1. Institutional Research
Of the Finnish Universities of Applied Sciences
Kantola, Friman, Rauhala & Huttula

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

3. 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

4. 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

5. 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

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

7. Data
170 dissertations
133 articles in Finnish scientific journals
Articles/publilcations of Research Centres
UAS own publications

8. Doctoral dissertations
Phase
Number of dissertations 2 69 90
2014- 9
Total
170

9. 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

10. 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

11. 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

12. 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

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

14. 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?