Institutional Research Of the Finnish Universities of Applied Sciences 1991-2015 Kantola, Friman, Rauhala & Huttula mauri.kantola@turkuamk.fi mervi.friman@hamk.fi

Agenda 1. Introduction 2. The aim of the study 3. Finnish Results 4. European Comparison 5. Policy reflections 6. Conclusions 7. Discussion: further research

Aim of the study We are studying the studies research and research entities focusing on universities of applied sciences and the education they provide that have been published in Finland What, how, where and who have conducted research on Finnish university of applied sciences education, and to also throw light on the themes that have been dealt with over the years Additionally, we are interested to compare the studies made in other European countries. In some other countries, UASs are carrying out even traditional academic research, in addition to the working life oriented RDI-research

Design of research I Data Basic search using the Finnish Melinda data base II Analysis and classification of Finnish data content analysis based on abstracts III European data: search of collaboration IV Comparisons with selected countries V Openings for European networking and discussions

Teichler´s classification Teichler´s (2000) classification of higher education research (1) quantitative-structural aspects, (2) knowledge and subject related aspects, (3) person or teaching- and learning-related aspects, and (4) aspects related to institutions, organizations and governance. Teichler’s classification appears to have become the most important model for structuring higher education research in in Europe

Developmental phases found Changes in legislation, governance, operating practices and data: 1. Trial period: 1991-1996 2. Phase of establishment and launching:1997-2003 3. Phase of development into full-fledged UASes 2004-2013 4.Development towards greater uniformity of higher education institutions from 2014

Data 1991 -2015 170 dissertations 133 articles in Finnish scientific journals Articles/publilcations of Research Centres UAS own publications

Doctoral dissertations Phase Number of dissertations 1991-1996 2 1997-2003 69 2004-2013 90 2014- 9 Total 170

Number of dissertations Teichler’s categories Number of dissertations 1 Quantitative-structural 6 2 Related to individual subjects 41 3 Teaching and learning 99 4 Organisation and governance 24 Total 170

Teichler’s category Doctoral dissertations Research institute publications Articles in three journals TOTAL 1 Quantitative- structural   3.6% 41.6% 22.0% 20.7% 2 Individual subjects 24.1% 5.3% 17.8% 3 Teaching and learning 58.2% 22.1% 40.9% 42.3% 4 Organisation and governance 14.1% 31.0% 15.0% 19.2% 100% n=170 100% n=113 100% n=133 100% n=416

Observations The main themes of policy papers does reflect to the dissertations: R&I, internationalization, further education, work relationship, regional development Though, dissertations have mainly produced on micro level for example, in everyday context in relation to learning, teaching and to work of HEI teacher Purpose of the dissertation writers have not been discussed internationally, the purpose has been to develop and legimitate national education sector Often the development work has carried out in small circles: one UAS, one faculty, Aproximately out of 128 doctors, some 100 have worked in an UAS during their research work. Some researchers (mainly health sector) have taken care of own field of profession in order to produce development to the profession through the new UAS sector

European comparison Ireland: The network of Institutes of Technology is interesting where Dublin produces doctorate degrees Netherlands: Otherwise similar system as Finland, but the RDI seems to not act important role in UASs. (UASnet, 2016.) In general, the debate over the relationship between education and research has been on the agenda in several European countries in the last decades, so the additional international comparisons are welcomed

The Role of EAPRIL We hope to find some colleagues to present their results of the same topic and we could compare our studies

Themes to discussion Are the researches about the higher education known and utilized in your countries? Who and how has personally used the studies of his/her old field of education? Is it possible to find examples of the changed procedures or activities of the universities due to higher education (ex. UASs) research? Should the UASes guide the directions of higher education research?