific characteristics comprise a significant student category, whose preferences are not sufficiently being acknowledged and served in regular secondary (general and vocational) education (see also Biemans et al 2016;Jäppinen and Maunonen-Eskelinen 2012;Van den Berg 2013).…”

Section: The Green Lyceum As Critical Example Of a Continuing Learninmentioning

confidence: 99%

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Promoting Students’ Transitions to Successive VET Levels through Continuing Learning Pathways

Biemans

Mariën

Fleur³

et al. 2018

Vocations and Learning

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Continuing learning pathways have been proposed as curriculum design solutions to reduce student drop-out rates and to promote their transitions to successive levels of the educational system. The present study aimed to compare the effects of a specific continuing learning pathway in Dutch VET (the Green Lyceum or GL, which combines a lower secondary pre-vocational school-based (VMBO) programme and a middle-management VET (MBO) programme in an integrated learning trajectory offered by agricultural (or 'green') VET institutes) with a more traditional route (a regular middle-management VET programme) in terms of students' learning performance at MBO level and their transitions to a higher professional bachelor programme (HBO). GL students more often obtained a MBO diploma at EQF level 4 in the nominal study time period than comparable students in terms of cognitive level in regular MBO. Moreover, former GL students more often proceeded with an HBO programme than comparable students coming from regular MBO. Finally, students coming from the GL less often opted for HBO programmes in the agricultural domain than comparable students coming from regular 'green' MBO and more often decided to start with programmes corresponding with other sectors. To conclude, the combination of design characteristics of these continuing learning pathways seems to promote students' transitions within the VET system and, thus, can inspire the design and implementation of comparable learning routes to solve transition problems.Vocations and Learning

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Section: Conclusion and Discussionmentioning

confidence: 99%

Section: Transition Problems In Vet and Possible Interventionsmentioning

confidence: 94%

Section: The Green Lyceum As Critical Example Of a Continuing Learninmentioning

confidence: 99%

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Promoting Students’ Transitions to Successive VET Levels through Continuing Learning Pathways

Biemans

Mariën

Fleur³

et al. 2018

Vocations and Learning

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“…To explain in detail how the model was originally created goes beyond the scope of this article (for further information, see Jäppinen 2012Jäppinen and Maunonen-Eskelinen 2012). In this paper, only the larger framework of the model is introduced.…”

Section: The Tenkeys® Model Used In This Studymentioning

confidence: 99%

“…Grint 2005;Gronn 2008;Hallinger and Heck 2011;Hargreaves and Fink 2006;Harris 2009;MacBeath 2005;Mehra et al 2006;Spillane 2006). The second source comprised of the results of two large-scale (country) vocational organisation studies (Jäppinen 2012;Jäppinen and Maunonen-Eskelinen 2012). The attributes were categorised into 10 main groups by means of qualitative content analysis (Denzin and Lincoln 2011).…”

Section: The Tenkeys® Model Used In This Studymentioning

confidence: 99%

Analysis of leadership dynamics in educational settings during times of external and internal change

Jäppinen

2017

Educational Research

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Background:The article concerns the tensions that can arise during demanding external, and consequential internal changes and considers how educational leadership is able to respond to them. Leadership is here understood as a collaborative endeavour, producing shared sense-making in situations of tension. Purpose: The main research question was: what kinds of leadership dynamics underlie situations of tension brought about by external and internal change? The sub-question was: what kind of micro-level sense-making processes, argued to be the true source of change, assist in revealing these dynamics? Programme: Educational organisations increasingly face demanding external changes, such as the two mergers described in this article. Tensions can easily be brought about during such external changes and the consequential internal changes, such as two pedagogical innovation projects in this article. Sample: The study was conducted with three leadership teams within two organisations. The first organisation was a vocational education organisation with around 4000-5000 students and 500 staff members. The leadership team that was studied was followed for almost two years. The other organisation was a business school which comprised of around 7000 students, 150-200 professors and 500 staff members. There, two leadership teams were investigated and followed for almost three years. Design and methods: The data for the sense-making process was selected by way of qualitative content analysis and an experimented model called TenKeys®. This data were analysed using a grounded theory approach to uncover the underlying leadership dynamics. Results: Ten micro-procedural leadership dynamics were identified. Actions related to the pedagogical projects were then interpreted by means of these dynamics. Conclusions: The findings suggest that understanding underlying leadership dynamics might help educational organisations respond to possible tensions brought about by external and internal change and, consequently, support learners' learning processes, albeit indirectly.

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Students’ Learning Performance and Transitions in Different Learning Pathways to Higher Vocational Education

Biemans

Mariën

Fleur³

et al. 2016

Vocations and Learning

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To improve students' transitions between successive educational levels, continuing learning pathways are being designed and implemented in many countries. This study was carried out to examine the effects of the Green Lycea (GL) as critical cases of continuing learning pathways in vocational education in The Netherlands. The GL were compared with a traditional pathway (pre-vocational secondary education and secondary vocational education offered as separate programmes) in terms of students' learning performance and transitions. GL students and comparable students following the regular pathway yielded the same mean final exam scores for four core subjects in the first phase of their educational programmes, despite the fact that GL students took this exam one year earlier than regular students because of the acceleration of the learning trajectory in the GL programme. Regarding the students' transitions, the GL and the traditional pathway yielded comparable percentages of students who either did or did not obtain a pre-vocational secondary education diploma; For the GL, however, the percentage of students who proceeded in secondary vocational education was higher. To conclude, it seems to be possible to improve students' transitions between

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Organisational transition challenges in the Finnish vocational education – perspective of distributed pedagogical leadership

Cited by 20 publications

References 10 publications

Promoting Students’ Transitions to Successive VET Levels through Continuing Learning Pathways

Promoting Students’ Transitions to Successive VET Levels through Continuing Learning Pathways

Analysis of leadership dynamics in educational settings during times of external and internal change

Students’ Learning Performance and Transitions in Different Learning Pathways to Higher Vocational Education

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