This article examines a new training design for continuing professional development that aims to support the learning of the novel knowledge and skills needed in emerging professional fields by interconnecting academic and workplace settings. The training design is based on using two advisors, one from working life and the other from an academic context. The article examined whether participants' personal orientation to adaptive expertise predicts the success of a guidance process. The interconnection of workplace and academic contexts was expected to occur through guidance practices. In addition, the features underlying the most successful guidance relationships were analysed. Data were collected by conducting repeated semi-structured interviews with eighteen course participants, eight academic advisors and eight workplace advisors in the context of a one-year energy efficiency training programme. The results indicated that a trainee's personal orientation towards adaptive expertise is a significant component in successful guidance processes. An interconnection of workplace and academic knowledge and practices was hardly found in the guidance provided by each participant's academic and workplace advisors. The feature underlying the most successful guidance relationships are related at the personal, dyad and context levels. An excellent match between the expert profiles of the learner and the advisor appears to be especially critical for successful guidance and powerful knowledge exchange in emerging fields. However, finding matching advisors is often challenging. Many problems are presumably solved if these 'right persons' can be found and if the trainees are themselves oriented to utilise the novel resources provided to them by the advisors.
Yhteisjulkaisuihin perustuva tohtorikoulutuksen kollektiivinen malli on perinteisesti kuulunut luonnontieteisiin. Myös ihmistieteissä ollaan siirtymässä henkilökohtaisista julkaisuista kohti yhteisjulkaisemisen kulttuuria.
To ensure possibilities to economic growth and prosperity in a long-term basis, the societies need to find ways to preserve natural resources and start acting more responsibly and sustainably. In this paper we adopt an educational approach to inform actors in different sectors of our society. We introduce an online 5 ECTS course that aims to increase the awareness of green transition and the capability of individuals for promoting sustainable behaviours both at personal and societal levels. The students familiarize themselves on the basic principles of sustainable growth, corporate social responsibility, behavioural change and promotion of sustainable behaviours, and apply this accumulated knowledge on innovating procedures to promote circular economy and the United Nations 2030 Agenda for Sustainable Development. The course was introduced as a novel method in student admissions process to two Master's in business administration programmes, which enabled us to reach large audiences for the introductory course. Our analysis of student feedback indicates a high interest in the topic among the students as well as preference towards the new qualification method in student admissions process. The students appreciate the possibility to learn already during the admissions process. We analyze our experiences and developmental work on an online student admissions course by applying the Digital Competence Framework for Educators (DigCompEdu).
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