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Asiantuntijana kehittyminen rikosseuraamusalalla
No full textTämän päiväkirjamuotoisen opinnäytetyön tavoitteena oli tutkia omaa työtäni asiantuntijana rikosseuraamusalalla ja selvittää millaista osaamista asiantuntijalla on hyvä olla. Opinnäytetyössä tutkin omaa osaamistani ja kehittymistarpeitani sekä pohdin työhyvinvointia ja sitä tukevia tekijöitä. Tutkimus toteutettiin pitämällä päiväkirjaa kymmenen viikon ajan. Jokainen viikko päättyi viikkokoosteeseen pohdintoineen. Viikkokoosteen tukena käytettiin lähdekirjallisuutta teemojen mukaisesti.
Päiväkirjahavaintojen, vertaispalautteen ja lähdekirjallisuuden pohjalta laadin yhteenvedon asiantuntijan työtehtävän menestystekijöistä ja toin esiin omaa osaamistani sekä kehittymistarpeitani asiantuntijana. Opinnäytetyön tuloksena syntyi Asiantuntijatyön menestystekijät Talo. Talo-mallin avulla kuvaan millaista osaamista asiantuntijalla on hyvä olla, millaista osaamista minulla on ja sekä tuon esiin omia kehittymistarpeitani sekä työhyvinvointia tukevia asioita.
Pohdinnoissa tuon esiin kehittämisajatuksia liittyen asiantuntijoiden perehdyttämiseen ja koulutuspolun rakentamiseen sekä oppimisen kehittämiseen näkemällä työpaikat luonnollisina oppimisympäristöinä. Asiatuntijatyön osaamisen johtamista tulisi myös kehittää. Tulevaisuuden työelämäntaitona nostan esiin vuorovaikutustaidot ja siihen liittyvän koulutuksen lisäämisen.
Opinnäytetyö oli matka omaan ammatilliseen kasvuun ja tutkimuksellisen tavoitteen lisäksi prosessi vahvisti ammatillista identiteettiäni ja avasi uusi ammatillisia näkymiä. Opinnäytetyössä käytetty päiväkirjamuoto teki prosessista hyvin henkilökohtaisen. Omien ajatusten, tunteiden ja näkemysten reflektoiminen asettaa tutkijan myös alttiiksi arvostelulle. Toisaalta taas ajattelen, että päiväkirjamuotoisen opinnäytetyön tarinallisuus lisää mahdollisuutta samaistua kirjoittajaan.The objective of this bachelor’s thesis was to explore the author`s work as an expert in the prison and probation services and to map the skill set an expert should possess. The thesis explores the author´s competences, development needs and well-being as well as factors supporting it. The study was carried out by keeping a diary for ten weeks. Each week ended with a weekly summary with reflections. Source literature was used to support the weekly summary according to the themes.
Based on the diary observations, peer feedback and source literature, a summary of the success factors of the expert work was drawn up and the author`s development needs were highlighted. As a result of the thesis, a model was created that presents the success factors of expert work. This model helps to describe what competence an expert should have, what competence the author has and highlight the author´s development needs and factors that support well-being at work.
In the reflections, development ideas are presented concerning the training of experts and the construction of an educational path, as well as the development of learning by seeing workplaces as natural learning environments. Expert work competence management should also be developed. Interaction skills and the related increase in education are highlighted as future working life skills.
The thesis was a journey to professional growth, and in addition to the research goal, the process expands the authors professional prospects. The diary format used in the thesis work made the process very personal. Reflecting on one's own thoughts, feelings and views also exposes the researcher to criticism. On the other hand, the story-like nature of a thesis in the form of a diary increases the possibility of identifying with the author
From a momentary experience to a lasting one : The concept of and research on expanded user experience of mobile devices
Get PDFAbstractIn order to respond to the challenges posed by technological development, new interdisciplinary concepts and methods in the fields of research and design of information and communication technology are required. The researchers in this fields have been trying to solve design problems by, for example, concentrating on designing for the user experience (UX). Nevertheless, the concept of UX has been widely disseminated and rapidly adapted in many areas of design without it being clearly defined or deeply understood.Not only theoretical study of the phenomenon is needed but also analytical tools to more comprehensively analyse and understand UX. Such an important tool would be a concept that can be used to study practical phenomena in a comprehensive manner.The theoretical objective of this thesis was to formulate a new, “expanded” concept of UX that can be used to describe human experience with technology so that both short-term and longer-term aspects of this experience can be taken into account. Based on the review of the literature, it seemed that Dewey’s concept of aesthetic experience could provide a theoretical frame of reference for an approach aiming at understanding UX in a more comprehensive manner. A broad theoretical concept, such as Dewey’s concept of aesthetic experience, is not directly applicable to empirical research, however. The practical objective of the thesis was to outline a method or a set of methods how the concept can be operationalised. A comprehensive and operational concept of UX is generated based on Dewey’s concept of aesthetic experience that is divided into two levels utilising Leontjev’s activity theory.As a result of the research, the concept of expanded user experience (eUX) and the reflective research method for studying it has been created. This research has shown that by studying longer-term UX in addition to temporal UX and by focusing on analysing the user’s activity it is possible to see a larger and more meaningful view on UX. The reflective research method is particularly beneficial as a long-term research method focusing on the everyday environments of users.TiivistelmäTeknologian kehityksen asettamiin haasteisiin vastaaminen edellyttää uusia tieteen rajat ylittäviä käsitteitä ja menettelytapoja informaatio- ja kommunikaatioteknologian alan tutkimuksessa ja suunnittelussa. Alan tutkijat ovat alkaneet etsiä ratkaisuja suunnittelun ongelmiin mm. keskittymällä käyttäjäkokemuksen suunnitteluun. Käyttäjäkokemus käsitteen käyttö on yleistynyt ja se on omaksuttu nopeasti monilla suunnittelun alueilla huolimatta siitä, että käsitettä ei ole selkeästi määritelty tai syvällisesti ymmärretty.Käyttäjäkokemuksen tutkimuksessa tarvitaan paitsi tutkittavan ilmiön teoreettista tarkastelua, myös analyyttisiä välineitä käyttäjäkokemuksen kokonaisvaltaisempaan analysoimiseen ja ymmärtämiseen. Keskeinen väline on käyttäjäkokemuksen kokonaisvaltaista, moniulotteista ja reflektiivistä luonnetta kuvaava käsite, jonka avulla käytännön ilmiöitä voidaan tarkastella kokonaisvaltaisesti.Tämän tutkimuksen teoreettinen tavoite oli kehittää uusi ”laajennettu” käyttäjäkokemuksen käsite, jolla voidaan kuvata käyttäjäkokemusta ottamalla huomioon inhimillisen kokemuksen muodostumiseen vaikuttavia lyhyt- ja pitkäkestoisia aspekteja. Kirjallisuuskatsauksen perusteella vaikutti siltä, että Dewey’n esteettisen kokemuksen käsite voisi ratkaista useita aikaisemman käyttäjäkokemuksen tutkimuksessa ilmenneitä puutteellisuuksia tarjoamalla teoreettisen viitekehyksen lähestymistavalle, jonka tavoitteena on ymmärtää käyttäjäkokemusta aikaisempaa kokonaisvaltaisemmin. Laaja teoreettinen käsite, kuten Dewey’n esteettisen kokemuksen käsite, ei kuitenkaan ole suoraan sovellettavissa empiiriseen tutkimukseen. Näin ollen tutkimuksen käytännöllinen tavoite oli hahmotella menetelmä tai joukko menetelmiä, joiden avulla Dewey’n esteettisen kokemuksen käsite voidaan operationalisoida. Tutkimuksessa kehitetty, aikaisempaa kokonaisvaltaisempi ja operationaalinen käyttäjäkokemuksen käsite perustuu Dewey’n esteettisen kokemuksen käsitteeseen, joka on operationalisoitu jakamalla se kahteen tasoon Leontjev’n toiminnan teorian avulla.Tutkimuksen tuloksena syntyi laajennettu käyttäjäkokemuksen käsite (the expanded user experience), ja sen tutkimiseen tarkoitettu reflektiivinen käyttäjätutkimusmenetelmä (the reflective research method). Tässä tutkimuksessa havaittiin, että keskittymällä pidempikestoisen käyttäjäkokemuksen tutkimiseen hetkellisesti muodostuvan käyttäjäkokemuksen rinnalla sekä analysoimalla käyttäjän toimintaa, voidaan käyttäjäkokemus nähdä aikaisempaa laajempana ja merkityksellisempänä ilmiönä. Reflektiivinen tutkimusmenetelmä soveltuu erityisesti käyttäjien jokapäiväisessä arjessa tapahtuvaan pitempiaikaiseen käyttäjätutkimukseen.Academic dissertation to be presented with the assent of the Faculty of Science of the University of Oulu for public defence in OP-sali (Auditorium L10), Linnanmaa, on 27 August 2010, at 12 noonAbstract
In order to respond to the challenges posed by technological development, new interdisciplinary concepts and methods in the fields of research and design of information and communication technology are required. The researchers in this fields have been trying to solve design problems by, for example, concentrating on designing for the user experience (UX). Nevertheless, the concept of UX has been widely disseminated and rapidly adapted in many areas of design without it being clearly defined or deeply understood.
Not only theoretical study of the phenomenon is needed but also analytical tools to more comprehensively analyse and understand UX. Such an important tool would be a concept that can be used to study practical phenomena in a comprehensive manner.
The theoretical objective of this thesis was to formulate a new, “expanded” concept of UX that can be used to describe human experience with technology so that both short-term and longer-term aspects of this experience can be taken into account. Based on the review of the literature, it seemed that Dewey’s concept of aesthetic experience could provide a theoretical frame of reference for an approach aiming at understanding UX in a more comprehensive manner. A broad theoretical concept, such as Dewey’s concept of aesthetic experience, is not directly applicable to empirical research, however. The practical objective of the thesis was to outline a method or a set of methods how the concept can be operationalised. A comprehensive and operational concept of UX is generated based on Dewey’s concept of aesthetic experience that is divided into two levels utilising Leontjev’s activity theory.
As a result of the research, the concept of expanded user experience (eUX) and the reflective research method for studying it has been created. This research has shown that by studying longer-term UX in addition to temporal UX and by focusing on analysing the user’s activity it is possible to see a larger and more meaningful view on UX. The reflective research method is particularly beneficial as a long-term research method focusing on the everyday environments of users.Tiivistelmä
Teknologian kehityksen asettamiin haasteisiin vastaaminen edellyttää uusia tieteen rajat ylittäviä käsitteitä ja menettelytapoja informaatio- ja kommunikaatioteknologian alan tutkimuksessa ja suunnittelussa. Alan tutkijat ovat alkaneet etsiä ratkaisuja suunnittelun ongelmiin mm. keskittymällä käyttäjäkokemuksen suunnitteluun. Käyttäjäkokemus käsitteen käyttö on yleistynyt ja se on omaksuttu nopeasti monilla suunnittelun alueilla huolimatta siitä, että käsitettä ei ole selkeästi määritelty tai syvällisesti ymmärretty.
Käyttäjäkokemuksen tutkimuksessa tarvitaan paitsi tutkittavan ilmiön teoreettista tarkastelua, myös analyyttisiä välineitä käyttäjäkokemuksen kokonaisvaltaisempaan analysoimiseen ja ymmärtämiseen. Keskeinen väline on käyttäjäkokemuksen kokonaisvaltaista, moniulotteista ja reflektiivistä luonnetta kuvaava käsite, jonka avulla käytännön ilmiöitä voidaan tarkastella kokonaisvaltaisesti.
Tämän tutkimuksen teoreettinen tavoite oli kehittää uusi ”laajennettu” käyttäjäkokemuksen käsite, jolla voidaan kuvata käyttäjäkokemusta ottamalla huomioon inhimillisen kokemuksen muodostumiseen vaikuttavia lyhyt- ja pitkäkestoisia aspekteja. Kirjallisuuskatsauksen perusteella vaikutti siltä, että Dewey’n esteettisen kokemuksen käsite voisi ratkaista useita aikaisemman käyttäjäkokemuksen tutkimuksessa ilmenneitä puutteellisuuksia tarjoamalla teoreettisen viitekehyksen lähestymistavalle, jonka tavoitteena on ymmärtää käyttäjäkokemusta aikaisempaa kokonaisvaltaisemmin. Laaja teoreettinen käsite, kuten Dewey’n esteettisen kokemuksen käsite, ei kuitenkaan ole suoraan sovellettavissa empiiriseen tutkimukseen. Näin ollen tutkimuksen käytännöllinen tavoite oli hahmotella menetelmä tai joukko menetelmiä, joiden avulla Dewey’n esteettisen kokemuksen käsite voidaan operationalisoida. Tutkimuksessa kehitetty, aikaisempaa kokonaisvaltaisempi ja operationaalinen käyttäjäkokemuksen käsite perustuu Dewey’n esteettisen kokemuksen käsitteeseen, joka on operationalisoitu jakamalla se kahteen tasoon Leontjev’n toiminnan teorian avulla.
Tutkimuksen tuloksena syntyi laajennettu käyttäjäkokemuksen käsite (the expanded user experience), ja sen tutkimiseen tarkoitettu reflektiivinen käyttäjätutkimusmenetelmä (the reflective research method). Tässä tutkimuksessa havaittiin, että keskittymällä pidempikestoisen käyttäjäkokemuksen tutkimiseen hetkellisesti muodostuvan käyttäjäkokemuksen rinnalla sekä analysoimalla käyttäjän toimintaa, voidaan käyttäjäkokemus nähdä aikaisempaa laajempana ja merkityksellisempänä ilmiönä. Reflektiivinen tutkimusmenetelmä soveltuu erityisesti käyttäjien jokapäiväisessä arjessa tapahtuvaan pitempiaikaiseen käyttäjätutkimukseen
Usability evaluation of TETRA mobile radio in Public Protection and Disaster Relief (PPDR) vehicles
No full textLessons from International Experience
No full textIn the aftermath of the global financial
crisis, policymakers around the world are focusing once
again on government debt sustainability. In China,
subnational government debt is an important part of total
government debt, and therefore deserves the attention that
policymakers have paid to the topic. Subnational debt has
played an important role in financing China’s impressive
infrastructure that is the envy of the world. And
subnational debt was instrumental in the economic stimulus
that China so effectively staged after the global financial
crisis, through which China maintained high levels of
economic activity. This e-book starts with a summary and
presentation of the Chinese perspective on this subject of
subnational debt in session one. Session two introduced some
international cases which are highly relevant to the current
situation in China. Session three brought these
international case studies and experts’ perspectives
together to arrive at syntheses that narrowed down key
issues which China needs to consider going forward in
subnational debt management and restructuring. The
roundtable discussion among international and Chinese
experts on the way forward for China in session four
provided an illuminating discussion of this issue. The
author hope that this will inform specific policies that
will be formulated to help local governments in China manage
their subnational debts
Work-Oriented Project Learning in the Context of Master's Level Service Design Education
Get PDFThe increasing importance of services in the global economy highlights service innovation that is seen vital in the creation of new services, service business models, and service processes in the different sectors of society. In order to identify new opportunities and design service innovations, new capacity building is needed in a rapidly changing service business environment. Hence, there is also a need for the development of novel pedagogical approaches and learning methods in higher education in the context of service design. Work-oriented project learning is a widely adopted pedagogical approach, which seems to be an appropriate method for accumulating new competencies and working life experiences.
The purpose of this paper is to deepen understanding of work-oriented project learning at university of applied sciences, which represent the form of higher education, where working life cooperation and regional development is expected. Thus, the starting point for planning and developing education, as well as for choosing pedagogical approaches, is responding to the future challenges of society and working life. These expectations have also challenged Laurea University of Applied Sciences (Laurea) to find new conceptual and pedagogical solutions. This paper aims at presenting an updated pedagogical model of work-oriented project learning in the context of master’s level service design education that is based on synthesis of the project learning approach and pedagogic Learning by Developing (LbD) model by Laurea. Both approaches consider that expertise and experiences are shared between teachers and multidisciplinary students, as well as project partners and other stakeholders. Moreover, the teacher members of the project team take part by providing their expertise to steer the progress of the work and, at the same time, the progress of the learning. The LbD model describes the theoretical pedagogical framework. However, as such, LbD does not provide (conceptual) tools or operational models for planning and analysing project learning. The project learning approach could provide conceptual tools for modelling project learning in higher education in the context of service design.
The development of the pedagogical model of work-oriented project learning in the context of master’s level service design education was conducted as a part of a project called The Finnish Design Academy (FDA) that is a joint project of Finnish higher education institutions operating in the field of design. Its goal is to boost the role of higher education in design in the national innovation ecosystem and to develop competence related to design education. Action research was chosen as the research strategy for this development work due to its practical and hands-on nature. Action research aims at changing things, not only at contributing to the academic discussion. It is relevant that the researchers participate in the development process that proceeds in cycles. A cycle of action research consists of four phases: planning, acting, observing and reflecting. This study consists of three cycles. Based on the action research, a new pedagogical model of work-oriented project learning in the context of master’s level service design education was created and piloted. The main contribution of this paper is a project-based learning model that is highly suited to integrating the three tasks of universities of applied sciences – education, R&D and regional development
Incorporating Service Design into Education of Future Managers
Get PDFThe goal of management education is to prepare the master’s students to the role of the future manager. Therefore, the management education indisputably shapes the future profession. However, the manager’s profession is complex. What should be included in the management education and how to bring the degree programs up to date? This paper, first, suggest management education based on the recent research and the integration of service marketing theories into management. Second, this paper posits the competence development of managers required in service economy to focus on service logics and the emerging discipline of service design. The purpose of the paper is to introduce management education, which builds competences based on the theoretical stronghold of service logics and intertwines with service design competences as execution skills. This descriptive study uses a combination of collected data, observation, discussions, and content analysis to investigate how diverse are the expectations of master’s degree students for service design and how the learning outcome requirements/ competence development requirements (by EQF) differ. This paper advances identified new management competences of service marketing and service design. Preliminary findings suggest the importance of designing of the interdisciplinary curriculum; the management competence develops slowly during higher education and thus the competence requirements are fulfilled at the end of the studies
New Insights in Higher Education: Leading Service Design
Get PDFModern societies are moving towards service society. This means the increase of service business and need to develop both the service business and novel services. This transformation requires new capabilities in working life and thus, service design has been suggested as conclusive capability to cope within the service society. The role of the higher education institutes (HEIs) has always been essential in transforming the society while they educate the future generations of professionals and leaders. All this, requires developing the content and methods of master’s degree education in service design. This paper explores opportunities the HEIs have in shaping their management education programs and curricula based on the latest changes in business disciplines.
The modern higher education aims to educate future multicompetent professionals. In Europe, the European Qualifications Framework (EQF) provides the framework for competence development offered through degree programs. The core of the EQF concerns eight reference levels and describes the learning outcomes of those levels. Moreover, according to the Finnish National Qualifications Framework (NQF) the aim of Master’s programmes in universities of applied sciences is that a person who has completed the degree has both in-depth knowledge and the theoretical skills required for development of the workplace with demanding expert and managerial duties. Both frameworks, EQF7 and NQF7 highlight the importance of managerial competence. In this paper, we focus on master’s level education (EQF7) and discuss managerial competence development in the emerging discipline of service design.
The purpose of this paper is to elaborate how these competences are learned during the Master’s degree studies at Laurea University of Applied Sciences. The program aims to educate leaders for organisations adopting service-driven worldview in business. The research data was gathered during the multidisciplinary Master’s degree studies in service design 2017. The case study research was selected because the study investigates a contemporary phenomenon within its life context and it uses multiple sources of evidence. This descriptive single case study uses a combination collected data, observation and content analysis to elaborate the expectations and actual competence development of master’s students. This paper promotes identifying new managerial competences in service design. Preliminary findings suggest that the managerial competence develops slowly during higher education and competence requirements are fulfilled only when the master thesis project is accomplished. As a conclusion, we suggest that the service design needs to be anchored to one of the conventional theoretical disciplines e.g. service marketing and management in order to enhance the academic reliability as an emerging discipline and to have impact in business management. Our study advances scholarly discussions of higher education and management competence development. The contribution of this paper is to advocate the new management competences and posit the emerging discipline of service design to management education
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