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Tässä raportissa tarkastellaan kansalliseen ja kansainväliseen kirjallisuuteen pohjautuen sitä, kuin- ka yksilöiden ja ryhmien urasuunnittelutaidot vahvistuvat eri elämänvaiheissa ja konteksteissa. Lisäksi kuvataan sitä, millaisilla julkisilla ja yksityisillä palveluilla voidaan tukea urasuunnittelutaitojen kehittymistä. Urasuunnittelutaidot nähdään monitahoisina, metakognitiivisina koko elämän ajan rakentuvina kompetensseina, joita yksilö kehittää vuorovaikutuksessa yhteiskunnan kanssa. Raportissa tarkastellaan eri maiden urasuunnittelutaitojen viitekehyksiä ja kootaan yhteen kansallisten ja kansainvälisten arviointien sekä kehittämishankkeiden kautta havaittuja urasuunnittelutaitojen osatekijöitä, jotka ovat osoittautuneet merkityksellisiksi riippumatta kansallisesta kontekstista tai ohjauspalvelujen järjestämistavoista. Tarkastelussa huomioidaan se, millaisessa yhteiskunnallisessa ja sosiokulttuurisessa kontekstissa viitekehykset on laadittu, ja arvioidaan, miltä osin esitetyillä viitekehyksillä voisi olla yhtymäpintaa Suomen kansalliseen kontekstiin. Lisäksi ra- portissa tarkastellaan ja arvioidaan sitä, millaisin eri menetelmin urasuunnittelutaitojen lähtötasoa ja kehittymistä voidaan mitata, millaisia nämä mittarit ovat tai voisivat olla ja mihin niillä pyritään. Raportti sisältää konkreettisia ehdotuksia urasuunnittelutaitojen viitekehyksen kehittämisen tueksi Suomessa. Tämä raportti on laadittu osana KEHA-keskuksen toteuttamaa Urasuunnittelutaitojen edistämishanketta. Hanke pohjautuu Elinikäisen ohjauksen strategian 2020–2023 tavoitteisiin sekä Jatkuvan oppimisen parlamentaarisen uudistuksen (2020) linjauksiin. Elinikäisen ohjauksen valtakunnalliseen kehittämiseen on saatu EU:n elpymis- ja palautumistukivälineestä rahoitusta Suomen kestävän kasvun ohjelman perusteella.

Tässä raportissa tarkastellaan lukiokoulutuksen ja ammatillisen koulutuksen opinto-ohjauksen saatavuutta ja riittävyyttä osana elinikäisen ohjauksen jatkumoa valtioneuvoston (2020) hyväksymän elinikäisen ohjauksen strategian 2020–2023 painopistealueiden mukaisesti. Kansallisessa elinikäisen ohjauksen strategiassa 2020–2023 korostetaan, että ohjauspalvelujen järjestämistä koskevassa päätöksenteossa tulee varmistaa palvelujen saatavuus, tasa-arvoisuus ja yhdenvertaisuus. Palvelujen tuottajien tulee varmistaa, että palvelut ovat saatavilla monikanavaisesti ja ne rakentuvat itsepalvelusta, avustetusta palvelusta sekä intensiivisestä ohjauksesta opiskelijoiden tarpeiden mukaisesti. Palvelujen järjestäjän tulisi arvioida, vastaavatko palvelut eri opiskelijaryhmien tarpeita ja että ne toteutetaan kustannus- ja resurssitehokkaasti.

It is with great pleasure that we present the third issue of the Nordic Journal of Transitions, Careers and Guidance (NJTCG). This issue continues to promote exciting articles and researchers at all stages of their careers. nonPeerReviewed

This article reports the findings from a phenomenographic study of career experts’ conceptions of systems development in lifelong guidance settings. The results show that conceptions of systems development in lifelong guidance varied from minimal, aspirational, strategic to systemic. By exploring the logical relationship between qualitatively different conceptions, it provides policymakers and other stakeholders with a way of holistically viewing the varying levels of lifelong guidance systems development. The matrix presented in this article may serve as a catalyst for reflection on crucial elements, such as legislation, leadership and cooperation, that have the potential to improve systems development in lifelong guidance.

This study contends that phenomenography offers both a useful research method and practical tools for developing education and training for career practitioners. After introducing the basic principles of phenomenography, the study reviews previous research on its potential in developing pedagogical practices. It explores how the phenomenographic findings were utilized to design an online skills training programme for career practitioners. The study finds that phenomenographic research serves three practical pedagogical purposes: (1) revealing how learners understand certain concepts or phenomena, (2) elucidating how these understandings differ; and (3) identifying critical aspects in helping learners to widen and deepen their understanding.

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The introduction to this volume discusses the importance of situating career and career guidance in context. It makes a connection to wider research and writing that challenges the idea that career theory can be global and universal and argues that there is a need for attention to local context and culture. It then moves on to set the scene for a volume focusing on the Nordic countries, by defining the ‘Nordic’ and exploring key features of the region including the Nordic welfare model and the history of collaborations in career guidance across the region. It proposes the four ‘COs’ of Nordic career guidance (context, community, co-construction and collaboration) before outlining the structure of the volume and looking to the future. The introduction to this volume discusses the importance of situating career and career guidance in context. It makes a connection to wider research and writing that challenges the idea that career theory can be global and universal and argues that there is a need for attention to local context and culture. It then moves on to set the scene for a volume focusing on the Nordic countries, by defining the ‘Nordic’ and exploring key features of the region including the Nordic welfare model and the history of collaborations in career guidance across the region. It proposes the four ‘COs’ of Nordic career guidance (context, community, co-construction and collaboration) before outlining the structure of the volume and looking to the future.

This chapter describes Finnish efforts to introduce and expand the service model known as the ‘One-Stop Guidance Centre’ as a tool for Youth Guarantee implementation. A One-Stop Guidance Centre is a physical location where a young person can access the entire service provision. Firstly, the chapter explores the levels of youth unemployment in Nordic countries. Secondly, the evolution and development of the One-Stop Guidance Centres based on the private-public-people-partners approach is presented. Lastly, some emerging outcomes are reviewed. peerReviewed

We examine the role of counselors and other practitioners in delivering career interventions using Information and Communication Technology (ICT). Current benefits and limitations of ICT use provide the basis for recommendations. Potential benefits of increased ICT engagement include cost-effectiveness and improved access to resources and support. Potential limitations include poor assessment and information quality, limited practitioner support when needed, problems with distance intervention and social media, confidentiality of client records, inequality of access, inadequate competencies, and poor implementation. Specific practitioner roles are identified, and those related to social media are elaborated. Implications for theory, research, training, and policy are provided. peerReviewed

Puheenvuoro tarkastelee Ohjaamojen kehittämistä eurooppalaisten elinikäisen ohjauksen periaatteiden, suuntaviivojen sekä EU:n koulutus-, työvoima- ja nuorisotakuun tavoitteiden näkökulmasta. Tarkasteltavina teemoina ovat muun muassa kansalaiskeskeisyys, osallistava lähestymistapa, palvelujen saatavuus ja tasa-arvoisuus sekä sidosryhmien osallisuus sekä suunnittelussa että sopimuksiin perustuvissa paikallisissa ratkaisuissa. Eurooppalaisessa kontekstissa Ohjaamot ovat toimiva esimerkki monihallinnollisesta poliittisesta päätöksenteosta, monialaisista paikallisista ratkaisuista sekä moniammatillisesti toimivista palveluprosesseista. nonPeerReviewed

This chapter describes the Nordic jointly developed international course on ICT in guidance and counselling. Firstly, the rational for developing such a course is discussed. Secondly the use of research-based framework is elaborated and application of it to the curriculum development is demonstrated. peerReviewed

Tiivistelmä Muuttuvan työelämän tarpeet ohjaavat entistä painokkaammin kehittämään yhteistyötä korkeakoulutuksen ja työelämän välillä sekä vahvistamaan jatkuvan oppimisen kulttuuria. Yksilötasolla paremmat yleiset työelämätaidot avaavat uusia työllistymismahdollisuuksia ja tukevat opiskelijaa opitun soveltamisessa. Yhteiskunnan tasolla korkeakoulujen työelämäyhteyksien kehitystyöllä varmistetaan työvoiman saatavuutta ja nopeutetaan työllistymistä. Tässä tutkimuksessa tarkastellaan käynnissä olevia ja jo päättyneitä korkeakoulutuksen ja työelämän väliseen yhteistyöhön liittyviä kehittämishankkeita (n=12), niissä tunnistettavia erilaisia työelämäyhteyksien kehittämiseen liittyviä malleja sekä työelämäyhteyksissä tapahtuneita muutoksia 10 viime vuoden aikana. Tutkimusaineisto kerättiin tammi-huhtikuussa 2019 sähköpostikyselyllä sekä puhelin- ja kasvokkaishaastatteluilla. Tutkimusaineistoa täydensivät kehittämishankkeiden hankesuunnitelmat, loppuraportit sekä hankkeiden www-sivut. Aineiston teorialähtöisessä sisällönanalyysissa sovellettiin korkeakoulujen työelämäyhteyksien kehittämismallia (spesialisti-, integratiivinen ja verkostoituneen kulttuurin malli). Työelämäläheisille kehittämishankkeille identifioitavista malleista on löydettävissä eroja alkutilanteessa, mutta yhteinen tavoite on kehittää korkeakoulutusta kohti verkostoituneen kulttuurin mallia sekä yliopistoissa että ammattikorkeakouluissa. Johtopäätöksenä esitämme, että työelämäyhteyksien kehittämismallien avulla voidaan kuvata korkeakoulutuksen työelämärelevanssin kehittymistä tutkittuna ajanjaksona. Systemaattista kehittämistyötä tarvitaan hankkeiden tulosten jalkauttamiseksi ja toimintojen vakiinnuttamiseksi. Abstract Development Projects Promoting the Working-Life Relevance of Higher Education Incremental changes in contemporary society increasingly steer collaboration between higher education and working life, simultaneously fostering a culture of continuous learning. Improved working life skills support students in applying theoretical knowledge in practice and help in opening new avenues for future employment. At the societal level, developing connections between higher education and working life improves the availability of relevant workforce and speeds up students’ path to employment, which means more potential employees. In this study, we examine ongoing and finished development projects in Finland (n=12) related to the development of collaboration between higher education and working life, e.g. identifying models or changes in collaboration over the past 10 years. We gathered data from project participants during January–April 2019 through an email survey and through faceto-face or phone interviews. We supplemented the data with project plans, project-end reports and other information gathered from projects’ internet sites. We applied the development model of higher education and working life (specialist, integrative and networked model) in our theory-based content analysis of the data. We found that the greatest differences appear between the identifiable models at the beginning of the projects; however, a clear common goal was to develop higher education toward a networked culture both in universities and universities of applied sciences. As a result, we suggest that the development model of higher education and working life successfully describes the development of working-life relevance during the time period defined in this study. However, systematic developmental work is still required in order to transfer the project results into practice and make them a part of everyday life in higher education institutions.

This article reports on a phenomenographic investigation into practitioners’ conceptions of ethical practice in social networking in career services. The results show that ethical practice was conceived as stemming from: (1) an information orientation, (2) a networking orientation, (3) an educational orientation, and (4) a collaborative orientation. Differences appeared along six dimensions including: approach, activities, level of usage, perception, strategy and ethical principles. The findings give us a more profound understanding of critical aspects that may have an important role in relation to further developments and the successful implementation of existing and emerging technologies in the career service sector.

This paper examines phenomenography as a viable qualitative approach in guidance and counselling research. A phenomenographic study maps the qualitatively different ways in which people experience a specific phenomenon and helps researchers to describe the aspects that make one way of experiencing a certain phenomenon qualitatively distinct from another. This paper presents an overview of phenomenographic research, encompassing theoretical, methodological and practical considerations. The application of this approach in guidance and counselling studies is illustrated with examples. peerReviewed

This paper focuses on the unique Danish setting in examining the consequences of abandoning a mandatory joint audit regime. We study the effects on audit costs (measured by audit fees) and audit quality (measured by abnormal accruals) of the abandonment of the mandatory joint audit in Denmark in 2005. We perform our analysis on non-financial listed Danish companies for the 2002–2010 period. Our results show that a joint audit is associated with higher fees, but that the association between joint audit and abnormal accruals is insignificant. This suggests that the higher audit fees cannot be explained by higher audit quality. Our results are robust to alternative measurements of fees and audit quality. Additional analyses show that the fee premium related to a joint audit decreases over time and that the Big 4 concentration in our sample has increased since the switch from mandatory to voluntary joint audit. Our results are consistent with the motivations driving the regulatory change in Denmark a...

This article reports the findings from a phenomenographic investigation into career development experts’ conceptions of challenges involved in the implementation of information and communication technologies (ICT) in career services. The results show that these challenges varied from (1) inadequate access to ICT, (2) inadequate access to information, and (3) inadequate skills and competencies, to (4) inadequate integration. These findings provide a deeper understanding of critical aspects that may have an important role in the further development and successful implementation of existing and emerging technologies within the guidance service sector. peerReviewed

This article reports the findings from a phenomenographic investigation into guidance counselors’ conceptions of career management skills (CMS). The results show that CMS was conceived as (a) information-based knowledge, (b) personal skills development, (c) interpersonal skills development, and (d) autonomous application of skills. The differences appeared along six dimensions of variation that included awareness of CMS, emphasis, promotion of CMS, teaching practice, assessment, and attitude. The findings give us a more profound understanding of critical aspects that may have an important role in the development of individual’s CMS.

The use of social media expands the availability and sources of career information. However, the authorship of this information has changed from traditional print media and multimedia sources created by experts to social media–based career information created by the users themselves. Although variability in career information validity has been an issue for some time, rapid growth in the use of social media creates some unique challenges. The ease with which social media–based career information can spread creates the potential for rapid widespread dissemination of disinformation and biased perceptions. Potential sources of invalidity include intentional bias (with or without profit motive), unintentional bias, restricted range of experience, out‐of‐date information, popularity bias, similarity bias, and context deficiency. The authors examine potential sources of social media–based career information invalidity and suggest implications for practice to help individuals make the best use of such information. peerReviewed

A growing number of career practitioners and career centers are reaching out to individuals and community members in new ways by integrating various social media tools, such as Facebook, Twitter, and LinkedIn, into their professional practices (e.g., Dyson, 2012; Osborn & LoFrisco, 2012). To many, social media are simply online tools to share information and to communicate and socialize with one another. In the broader sense, social media is defined as a process whereby individuals and groups build a common understanding and meaning with contents, communities, and Web 2.0 technology (e.g., Ahlqvist, Back, Heinonen, & Halonen, 2010; Kangas, Toivonen, & Back, 2007).An extensive body of literature has examined the role (e.g., HarrisBowlsbey & Sampson, 2001; Sampson, 2008; Vuorinen, 2006; Watts, 1996; Watts & Offer, 2006) and the use of information and communications technologies in career service delivery (e.g., Harris-Bowlsbey & Sampson, 2005; Osborn, Dikel, & Sampson, 2011; Sampson & Osborn, 2014; Watts, 2002). Information and communication technologies in career services are continuously viewed as a tool, an alternative, and an agent of change in guidance (e.g., Barnes, La Gro, & Watts, 2010; Watts, 1986, 1996, 2010). Because of the relatively recent use of social media in career services, a limited amount of research has been conducted in this area. Existing literature has provided some examples and evidence that social media has considerable potential for career services (e.g., Bimrose, Barnes, & Atwell, 2010; Hooley, Hutchinson, & Watts, 2010a, 2010b; Sampson & Osborn, 2014); however, empirical studies on the use and effectiveness of social media in career services are limited. Recently, Dyson (2012) provided an example of using Facebook in career services; Hooley (2011) explored the phenomenon of career blogging; and Osborn and LoFrisco (2012) investigated the use of social media in university career centers and found that many career centers have increased their use of social media tools, such as Facebook, Twitter, and LinkedIn. The three most common ways the career centers used social media were to provide students with career-related information, to connect with students, and to promote career services. Social media can also be used to develop job networks (Niles & Harris-Bowlsbey, 2013).Social media is fast becoming as much a necessity as an opportunity in career services, and practitioners' competency to work in this new mode is an area of increasing importance (e.g., Bimrose, Hughes, & Barnes, 2011; Osborn et al., 2011). Kettunen, Vuorinen, and Sampson's (2013) study revealed that models of career intervention and the ways of conceptualizing social media appear to be intertwined. Their findings indicated that, if the career services sector is to take advantage, to be innovative, and to fashion novel career service delivery formats afforded by new technologies (e.g., Hooley et al., 2010a, 2010b; Watts, 2010), it is necessary to support professionals in their understanding of the various social media tools and the ways in which they could be incorporated into existing practices. To do so, more detailed research on career practitioners' experiences with social media and its influence on career professionals' practice is needed.Consequently, the present study examined how career practitioners experience social media while using it in career services. The aim was to discover and describe the qualitative variation in the ways of experiencing the phenomenon. The study was guided by the following research questions: (a) What are career practitioners' ways of experiencing social media in career services? and (b) What are the critical aspects that differentiate qualitatively varying ways of experiencing social media in career services? This study lent itself to a qualitative research methodology known as phenomenography (e.g., Marton, 1986; Marton & Booth, 1997), which is specifically designed to investigate the qualitatively different ways in which people at a collective level experience or conceptualize a particular phenomenon (in this case, social media in career services). …

This article reports findings from a phenomenographic investigation into career practitioners' understanding of competency for social media in career services. Sixteen Danish and Finnish practitioners with experience using social media in career services were interviewed in focus groups. Competency for social media in career services was conceived as (i) an ability to use social media for delivering information, (ii) an ability to use social media for delivering career services, (iii) an ability to utilise social media for collaborative career exploration and (iv) an ability to utilise social media for co-careering. The findings can be used to develop pre-service and in-service training of career practitioners and support for the deepening of their competency, using the critical aspects that were identified. peerReviewed

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The International Financial Reporting Standards (IFRS) have been widely adopted well beyond English-speaking jurisdictions. Using the Finnish translation of the IFRS as a primary object of investigation, this article analyses the way in which the standards are translated into another language. Drawing on interviews with translators and translation review committee members and on an analysis of archival materials, it provides an empirically grounded understanding of practical problems of linguistic equivalence, and the institutional work required to maintain the IFRS as a global, translingual institution. Accordingly, the article highlights the constructed and negotiated nature of the linguistic equivalence between the IFRS and their translations. As translation lies at the interface between transnational standard-setting and local implementation, examining the IFRS translation offers further insight into the complex institutional interactions and practices that support transnational regulation. The article identifies the commonalities and discrepancies between the translation policies of the EU and the IFRS Foundation, and analyses the translation as a contested area of expertise involving multiple, recurrently changing constituents. peerReviewed

Much progress has been made in integrating information and communications technology ICT into careers practice, but there is still room for improvement. An international lens is adopted to examine some key elements that contribute to the successful integration of information communications technology (ICT) into careers practice. We start by exploring the role of policy, using the UK as a case study. Next, the perceptions that Finnish career practitioners have of ICT are reviewed using research findings into the different ways they think about social media and its purpose in career services. Finally, lessons learned from the design and integration of online services within career development programming in Canada are discussed that ensure accessibility both to practitioners and their clients. peerReviewed

This paper studies the practice of recognizing revenue from the sale of virtual goods. By virtual goods we mean digital objects, such as avatar features or skill boosts, which are usable only in th...

This article aims to identify different ways of using mobile devices in students’ learning in higher education. This qualitative research presents the findings from a phenomenographic research of students’ conceptions of mobile learning (m-learning) in higher education. A cohort of 16 students from four universities of Bangladesh took part in semi-structured interviews to explore their in-depth understandings and experiences of m-learning. The findings indicate that university students perceived five qualitatively different ways of using mobile devices in their learning: a medium for communication; a medium for management of learning materials; a tool for effective learning; a means for collaborative learning; and a means for development of new ideas. The findings of this research demonstrate students’ pedagogical understanding of using mobile devices in higher education. The outcomes of this research could play a crucial role in informing students on how they can use their mobile devices for learning purposes and providing educators with empirical evidence on students’ pedagogical practices of using mobile devices in other developing and more developed countries in the world.

International audience; The publication of the European Commission Green Paper, ‘Audit Policy: Lessons from the Crisis’ in October 2010, has stirred up a lively debate on the role of joint audits. This literature review identifies and evaluates, for the benefit of future research and regulators, existing evidence about joint audits. We find limited empirical support to suggest that joint audits lead to increased audit quality, but some empirical support to suggest that joint audits lead to additional costs. Overall, this paper indicates that joint audit should be seen as a mechanism that is embedded in a broader institutional context and not be considered in isolation from other factors that might impact the audit market. The results indicate that various country-level characteristics are simultaneously at play. While joint audits can potentially enhance the audit market competition by allowing smaller audit firms to maintain larger market shares, the related impact on audit quality has not yet been clearly demonstrated and thus provides a promising avenue for future research.

This article reports the outcomes of a study, undertaken from a phenomenographic perspective, of career practitioners' conceptions of social media usage in career services. Fifteen Finnish career practitioners – representing comprehensive, secondary and higher education as well as public employment services – were interviewed in focus groups. The analysis of the interview data revealed five distinct descriptive categories reflecting the career practitioners' conceptions of social media's use in career services. Social media in career services was conceived as (1) unnecessary, (2) dispensable, (3) a possibility, (4) desirable and (5) indispensable. The results indicated associations between career practitioners' conceptions and their practice. Moreover, the critical aspects identified in this study can be used to support the career practitioners' understanding of new technologies in career services. peerReviewed

This article reports findings from a phenomenographic investigation into European Lifelong Guidance Policy Network representatives’ conceptions of the role of information and communication technologies (ICT) related to national lifelong guidance policies. The role of ICT in relation to national lifelong guidance policies was conceived as (1) unexploited, (2) emerging, (3) acknowledged but fragmented, and (4) strategic. The hierarchical structure of the findings may serve as a tool to enable policy makers and other stakeholders to deepen their understanding of critical aspects that may have an important role in relation to further developments and the successful implementation of existing and emerging technologies in the guidance service sector. peerReviewed

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The increasing use of technology is placing new demands on career guidance practitioners. This article examines what changes, if any, have occurred in the perceptions of guidance practitioners regarding their role and the role of the internet in meeting guidance goals and delivering career guidance services. The data were collected in focus groups in 2001–2002 and a follow-up study in 2010. A total of seven focus groups were held. The data were analysed using combined methods. The results indicated that practitioners now observe that the need for differentiated service delivery modes is more explicit due to varied levels of readiness in decision-making and ICT literacy.

Background and Purpose— Daily variation in outdoor concentrations of inhalable particles (PM 10 Methods— Levels of particulate and gaseous air pollution were measured in 1998 to 2004 at central outdoor monitoring sites in Helsinki. Associations between daily levels of air pollutants and deaths caused by stroke among persons aged 65 years or older were evaluated in warm and cold seasons using Poisson regression. Results— There was a total of 1304 and 1961 deaths from stroke in warm and cold seasons, respectively. During the warm season, there were positive associations of stroke mortality with current- and previous-day levels of fine particles (2.5 ) (6.9%; 95% CI, 0.8% to 13.8%; and 7.4%; 95% CI, 1.3% to 13.8% for an interquartile increase in PM 2.5 ) and previous-day levels of ultrafine particles (8.5%; 95% CI, −1.2% to 19.1%) and carbon monoxide (8.3; 95% CI, 0.6 to 16.6). Associations for fine particles were mostly independent of other pollutants. There were no associations in the cold season. Conclusions— Our results suggest that especially PM 2.5 , but also ultrafine particles and carbon monoxide, are associated with increased risk of fatal stroke, but only during the warm season. The effect of season might be attributable to seasonal differences in exposure or air pollution mixture.

Vocational education in Finland is based on competence-based qualification requirements. Meanwhile, digital open badges promote competence-based assessment and shared expertise in digital environments. The educational setting supports gamified learning solutions and enhances student motivation. The current study aims to examine how learners experience the competence-based approach in the badge-driven learning process of professional development. The theoretical framework focuses on the concept of instructional badging in the competence-based approach. Coordinated by the country’s northernmost school of profesional teacher education, “Learning Online” is a national professional development program (PDP) of digital pedagogical competences for vocational teachers in Finland. The data were collected in 2017 from in-service trained professional teachers and pre-service students (n=329) of vocational teacher education who had earned digital open badges in a Learning Online PDP. A questionnaire was used to collect both quantitative and qualitative data. The study provides an example of using two different methods to build knowledge describing participants’ experiences. The study employed constrained correspondence analysis and phenomenography to analyse participants’ different experiences. Both used methods highlight the badge learners’ experiences and offer to deepen the existing knowledge of digital open badge-driven learning complementing one other by explaining different aspects of the phenomenon. The results describe the impact of the competence-based approach on teachers’ professional development in digital open badge-driven learning., Ammatillinen koulutus perustuu Suomessa osaamisperusteisiin ammattitaitovaatimuksiin. Digitaaliset avoimet osaamismerkit mahdollistavat osaamisperusteisen arvioinnin ja asiantuntijuuden jakamisen digitaalisissa ympäristöissä. Osaamismerkein ohjautuva oppiminen tukee pelillistettyjä oppimisratkaisuja ja edistää opiskelijan motivaatiota. Tämän tutkimuksen tavoitteena on tarkastella, miten ammatilliset opettajat kokevat osaamisperusteisen osaamismerkein ohjautuvan oppimisen ammatillisessa osaamisen kehittämisessä. Teoreettinen viitekehys keskittyy oppimista ohjaavien osaamismerkkien myöntämiseen erityisesti osaamisperusteisen oppimisen kontekstissa. “Oppiminen Online” on ammatillisille opettajille suunnattu kansallinen digipedagogisen osaamisen kehittämisohjelma, jota koordinoi maan pohjoisin opettajakorkeakoulu. Tutkimusaineisto kerättiin syksyllä 2017 ohjelmassa digitaalisia osaamismerkkejä suorittaneilta ammatillisilta opettajilta ja ammatillisen opettajankoulutuksen opiskelijoilta (n=329). Kyselylomakkeella koottiin sekä määrällistä että laadullista aineistoa, tavoitteena kuvata erilaisilla tutkimusmenetelmillä osallistujien kokemuksia. Määrällinen analyysi tehtiin rajoitettuna korrespondessianalyysina, jonka lisäksi osallistujien erilaisia kokemuksia tarkasteltiin fenomenografisen tutkimusotteen avulla. Molemmat käytetyt menetelmät nostavat esiin ammatillisten opettajien erilaiset kokemukset osaamismerkein ohjautuvasta oppimisesta, ja syventävät täten olemassa olevaa käsitystä selittämällä ilmiön eri osa-alueita. Tulokset kuvaavat osaamisperusteisuuden ilmenemistä osaamismerkein ohjautuvassa ammatillisten opettajien osaamisen kehittämisessä.

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Työelämä elää murroskautta. Nuoren työvoiman määrä on ollut vuodesta 2003 alkaen pienempi kuin työelämästä poistuvien määrä. Taitekohdan ajoittuminen vaihtelee alueittain, mutta muutoksen arvioidaan tapahtuvan koko maassa vuoteen 2009 mennessä. Ikäluokkien pienentyessä ammattitaitoisista nuorista tulee haluttua työvoimaa. Maakunnat tarvitsevat kaikki oman alueensa nuoret jatkokouluttautumaan ja tulevaisuudessa työskentelemään kotiseudullaan. peerReviewed

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