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The growth of companies is critical in the renewal of any nation. Research has shown that companies collaborating with higher education are more innovative and development oriented, and more likely to grow in staffing and turnover and to penetrate to international markets. The new public management ideology, especially wrapped up in a funding method, has gradually forced the university of applied sciences (UAS) research, development, and innovation (RDI) services to enhance the performance in the industry. By productization, UAS are to adopt the design thinking ideology, to introduce service-dominant logic, and enhance public-private partnership. With well-designed services, the social and environmental impacts of UAS are intensified. It is the outmost target of new public management. With its constructive research approach, this dissertation was aimed at generating a new contribution to the conduct of RDI activities in the UAS context. It demonstrates the dimensions that alter the UAS RDI service encountering conditions. Furthermore, the study considers the challenges and cornerstones of the prevailing customer-oriented business model and reframes the uniform, systematic model to the UAS RDI service encountering process. This research is unique, as the academic service encountering process from the perspective of productization has seldom been the key issue investigated in research. The practical significance of the dissertation is to contribute to the exchange and experience of the UAS-industry collaboration. Tiivistelmä Korkeakouluyhteistyötä tekevät yritykset ovat innovatiivisempia ja kehittämisorientoituneempia, useammin voimakkaan kasvuhakuisia, henkilöstömäärältään ja liikevaihdoltaan suurempia ja toimivat useammin valtakunnallisilla ja kansainvälisillä markkinoilla. Suomalaiset yritykset osaavat hyödyntää ammattikorkeakouluopiskelijoiden harjoitteluja ja opinnäytteitä kehittämistyössään. Sen sijaan tutkimus-, kehittämis-, ja innovaatiopalvelut (TKI-palvelut) ovat toimintoja, mitkä yritykset tunnistavat edellistä heikommin voimavarakseen. Tämän väitöstutkimuksen kirjallisuuskatsaus osoittaa, miten korkeakoulupolitiikan muutos on ohjannut akateemista intressiä yritysyhteistyön suuntaan (uusi julkisjohtamisen oppi), ja miten julkisen sektorin suhde yksityisiin toimijoihin on muuttunut (julkisen ja yksityisen sektorin kumppanuus). Tutkimuskysymyksenä on, miten asiakaslähtöisyys (palvelumuotoilu, suunnitteluajattelu) tukevat näitä tavoitteita, ja mitä haasteita ja mahdollisuuksia palveluprosessin systematiikassa on. Tämä konstruktiivinen tutkimus on ainutlaatuinen, sillä AMK:n TKI-palveluita on tuotteistamisen näkökulmasta tutkittu varsin vähän. Tutkimuksen tulokset osoittavat, että systemaattinen palvelumalli lisää osaamisen uudistumista, parantaa kehittämistyötä ja palveluvastetta. Se myös parantaa yritysten luottamusta AMK:n palvelutarjontaan. Väitöskirjan konstruktio, tarjoaa yhtenäisen menettelytavan yrityslähtöisten palveluiden tuottamiseksi ja vastaa kysymykseen, miten AMK:n TKI-palveluita voidaan tuotteistaa. Tulosten avulla on mahdollista uudistaa ammattikorkeakoulujen TKI-toiminnan menettelytapoja.

This paper is written in Japanese for Japanese more broader researchers as the second publication of the online collection’s paper for the 16th Conference of the Asian Academic Society for Vocational Education and Training (December, 2020), which was titled as “Conflicts between Japanese Structure and German Model in Higher Vocational Education” (English paper: http://www.ubonasm.net/aasvet2020/program/ [December, 01,2020] ). It also tries to clarify the communalities and differences among the earliest model of German University of Applied Sciences, Korean Junior and Technical College as a front runner of Japan, and the newer Japanese Professional University. Analyses are conducted by using of some descriptors developed by some preceding studies and Terada’s three dimensions model. As results, we could make clear that the system design in Japan has triple sub systems, university (German type), college (American type) and articulated course of two stage (Korean type). From the view point of the relevance to occupations, in contrast to other two countries which they focus on technical occupations, Japan tends to allocate both kind of majors, occupational and broader industry- oriented ones. In the aspect of curricula, liberal arts and field practicums are characteristic as the didactical conditions, and the latter lines with Germany in the quantity level. The conflict between American-Japanese and German-Japanese model will continue, because there are quite few and short history for construction of German model in Japan. But we can notice the reformation of Japanese model by the further expansion of such universities.

Open Science (OS) and Research has reached mixed maturity levels in Finland. The meaning of the national project in the ecosystem of Finnish universities of applied sciences (UAS) is to enhance and elaborate OS and Open Education (OE) activities. Future actions were defined based on a survey and interviews carried out in the Finnish UAS sector during 2018 and 2019. The aim of both data collections was to evaluate the current status and attitudes towards open Research, Development, and Innovation (RDI) among staff members. Another purpose was to define the need for internal support services concerning open RDI and OE and to identify knowledge gaps. The results revealed several gaps in understanding OS and OE initiatives. Real-life actions were mostly vague, and the respondents experienced the need for support. On the other hand, the attitudes towards open RDI were positive, and the issue aroused questions and reflections. This study revealed gaps in knowledge and actions in Finnish UAS sectors. These results have been the basis of development actions such as joint workshops, educational webinars, and common instructions. The future plan includes the establishment of an experts' network for supporting open RDI and Education.

The recruitment of international students is one way of recruiting foreign highly skilled labour. International graduates increase the availability of labour if they are able to enter the host country’s workforce upon graduation. If the aim is to educate the students for the local labour market, the employment of international students should be supported during education. This article describes the findings of a study on the employment of international graduates from universities of applied sciences in Finland and graduates’ perspectives on how higher education institutions can support the employability of international graduates. The research data were gathered in 2008-2010 through semistructured interviews. According to the graduates the most important areas for development in education were reflection on professional development, teaching of local language and culture, orientation to learning methods used, mix of international and local students, connections to work life, job-seeking skills and cultural competence.

Artikkeli kuvaa ammattikorkeakoulun kahden perustehtävän – opetuksen sekä tutkimus- ja kehittämistoiminnan – integroimiseen liittyviä edistäviä ja estäviä tekijöitä. Artikkelin aineisto kerättiin Savonia-ammatikorkeakoulun henkilöstölle, opiskelijoille ja työelämälle järjestetyissä paneeleissa keväällä 2011. Paneelien tarkoituksena oli herättää keskustelua opettajien, TKI-henkilöstön, opiskelijoiden ja työelämäkumppaneiden kanssa työelämäläheisen oppimisen toimintamallista. Savonia-ammattikorkeakoulussa käyttöönotettu OIS-työelämäläheisen oppimisen malli vaatii ammattikorkeakoulupedagogiikan kehittämistä. Lisäksi tarvitaan yhteisöllisyyttä tukevia oppimisen areenoita, joissa oppijana on ammattikorkeakouluopiskelijan lisäksi ammattikorkeakoulun ja työelämän asiantuntijat. Oppiminen on yhteisöllistä ja eri toimijoiden kohtaaminen uutta tietoa tuottavaa. Työelämäläheisen toimintamallin kehittämisessä tarvitaan rohkeutta uudistaa eri toimijoiden roolia. Opettajien työssä korostuu ohjaajan ja tukijan rooli sekä kumppanuus työelämän kanssa. Asiantunti- jayhteisössä keskeistä on osaamisen jakaminen. Tämä vaatii uudistumiskykyä, joka avaa mahdollisuuksia opetuksen uudistamiselle ja tutkimus-, kehittämis- ja innovaatio- saamisen vahvistumiselle., This article describes the linkage between education and research and development in universities of applied sciences, especially those factors which supports the linkage either or prevents the linkage between these two tasks in higher education. The empirical data was collected in spring 2011 during a panel discussion, in which a group of personnel, students and working life partners participated in Savonia University of Applied Sciences. The aim of the panel discussion was to stir up conversation about working life oriented teaching and learning model (OIS-model) among university students, lecturers and working life partners. The OIS-model, which has been adopted in Savonia UAS, requires development of pedagogy in a UAS. Furthermore there is a need for open spaces for joint and collaborative learning, where the learners comprises of university students, university staff experts and experts from working life. Learning is collaborative and new knowledge is being produced by matching different kind of competences of actors. When developing the working life oriented education model (OIS- model), especially courage is needed to change the roles of different actors. In lecturers work, the role of mentor and supporter, furthermore the partnership role, is being highlighted. A crucial point in an expert community is knowledge sharing. This all requires ability and skills to renew. In general, the OIS-model supports possibilities for development of education and teaching and strengthening competences of research, development and innovations in UAS.

Quantitative Erhebungen zur Studienwahl der österreichischen Student*innen gibt es viele, wie zum Beispiel die regelmäßig neu in Auftrag gegebene Studierenden-Sozialerhebung durch das Institut für Höhere Studien in Wien. Sowohl die Verteilung der Studierenden auf die verschiedenen Hochschulformen als auch die quantitative Belegung der einzelnen Studienrichtungen scheinen weitestgehend erforscht. Diese Forschungsarbeit hat sich zum Ziel gesetzt, den qualitativen Aspekten bei der Wahl der geeigneten Studienform nachzugehen und dabei einen möglichen Konnex mit der sozialen Herkunft der Studierenden in den Fokus zu rücken. Mittels leitfadengestützter Interviews wird versucht, die Motivlage bei der Entscheidung für ein Studium an einer österreichischen Fachhochschule zu ergründen. Die anschließende qualitative Inhaltsanalyse soll Aufschluss darüber geben, welche Relevanz die Ausprägung von Ressourcen - wie ökonomisches, kulturelles und soziales Kapital nach Pierre Bourdieu - für die Nutzung von Bildungsangeboten im tertiären Bildungssektor heute noch hat. Abschließend wird ein Projekt skizziert, welches möglichen Missständen bei der Verteilung von Bildungschancen praktisch entgegenzuwirken versucht, indem es Jugendliche niederer sozialer Herkunft näher an das Bildungsangebot des österreichischen Hochschulsektors heranführt. There are many quantitative surveys on the choice of courses of study by Austrian students such as, for example, the student social survey regularly commissioned by the Institute of Advanced Studies in Vienna. Both, the distribution of students among the various types of higher education and the number of enrolments in individual fields of study seem to have been researched to a great extent. The aim of this research work is to pursue the qualitative aspects when choosing the appropriate form of study, thereby bringing into focus a possible connection with the social origin of the students. Using guideline-based interviews, an attempt is made to get to the bottom of the motivation behind the decision to study at an Austrian university of applied sciences. The subsequent qualitative content analysis is intended to shed light on what relevance the availability of resources - such as economic, cultural and social capital according to Pierre Bourdieu - still has in the use of educational offers in the tertiary education sector today. In conclusion, a project is outlined which tries to counteract, in a practical way, possible shortcomings in the distribution of educational opportunities by bringing young people of low social origin closer to the educational offers of the Austrian higher education sector.

Die Baubranche ist eine der Schlüsselbranchen der österreichischen Volkswirtschaft, jedoch wird sie in den letzten Jahren zunehmend von verschiedensten Problemen begleitet. Die in der Baubranche vorherrschenden Problematiken beruhen zu größten Teil auf der geringen Produktivität in der Wertschöpfungskette, den betriebswirtschaftlichen Aspekten, den innovativen Weiterentwicklungen und den zukünftigen Megatrends. Bauausführende Unternehmen stehen unter einem enormen Kosten- und Zeitdruck, daher sind sie gezwungen, ihre Effizienz in allen Bereichen der Geschäftsprozesse zu optimieren. Die zukunftsorientierten Technologien der Bauindustrie und der Einsatz neuer Arbeitsmethoden bieten die Möglichkeit, die vorherrschenden Probleme einzubremsen oder zu beseitigen. Der durch die Lean Management Methode und die Digitalisierung tiefgreifende, angestoßene, technologische und esellschaftliche Wandel wird in Zukunft alle Segmente der Bauindustrie bestimmen. In den vergangenen Jahren machte sich durch den gesellschaftlichen und technologischen Wandel ein kontinuierlicher Zuwachs der Nachfrage nach qualifizierten Angestelltenpersonal bemerkbar. Die wichtigsten Treiber hierfür sind die Komplexität und Anwendung neuer digitaler Technologien, die kollaborative Arbeitsweise, die verstärkte Einbindung von optimierten Wertschöpfungsketten sowie der zukünftige Fachkräftemangel. Der Wandel in der Baubranche und die damit verbundene Kompetenzentwicklung werden die Anforderungen an die Beschäftigten erweitern bzw. verändern. Die wandelnden Anforderungen der Beschäftigten stellen somit auch die schulischen bzw. akademischen Ausbildungen vor neue Herausforderungen. Die vorliegende Diplomarbeit gibt einen Ausblick auf die Auswirkungen innovativer Arbeitsweisen in der Bauindustrie und die damit verbundenen neuen Anforderungen an das Baustellenangestelltenpersonal, sowie einen Überblick über das gegenwärtige baufachliche Erstausbildungsangebot in Österreich. The construction industry is one of the key sectors of the Austrian economy, but in the last few years it has been increasingly accompanied by a wide variety of problems. The prevailing problems in the construction industry are largely based on low productivity in the value chain, business management aspects, innovative advancements and future megatrends. Construction companies are under enormous cost and time pressure, so they are forced to optimize their efficiency in all areas of business processes. The construction industry's forward-looking technologies and the use of new working methods offer the opportunity to reduce or eliminate the prevailing problems. The profound echnological and social change triggered by the lean management method and digitalization will determine all segments of the construction industry in the future. In the past few years, a continuous increase in demand for qualified white-collar personnel has become noticeable because of social and technological change. The main drivers for this are the complexity and application of new digital technologies, collaborative ways of working, the increased integration of optimized value chains, and the future shortage of skilled workers. The change in the construction industry and the associated skills development will expand or change the requirements for employees. This thesis provides an outlook on the impact of innovative working methods in the construction industry and the associated new requirements for construction site personnel, as well as an overview of the current initial construction educational program in Austria. vprgelegt von: Ivan Zuljevic Auch als Printexemplar verfügbar Masterarbeit Wien, FH Campus Wien 2021

Quantitative Erhebungen zur Studienwahl der österreichischen Student*innen gibt es viele, wie zum Beispiel die regelmäßig neu in Auftrag gegebene Studierenden-Sozialerhebung durch das Institut für Höhere Studien in Wien. Sowohl die Verteilung der Studierenden auf die verschiedenen Hochschulformen als auch die quantitative Belegung der einzelnen Studienrichtungen scheinen weitestgehend erforscht. Diese Forschungsarbeit hat sich zum Ziel gesetzt, den qualitativen Aspekten bei der Wahl der geeigneten Studienform nachzugehen und dabei einen möglichen Konnex mit der sozialen Herkunft der Studierenden in den Fokus zu rücken. Mittels leitfadengestützter Interviews wird versucht, die Motivlage bei der Entscheidung für ein Studium an einer österreichischen Fachhochschule zu ergründen. Die anschließende qualitative Inhaltsanalyse soll Aufschluss darüber geben, welche Relevanz die Ausprägung von Ressourcen - wie ökonomisches, kulturelles und soziales Kapital nach Pierre Bourdieu - für die Nutzung von Bildungsangeboten im tertiären Bildungssektor heute noch hat. Abschließend wird ein Projekt skizziert, welches möglichen Missständen bei der Verteilung von Bildungschancen praktisch entgegenzuwirken versucht, indem es Jugendliche niederer sozialer Herkunft näher an das Bildungsangebot des österreichischen Hochschulsektors heranführt. There are many quantitative surveys on the choice of courses of study by Austrian students such as, for example, the student social survey regularly commissioned by the Institute of Advanced Studies in Vienna. Both, the distribution of students among the various types of higher education and the number of enrolments in individual fields of study seem to have been researched to a great extent. The aim of this research work is to pursue the qualitative aspects when choosing the appropriate form of study, thereby bringing into focus a possible connection with the social origin of the students. Using guideline-based interviews, an attempt is made to get to the bottom of the motivation behind the decision to study at an Austrian university of applied sciences. The subsequent qualitative content analysis is intended to shed light on what relevance the availability of resources - such as economic, cultural and social capital according to Pierre Bourdieu - still has in the use of educational offers in the tertiary education sector today. In conclusion, a project is outlined which tries to counteract, in a practical way, possible shortcomings in the distribution of educational opportunities by bringing young people of low social origin closer to the educational offers of the Austrian higher education sector.

Quantitative Erhebungen zur Studienwahl der österreichischen Student*innen gibt es viele, wie zum Beispiel die regelmäßig neu in Auftrag gegebene Studierenden-Sozialerhebung durch das Institut für Höhere Studien in Wien. Sowohl die Verteilung der Studierenden auf die verschiedenen Hochschulformen als auch die quantitative Belegung der einzelnen Studienrichtungen scheinen weitestgehend erforscht. Diese Forschungsarbeit hat sich zum Ziel gesetzt, den qualitativen Aspekten bei der Wahl der geeigneten Studienform nachzugehen und dabei einen möglichen Konnex mit der sozialen Herkunft der Studierenden in den Fokus zu rücken. Mittels leitfadengestützter Interviews wird versucht, die Motivlage bei der Entscheidung für ein Studium an einer österreichischen Fachhochschule zu ergründen. Die anschließende qualitative Inhaltsanalyse soll Aufschluss darüber geben, welche Relevanz die Ausprägung von Ressourcen - wie ökonomisches, kulturelles und soziales Kapital nach Pierre Bourdieu - für die Nutzung von Bildungsangeboten im tertiären Bildungssektor heute noch hat. Abschließend wird ein Projekt skizziert, welches möglichen Missständen bei der Verteilung von Bildungschancen praktisch entgegenzuwirken versucht, indem es Jugendliche niederer sozialer Herkunft näher an das Bildungsangebot des österreichischen Hochschulsektors heranführt. There are many quantitative surveys on the choice of courses of study by Austrian students such as, for example, the student social survey regularly commissioned by the Institute of Advanced Studies in Vienna. Both, the distribution of students among the various types of higher education and the number of enrolments in individual fields of study seem to have been researched to a great extent. The aim of this research work is to pursue the qualitative aspects when choosing the appropriate form of study, thereby bringing into focus a possible connection with the social origin of the students. Using guideline-based interviews, an attempt is made to get to the bottom of the motivation behind the decision to study at an Austrian university of applied sciences. The subsequent qualitative content analysis is intended to shed light on what relevance the availability of resources - such as economic, cultural and social capital according to Pierre Bourdieu - still has in the use of educational offers in the tertiary education sector today. In conclusion, a project is outlined which tries to counteract, in a practical way, possible shortcomings in the distribution of educational opportunities by bringing young people of low social origin closer to the educational offers of the Austrian higher education sector.

Problem: Veränderte gesellschaftliche und politische Rahmenbedingungen der letzten Jahrzehnte brachten einen bemerkenswerten Umschwung hinsichtlich relevanter Wertevorstellungen am Arbeitsmarkt mit sich. Materielle Werte wie Löhne und Gehälter wurden von soften Werten wie Anerkennung und Wertschätzung abgelöst. Da ein Großteil der Betriebe diese enorme Bedeutung einer wertschätzenden Unternehmens- und Führungskultur bis heute noch nicht erkannt haben, besteht dahingehend enormer Handlungsbedarf. Wenn sich MitarbeiterInnen nicht ausreichend geschätzt und respektiert fühlen, kann dies in erster Linie folgenschwere Auswirkungen auf die Gesundheit und in weiterer Folge auch auf die Unternehmenserfolge haben. Methode: Zur Erforschung von themenrelevanten Fachhochschulen und Universitäten wurde eine selektive Literaturrecherche auf diversen Homepages und Internetseiten durchgeführt. Genauer gesagt, wurde gezielt nach konkreten, für die Umsetzung gesundheitsförderlicher Maßnahmen, verliehenen Gütesiegeln und Auszeichnungen gesucht. Zusätzlich erfolgte eine strukturierte Literaturrecherche in Datenbanken (ScienceDirect, PubMed und Springer Link), in Bibliotheksbeständen der FH JOANNEUM in Graz, Kapfenberg und Bad Gleichenberg sowie anhand von wissenschaftsbasierten Suchmaschinen wie Google Scholar. Ergebnisse: Eine anerkennende und wertschätzende Unternehmens- und Führungskultur bringt neben zahlreichen positiven Effekten für die Gesundheit der Belegschaft, auch wertvolle Unternehmensvorteile mit sich. Diese reichen von einer gesteigerten Motivation und Arbeitsfähigkeit, über die Senkung der Fluktuations-zahlen bis hin zu einer langfristigen Bindung der MitarbeiterInnen an das Unternehmen. Wichtig dabei ist, der gesamten Belegschaft – ungeachtet der Unterschiede hinsichtlich Herkunft, Geschlecht, Religionszugehörigkeit oder Weltanschauung – gleichermaßen Respekt und Anerkennung entgegenzubringen. Diskussion: Trotz umfassender Literaturrecherche konnte keine qualitativ hochwertige Literatur zur Beantwortung der Hauptforschungsfrage gefunden werden. Aus diesem Grund wurde diesbezüglich auf graue Literatur zurückgegriffen. Zur Erlangung eines aussagekräftigeren Ergebnisses in Bezug auf die Wirksamkeit der erörterten Maßnahmen wäre eine Analyse mittels ExpertInnen-Interviews anzudenken. Zusätzlich könnte mit weiteren Literaturarbeiten die Evaluierung derselben durchgeführt werden. Problem: Changed social and political framework conditions in recent decades have brought remarkable changes in terms of relevant values on the labor market. Material values such as wages and salaries have been replaced by soft values such as recognition and appreciation. Since most of the companies have not yet recognized the enormous importance of an appreciative corporate and management culture, there is a great need for action in this field. If employees do not feel sufficiently valued and respected, this can primarily have serious consequences for their health and subsequently also for the company's success.Method: A selective literature search was carried out on various homepages and websites to research subject-relevant technical colleges and universities. More precisely, a targeted search was conducted for specific health-promoting measures, awarded seals of approval and awards. In addition, a structured literature search was carried out in databases (ScienceDirect, PubMed and Springer Link), in the library holdings of FH JOANNEUM in Graz, Kapfenberg and Bad Gleichenberg as well as using science-based search engines such as Google Scholar.Results: An appreciative and corporate and management culture brings results in numerous positive effects for the health of the workforce, as well as valuable corporate advantages. These range from increased motivation and ability to work, to a reduction in employee turnover, to long-term loyalty to the company. It is important to show the entire workforce - regardless of the differences in origin, gender, religious affiliation, or ideology - equally respect and recognition.Discussion: Despite extensive literature research, high quality literature could not be found to answer the main research question. For this reason, grey literature was used to answer the research question. In order to obtain more meaningful results in terms of effectiveness of the measures discussed, an analysis by means of interviews with experts should be considered. In addition, the evaluation of the same could be carried out by further literature work. eingereicht von: Christina Neumeister Abweichender Titel laut Übersetzung der Verfasserin/des Verfassers Bachelorarbeit FH JOANNEUM 2021

Der Bericht „Forschungs- und Drittmittelaktivitäten von Fachhochschulen / Hochschulen für angewandte Wissenschaften“ enthält statistische Kennzahlen zur Beteiligung von Fachhochschulen/Hochschulen für angewandte Wissenschaften (FH/HAW) an der DFG-Förderung. Ein zentrales Ergebnis der vorgestellten Analysen ist, dass die Antragszahlen von Wissenschaftlerinnen und Wissenschaftlern an FH/HAW seit 2010 um über 60 Prozent gestiegen sind. Gleichwohl ist der Anteil der Anträge am Gesamt nach wie vor niedrig: 1,1 Prozent der im Zeitraum 2017 bis 2019 bei der DFG entschiedenen Anträge ist Fachhochschulen zuzuordnen. Dies spiegelt u.a. die Personalstruktur von Fachhochschulen wider, die sich deutlich von der der Universitäten unterscheidet. So ist an den Fachhochschulen ein deutlich geringerer Teil des wissenschaftlichen Personals dem akademischen Mittelbau zugeordnet. Und auch der Anteil des nebenberuflichen Personals ist mit 63 Prozent im Vergleich sehr hoch. Die Zahlen zeigen, dass sich die Strukturen der Forschung an Fachhochschulen deutlich von der an Universitäten unterscheidet.

Students at universities of applied sciences still differ significantly from students at universities in a range of individual and institutional characteristics. Therefore students attain different evaluations and different wishes for improvement. If the subject level is included, then many intra- and inter-institutional differences emerge and indicate a very complex picture of the levels in institutions of higher education. The use of dimensions of disciplinary cultures can show that universities of applied sciences will form an own study culture, which differs explicit from the universities. These aggregation levels can increase model quality and are so alternatives to current levels. The results based on the 13. German student survey. Studierende an Fachhochschulen unterscheiden sich in vielen individuellen und institutionellen Merkmalen erkennbar von Studierenden an Universitäten. Daher gelangen sie zu unterschiedlichen Ansichten, Bewertungen und Forderungen. Unter Einbeziehung der Fachebene werden intra- wie interinstitutionelle Unterschiede zwischen Fachhochschulen und Universitäten sichtbar, die ein komplexes Bild der unterschiedlichen Hochschulebenen beschreiben. Eine Differenzierung der Fächer aufgrund fachkultureller Dimensionen kann aufzeigen, dass die Fachhochschulen eine eigene Fachkultur ausbilden, die eine deutliche Distanz zu der von Universitäten aufweist. Die Nutzung dieser fachkulturellen Aggregatsebenen erhöht die Modellgüte und ist daher eine Alternative zu gängigen Aggregaten. Als Datenbasis wird der 13. Studierendensurvey vom WS 2015/16 verwendet.

Quantitative Erhebungen zur Studienwahl der österreichischen Student*innen gibt es viele, wie zum Beispiel die regelmäßig neu in Auftrag gegebene Studierenden-Sozialerhebung durch das Institut für Höhere Studien in Wien. Sowohl die Verteilung der Studierenden auf die verschiedenen Hochschulformen als auch die quantitative Belegung der einzelnen Studienrichtungen scheinen weitestgehend erforscht. Diese Forschungsarbeit hat sich zum Ziel gesetzt, den qualitativen Aspekten bei der Wahl der geeigneten Studienform nachzugehen und dabei einen möglichen Konnex mit der sozialen Herkunft der Studierenden in den Fokus zu rücken. Mittels leitfadengestützter Interviews wird versucht, die Motivlage bei der Entscheidung für ein Studium an einer österreichischen Fachhochschule zu ergründen. Die anschließende qualitative Inhaltsanalyse soll Aufschluss darüber geben, welche Relevanz die Ausprägung von Ressourcen - wie ökonomisches, kulturelles und soziales Kapital nach Pierre Bourdieu - für die Nutzung von Bildungsangeboten im tertiären Bildungssektor heute noch hat. Abschließend wird ein Projekt skizziert, welches möglichen Missständen bei der Verteilung von Bildungschancen praktisch entgegenzuwirken versucht, indem es Jugendliche niederer sozialer Herkunft näher an das Bildungsangebot des österreichischen Hochschulsektors heranführt. There are many quantitative surveys on the choice of courses of study by Austrian students such as, for example, the student social survey regularly commissioned by the Institute of Advanced Studies in Vienna. Both, the distribution of students among the various types of higher education and the number of enrolments in individual fields of study seem to have been researched to a great extent. The aim of this research work is to pursue the qualitative aspects when choosing the appropriate form of study, thereby bringing into focus a possible connection with the social origin of the students. Using guideline-based interviews, an attempt is made to get to the bottom of the motivation behind the decision to study at an Austrian university of applied sciences. The subsequent qualitative content analysis is intended to shed light on what relevance the availability of resources - such as economic, cultural and social capital according to Pierre Bourdieu - still has in the use of educational offers in the tertiary education sector today. In conclusion, a project is outlined which tries to counteract, in a practical way, possible shortcomings in the distribution of educational opportunities by bringing young people of low social origin closer to the educational offers of the Austrian higher education sector.

In today’s knowledge society, there is a demand for professionals who are able to create knowledge across boundaries of disciplines, professions and perspectives. Traditional universities, universities of applied sciences and institutions for vocational education are all challenged to educate these knowledge workers. Accordingly, these institutions are developing competence-based education programmes that promote authentic, self-directed learning and the development of a professional identity. A possible environment for realising this type of learning is the hybrid learning configuration in which learning is embedded in ill-defined and highly-authentic tasks. This study attempted to identify a set of principles that can underpin the design of such a learning configuration at the interface between school and workplace. The research approach consisted of educational design research. Starting from cognitive constructivist and socio-cultural perspectives, a set of initial design principles was developed and evaluated from the perspective of the participants during three consecutive iterations of design and implementation. The process resulted in a set of seven refined design principles which can be used as heuristics to guide the design and development of hybrid learning configurations in contexts that have similar goals and aligned tenets.

The current article discusses how the increasing student diversity and transformation of work challenge language education at the Finnish universities of applied sciences (UAS). The article highlights some administrative and pedagogical solutions that have been developed at Karelia UAS to enable the progress of diverse students towards professional competence in foreign languages necessitated by the changes in the labour market. The aim of this article is to evoke discussion on the future directions of language education in vocational higher education. nonPeerReviewed

The HRM study program of The Hague University of Applied Sciences (THUAS) recently replaced classical, module-based education by so-called learning landscapes in which students approach complex problems by interdisciplinary learning activities. Teachers collaborate in multi-disciplinary teams that have a shared responsibility to support students as well as to innovate their education. This new way of organizing educational processes not only need to strengthen the learning ability and flexibility of students, but also the learning and innovation ability of teachers. Our exploratory research among teachers showed that this new way of working increased their job satisfaction. However, teachers experience difficulties in implementing their ideas, which is an important precondition for sustainable educational innovation. In our research we addressed the question whether the new working context of teachers supported innovation. The organizational structure as described in this case study is characterized by a high degree of autonomy for the teachers who collaborate in multidisciplinary teams, in which the management rewards innovative behaviour and facilitates where possible. Given the fact that this context incorporates a high number of elements that are known to facilitate innovation, the assumption was that teachers would experience that this context was supporting them to innovate. We evaluated whether this was indeed the case in their educational innovation. Our research shows that in general teachers positively evaluate the new working context. They experience the renewal process to contribute to their job satisfaction and feel supported by the management. A large majority of the teachers, partly as a result of this new working context, do have many ideas to renew the education. Even though they use multiple sources to generate ideas, they are mainly inspired by the needs of students and the occupational practice. Especially by sharing their ideas with others, they enrich their ideas. For the implementation of their ideas they specifically focus on creating buy-in, mentioned in two-thirds of the storyboards, with activities such as seeking allies, communicating the idea to others and ‘drinking lots of coffee’. In addition, experiments help to make their ideas more visible.

In our work as lecturers, teachers, researchers, coaches or managers in a university of applied sciences, we do feel that the amount and variety of societal challenges on higher vocational education (HVE) is growing. Institutions in HE are in a process of transforming from traditional ‘either or’ research or education institutions into more complex hybrid knowledge institutions. Nowadays, universities of applied sciences (as institutions for HVE) in The Netherlands have three main objectives: providing education, conducting practice-oriented research to add to the professional knowledge base, and contributing to innovation in the professional fields of work. Education, research and innovation form the three pillars in the strategy of Dutch Universities of Applied Sciences (Educational Council of The Netherlands, 2015). These changing societal demands form an impetus for educational reform and innovation at both organizational and individual employee levels (Cummings & Shin, 2014). Changes in context and roles lead to questions: As a teacher/lecturer/researcher, how do I relate to the different stakeholders? What is the real meaning of being a ‘good’ lecturer or researcher in creating added values, and for whom? Some propose that the new challenges concern everybody and thus should be everyone’s job. But when everything becomes everyone’s job, how can we really realize the required added values? Others promote a more differentiated approach of accurately fitting talents and tasks to create the flow and employee satisfaction that is needed to realize the desired outcomes. But then how do we work together and cooperate with such an individualistic approach? These opposing positions in the discourse concern the question of how to define the ‘professional me’ amongst the ‘we’. In other words, the challenge is how we define and navigate our professional identities within the context of a dynamic multiple-identity organization with increasing pressures for professional diversity (Foreman & Whetten, 2002; Aangenendt, 2015).

The HRM study program of The Hague University of Applied Sciences (THUAS) recently replaced classical, module-based education by so-called learning landscapes in which students approach complex problems by interdisciplinary learning activities. Teachers collaborate in multi-disciplinary teams that have a shared responsibility to support students as well as to innovate their education. This new way of organizing educational processes not only need to strengthen the learning ability and flexibility of students, but also the learning and innovation ability of teachers. Our exploratory research among teachers showed that this new way of working increased their job satisfaction. However, teachers experience difficulties in implementing their ideas, which is an important precondition for sustainable educational innovation. In our research we addressed the question whether the new working context of teachers supported innovation. The organizational structure as described in this case study is characterized by a high degree of autonomy for the teachers who collaborate in multidisciplinary teams, in which the management rewards innovative behaviour and facilitates where possible. Given the fact that this context incorporates a high number of elements that are known to facilitate innovation, the assumption was that teachers would experience that this context was supporting them to innovate. We evaluated whether this was indeed the case in their educational innovation. Our research shows that in general teachers positively evaluate the new working context. They experience the renewal process to contribute to their job satisfaction and feel supported by the management. A large majority of the teachers, partly as a result of this new working context, do have many ideas to renew the education. Even though they use multiple sources to generate ideas, they are mainly inspired by the needs of students and the occupational practice. Especially by sharing their ideas with others, they enrich their ideas. For the implementation of their ideas they specifically focus on creating buy-in, mentioned in two-thirds of the storyboards, with activities such as seeking allies, communicating the idea to others and ‘drinking lots of coffee’. In addition, experiments help to make their ideas more visible.

The main research question in this chapter was: Which information problem solving skills are, according to the lecturers in the Bachelor of ICT, important for their students? Selecting items from a results list and judging the information on actuality, relevance and reliability were regarded as extremely important by most of the interviewed lecturers. All these sub-skills refer to the third criterion of the scoring rubric, the quality of the primary sources. As mentioned before, one of the NSE lecturers holds the opinion that students should improve their behaviour exactly on this point. Another sub-skill that is seen as very important by the interviewees is the analysis of information to be applied in the student’s own knowledge product. This refers to the fifth criterion of the rubric, the creation of new knowledge. The quality of primary sources and the creation of new knowledge criteria both bear extra weights in the grading process with the scoring rubric. A third criterion which also bears extra weight (‘orientation on the topic’) was mentioned as an important subskill by some interviewees but not as explicitly as the other two criterions. One of the facets of information problem solving that need improvement, according to one of the lecturers, is the reflection on the whole process to stimulate the anchoring of this mode of working. In the concept of information problem solving are higher order skills (orientation and question formulation, judging information and creation of new knowledge) distinguished from lower order skills (reference list, in-text citations, the selection of keywords and databases). Considering all results of this research, one can conclude that the importance of the higher order IPS skills – which refer to ‘learning to think’ (Elshout, 1990) – is recognised by most of the interviewed lecturers. The lower order skills are considered less important by most of them.

In our work as lecturers, teachers, researchers, coaches or managers in a university of applied sciences, we do feel that the amount and variety of societal challenges on higher vocational education (HVE) is growing. Institutions in HE are in a process of transforming from traditional ‘either or’ research or education institutions into more complex hybrid knowledge institutions. Nowadays, universities of applied sciences (as institutions for HVE) in The Netherlands have three main objectives: providing education, conducting practice-oriented research to add to the professional knowledge base, and contributing to innovation in the professional fields of work. Education, research and innovation form the three pillars in the strategy of Dutch Universities of Applied Sciences (Educational Council of The Netherlands, 2015). These changing societal demands form an impetus for educational reform and innovation at both organizational and individual employee levels (Cummings & Shin, 2014). Changes in context and roles lead to questions: As a teacher/lecturer/researcher, how do I relate to the different stakeholders? What is the real meaning of being a ‘good’ lecturer or researcher in creating added values, and for whom? Some propose that the new challenges concern everybody and thus should be everyone’s job. But when everything becomes everyone’s job, how can we really realize the required added values? Others promote a more differentiated approach of accurately fitting talents and tasks to create the flow and employee satisfaction that is needed to realize the desired outcomes. But then how do we work together and cooperate with such an individualistic approach? These opposing positions in the discourse concern the question of how to define the ‘professional me’ amongst the ‘we’. In other words, the challenge is how we define and navigate our professional identities within the context of a dynamic multiple-identity organization with increasing pressures for professional diversity (Foreman & Whetten, 2002; Aangenendt, 2015).

Fachhochschulen (FH) arbeiten unter anderen Bedingungen als Universitäten. Mit anhaltendem Wachstum und akademischer Professionalisierung der FH entstehen auch für Fachhochschulbibliotheken fachliche, technische und nicht zuletzt strategische Bedarfe zur Weiterentwicklung. Eine zentrale Fragestellung, die zudem entscheidend durch internationale und nationale Entwicklungen getrieben wird, ist die propagierte Transformation der Wissenschaftskommunikation auf Grundlage des freien Informationszugangs (Open Access). Bereits 2006 wurde durch die Rektorenkonferenz der Fachhochschulen der Schweiz (KFH) die "Berlin Declaration on Open Access to Knowledge in the Sciences and Humanities" unterzeichnet. Dennoch lassen ernsthafte Umsetzungsmassnahmen in grösseren Massstäben - nicht nur den FH - oft weiter auf sich warten. Eine zentrale Ursache hierfür ist in fehlendem Hintergrundwissen von Kunden und Entscheidungsträgern an den Hochschulen zu suchen. Um entsprechende Unterstützung für eine strategische Positionierung und tiefgreifende Massnahmen zu erreichen, sind lokale Anstrengungen durch die wissenschaftlichen Bibliotheken unvermeidlich. Dies gilt auch und gerade vor dem Hintergrund der verabschiedeten Nationalen Open Access Strategie. Hochschulleitungen benötigen mehr denn je die Kompetenz ihrer Bibliotheken, um mögliche Wege und Massnahmen zu eruieren, ihren Publikationsoutput weitest möglich Open Access verfügbar zu machen. Der Vortrag stellt am Beispiel der ZHAW Hochschulbibliothek Massnahmen zur Verankerung des Open Access an einer Schweizerischen Fachhochschule vor: Vom niedrigschwelligen Einstieg über Meilensteine wie Repositorium und die Verabschiedung einer Open Access Policy hin zu aktuellen Herausforderungen und Perspektiven., Presentation held at "FHB-Tagung 2017" (Conference of Swiss Universities of Applied Sciences 2017) in Zollikofen BE, Switzerland. Slides in German and French.

The aim of this article is to investigate students’ narratives about their professional development process. This research brings new kind of knowledge to continuing learning, developing education and planning the curriculum in physiotherapy education. The European Qualification Framework (EQF) defines learning competences in education; qualitative research has a narrative approach. The material consists of eight voluntarily participating physiotherapy students’ portfolios written during their whole study time. The longitudinal data describes them as learners and their development process. The major findings are four main episodes in professional development: the previous studies, a new way of learning, understanding the physiotherapy and becoming professional in physiotherapy. Three story models were found: the story of the development of an autonomous learner, the story of the development in becoming a member of the physiotherapy community and the story of the development of a critical developer. In conclusion, four steps in the physiotherapy students’ professional development were formed. The model helps understand the students’ concepts about their professional development. Students need theoretical knowledge and practical skills to build their professional development. Reflecting learning and instructed practice are important for professional development in healthcare. Learning is connected to action, context and culture where information is collected and used. peerReviewed

Tämä tutkimus tarkastelee aikuisten englannin suullista kielitaitoa ja opettajan ammatillista kehitystä työuran viimeisenä vuosikymmenenä. Englannin suullisen kielitaiton tutkimuksen kohteena oli, miten englannin opinnot tukevat aikuisopiskelijoiden mahdollisuuksia osallistua englanninkieliseen kommunikaatioon erilaisissa englantia käyttävissä yhteisöissä. Tutkimuksen kohdetasona oli vaihe, jolloin opiskelijoiden kielenhallinta jo antaa edellytyksiä puhumiseen tai kun huolimatta kyseisen tason yleisestä hallinnasta opiskelija ei kuitenkaan pysty suullisesti kommunikoimaan englanniksi. Tutkimusmateriaalia hankittiin haastatteluissa tutkija-opettajan suunnittelemien kahden rinnakkaisen vapaassa sivistystyössä toteuttamien englannin kurssien jälkeen. Ensimmäinen haastattelu toteutettiin kurssin päätyttyä ja toinen vuoden kuluttua, jolloin saatiin tietoa kurssin vaikutuksesta opiskelijoiden englannin käyttöön. Lisätutkimusmateriaalina olivat opettajan päiväkirjat, jotka myös palvelivat opettajana kehittymistä. Sen tutkiminen jatkui spontaanisti runsaan kahden vuoden aikana kirjoitettujen päiväkirjojen tuella opettajan päätoimisessa työssä ammattikorkeakoulussa. Siellä tätä postempiiristä tutkimusta edistivät keskustelut ja yhteistyö toisten opettajien kanssa sekä työskentely ja keskustelut opiskelijoiden kanssa. Tämä jakso syvensi ja rikasti opettajan ammatillista kehittymistä ja vahvisti käsityksen siitä, että tutkimus vieraan kielen kielitaidon kehittämisestä yhdessä aikuisoppilaitostyypissä hyödyttää aikuisopettajan ammatillista kehitystä muissa oppilaitoksissa, mikä vahvistaa valitun tutkimusjärjestelyn oikeutusta. Tutkimusfilosofia ja päätökset tutkimusmateriaalin käsittelystä muotoutuivat tutkimuksen edistyessä. Tutkimus, joka alkoi laadullisena tutkimuksena, sai lisääntyvässä määrin vaikutteita hermeneutiikasta, erityisesti Gadamerin filosofisesta hermeneutiikasta. Gadamerin käsitykset koskien ymmärtämistä tulkintana, ennakkokäsitystä, ihmiseen historiallisuutta, kieltä, ymmärtämistä, osallistumista ja dialogia liittyivät sekä tutkimiseen että sen kohteisiin. Tässä tutkimusfilosofiassa alussa omaksutut teoreettisen ja käytäntöön liittyvät käsitykset kieliopinnoissa ymmärretään ennakkokäsityksinä, jotka kehittyvät tutkimuksen kuluessa. Tutkimus suullisen englannintaidon kehittymisestä osoitti, että runsaat ja helposti avautuvat mahdollisuudet englannin puhumiseen, runsas osallistuminen ja ennen kaikkea, hyvä opiskeluilmapiiri ovat äärimmäisen tärkeitä tällaisella kurssilla. Sellainen ilmapiiri innostaa opiskelijoita, poistaa pelkoja, rohkaisee opiskelijoita kohtaamaan vaikeuksiaan ja jopa jakamaan niitä ja keskustelemaan niistä. Erityisen tärkeää ryhmissä, joissa osallistujien englannin tiedot ja kyky käyttää englantia ovat hyvin erilaisia, vapaus valita sanottavansa sekä jatkuva parien ja ryhmien vaihto edistävät oppimista. Nämä opinnot sekä osoittivat että lisäsivät esimerkiksi sellaisia opiskelijoiden henkisiä voimavaroja kuten autonomisuutta, motivaatiota, tietoisuutta englannin kielestä, sen oppimisesta ja itsestä sen opiskelijana. Opettajan ammatillinen kehitys hänen itsensä suunnittelemana ja toteuttamana toi lisääntyvää ja päivitettyä teoreettista tietoa ja oman henkilökohtaisen teorian jatkuvan kehittämisen. Se puolestaan teki omien käsitysten tutkimisen merkitykselliseksi ja toi innostusta opettajuuteen. Osallistuminen, eettinen pohdinta, dialogi ja kuunteleminen tulivat keskeisiksi opettajana kehittymisen ulottuvuuksiksi. Lopuksi voidaan todeta, että tutkimuksena toteutettu opettajan ammatillinen kehittyminen on merkityksellistä uran viimeisenäkin vuosikymmenenä ja siitä hyötyvät myös opiskelijat. This research deals with oral English communication among adults and the professional development of the teacher during the last decade of her career. The research in oral English communication focussed on the question of how English studies support adult students of English in entering English speaker communities with a prerequisite competence level or, having achieved the target level, still lack proficiency in speaking English. The research process began with two 45-hour parallel English courses designed and implemented by the teacher-researcher in liberal adult education. The data for answering this research problem were elicited through two interviews, one after the course and another 12 months later, revealing how the students achieved their aim as speakers of English. These data were supplemented by the teacher’s course diaries, which also served the teacher’s professional development. The empirical research was spontaneously followed by a postempirical research period within the researcher’s full-time occupation at a university of applied sciences (UAS), where the teacher’s professional development was supported by discussions and cooperation with colleagues, work among the students and conversations with them. The diary data for the teacher’s professional development at the UAS covered over two years. This period deepened and enriched the teacher’s professional development and revealed that a research study on the promotion of specific foreign language proficiency in one adult institution benefited the adult teacher’s professional development elsewhere and increased the justification of the whole research scheme. The research philosophy and the decisions on how the research aims would be explored only took their final shape during the research process. The research, which began as a qualitative study, became increasingly influenced by hermeneutics, in particular Gadamer’s philosophical hermeneutics. Gadamer’s conceptions of understanding as interpretation, prejudgement, human historicity, language, meaning, participation and dialogue served both the research activities and the research interests. According to the research philosophy, the initially assumed views of theory and practice in language studies and the point of departure for teacher development were understood as a prejudgement that developed during the research. The research on the promotion of oral English communication showed that plentiful, accessible opportunities for oral communication, ample participation and above all, a good study climate are extremely valuable characteristics of this kind of courses. Such an atmosphere inspires students, abolishes fears and encourages students to encounter their fears and even to share and talk about them. It is especially in groups where the participants’ English competence and proficiency differ that meaningful assignments and tasks of changing level, freedom in choosing what to say and continuously changing pairs and groups promote speaking. These studies both revealed and increased, for example, such mental resources as student autonomy, awareness of English, of learning, personal awareness and motivation. The teacher’s professional development through self-initiated development resulted in increased, updated theoretical knowledge, exploration of her beliefs as a teacher and continuing construction of her personal theory and enthusiasm as a teacher. Participation, ethical questioning, dialogue and listening became some of the leading issues in teacher development. To conclude, this research showed that the promotion of the teacher’s professional development as a research is meaningful and giving also in the last decade of the career and also benefits the students.