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Tässä artikkelissa tarkastellaan sitä, millaisia työssä koettuun hyvinvointiin ja työssä suoriutumiseen liittyvät psykologisten perustarpeiden (autonomia, kompetenssi, yhteenkuuluvuus) täyttymisen kokemukset ovat. Haastatteluaineisto (N = 30) kerättiin keväällä 2020 kahdessa tekniikan alan yrityksessä. Analyysimenetelmänä käytettiin temaattista analyysiä. Kolmeksi keskeiseksi työhyvinvointiin liittyväksi teemaksi muodostuivat: 1) Mahdollisuus toimia yksilöllisten arvojen mukaan työssä (autonomia), 2) Työn sopivaksi koettu haastetaso ja mahdollisuus onnistua työssä (kompetenssi); ja 3) Mahdollisuus kokea kuuluvansa joukkoon työelämässä (yhteenkuuluvuus). Kolmeksi keskeiseksi työssä suoriutumiseen liittyväksi teemaksi muodostuivat: 1) Mahdollisuus kehittää työhön liittyviä käytänteitä (autonomia); 2) Mahdollisuus kehittää asiantuntijuutta haasteellisten työtehtävien kautta (kompetenssi); ja 3) Työtehtäviin liittyvän henkisen ja ammatillisen tuen saaminen työtovereilta (yhteenkuuluvuus). Tulokset luovat syvällisempää ymmärrystä psykologisista perustarpeista asiantuntijatyön kontekstissa sekä vahvistavat näkemystä psykologisten perustarpeiden huomioimisen tärkeydestä työelämässä., This article describes experiences of satisfaction of basic psychological needs (autonomy, competence, relatedness) from the point of view of well-being and performance at expert work. The interview data (N = 30) were gathered during spring 2020 in two engineering companies and analyzed by applying thematic analysis. Themes that describe factors that develop well-being at work, were formed. Autonomy: Following individualistic values. Competence: Work-related optimal challenges and success. Relatedness: Sense of belonging. Themes that describe factors that support performance at work, were formed. Autonomy: To be able to influence and develop. This was described to increase willingness to develop and improve problem solving and commitment. Competence: Challenges were seen as opportunities to develop. Relatedness: Close relationships were seen as vital for mental and professional support. These results strengthen the knowledge of the importance of considering basic psychological needs when scrutinizing well-being and performance at work.

This study’s aim is to examine vocational students’ perceptions of self-regulated learning in work-based settings regarding Finnish vocational education and training (VET). We examined the participants’ self-reported thoughts and experiences of VET learning and vocational development that were reflected against SRL theory. The interview data (N = 33) included apprentices (n = 15) in work-based and students in school-based VET (n = 18) in the fields of social and healthcare, business and administration, and construction. Overall, the results indicated that learning at work promoted vocational students’ cognitive engagement and motivation. The interviews also introduced certain SRL strategies that guided the participants’ efforts to learn. In particular, many of the vocational students had taken the initiative to set goals, done strategic planning, and monitored their own performance jointly with their teachers or co-workers. However, the self-reports also revealed some shortcomings in the students’ SRL behaviour. The importance and availability of social support and positive feedback from VET teachers and workplace trainers/co-workers to vocational students’ learning and self-efficacy were underlined in the self-reports.

Työntekijöiden jatkuva oppiminen ja kouluttaminen on arkipäivää useimmilla työpaikoilla, mutta monissa organisaatioissa työntekijöiden kannustaminen ja sitouttaminen jatkuvaan itsensä kehittämiseen on koettu haasteelliseksi. Tutkimushankkeen tavoitteena on tarkastella työntekijöiden kognitiivista, emotionaalista, toiminnallista ja toimijuutta ilmentävää sitoutumista jatkuvaan oppimiseen sekä sitoutumista mahdollistavia ja estäviä yksilöllisiä (mm. työssä oppimisen lähestymistavat, tavoiteorientaatiot ja pystyvyysuskomukset) sekä työympäristöön (mm. työmäärä, työn itsenäisyys ja johdon tuki) liittyviä tekijöitä. Tutkimusaineistoa kerätään kolmesta yrityksestä sekä työnantajilta (Delfoi-tekniikalla toteutetut haastattelut) että työntekijöiltä (kysely, vireystasoa mittaava älysormusaineisto ja päiväkirja-aineisto sekä haastattelut). Työntekijät edustavat eri ammattialoja, joten tutkimuksen avulla saadaan monipuolinen kuva jatkuvan oppimisen haasteista. Eri aineistoja yhdistämällä saadaan aiempaa syvällisempää ja täysin uudenlaista tietoa työntekijöiden oppimisesta ja jatkuvaan oppimiseen sitoutumisesta. Tulosten pohjalta yrityksissä toteutetaan interventioita, joiden tavoitteena on tarjota pedagogista tukea ja parantaa jatkuvan oppimisen edellytyksiä mm. erilaisten digipedagogisten työkalujen ja menetelmien avulla. Tutkimus vastaa tarpeeseen työn ja oppimisen yhteensovittamisen parantamisesta sekä jatkuvan oppimisen suunnitelmallisuuden tukemisesta. publishedVersion

This study examines academics’ perceptions of their intercultural competence after an international exchange period and the influence of academic international mobility on their professional development. The data was collected via an online survey (N = 59) and in-depth interviews (N = 15) from academic university staff in the field of engineering who had recently participated in an international mobility period. The findings produced a positive picture of academics’ international work periods. The data from the self-evaluation indicated that international mobility augments professional proficiency in many ways, including the development of core subject-related competence (e.g., methodological skills) and problem-solving skills, professional self-awareness, as well as the capacity to apply external funding, produce shared publications, and create an international network. Furthermore, in relation to the model of Cultural Intelligence and its four dimensions, Metacognitive, Cognitive, Motivational, and Behavioral, the findings indicated that all the knowledge and skills developed during the exchange period were closely related with the generic working life skills suggested in the competence literature.

In this article, we explore workers’ stories about digitalization of work and professional development. The data (101 stories) were collected from 81 Finnish government workers through the method of empathy-based stories (MEBS). MEBS is a qualitative data collection method in which participants write short imaginary texts based on an introductory script (frame story) designed by the researcher. In this study, participants were presented with two frame stories in which they were asked to imagine why digitalization had either supported or hindered professional development. The stories were analyzed inductively using qualitative thematic analysis. The findings illustrate the double-edged nature of digitalization, as it may both support and hinder professional development and learning by changing work tasks, work practices and knowledge development and management. Overall, the stories revealed that the participants perceived that digitalization may support professional development and learning, especially by providing opportunities for job control in terms of flexibility, and new ways for knowledge development and management.

This article discusses the standing and attractiveness of vocational education and training (VET) in Finland. We argue that learning environments, along with the expectations for and attitudes towa...

This article reports a study illustrating the relationship between digitalization and professional development from an identity-centered perspective. Drawing on a unique data set of 101 empathy-based stories from 81 Finnish government workers, the findings show how workers might experience and respond to work-identity alignments and misalignments in a digitalized working life and how this might influence their professional development. We identify four typifications—the thriving developer, the loyal transformer, the stagnant self-doubter, and the career crafter— and illustrate how digitalization can either support or hinder professional development by inducing work-identity (mis)alignments and how workers may respond to these in different ways by engaging in identity work and job crafting. In particular, our findings emphasize the role professional identity and agency play in professional development and highlight the importance of recognizing how digitalization of work can threaten or support workers’ professional identities to build a supportive working environment where the workers feel like they are valued and able to develop in a meaningful way.

The engineering education field has concentrated more on rationality and knowledge than on emotions, even though the latter are important in students’ learning processes and in the engineering profession. This study examined engineering students’ descriptions of the roles of teaching in their perceived emotions. A qualitative thematic analysis was conducted on data from interviews with 26 engineering students. The results show that students’ emotions are influenced by their perceptions of 1) a teacher-created atmosphere, such as teacher interest, enthusiasm, emotions, and encouragement, and 2) teaching procedures, such as course arrangements, lectures, public performances, and active learning. The findings call for more attention to the nuances of student – teacher relationships in engineering classrooms, as they can affect the ways in which students experience teaching procedures, as well. These results can help engineering educators better understand students’ teaching-related emotions and make instructional choices that enhance student emotions that are conducive to learning. publishedVersion

There has been a growing emphasis on providing students in vocational education and training (VET) with workplace experiences. School-based VET and apprenticeship training have been parallel routes in the Finnish VET system, but relatively little is known of their characteristics regarding students’ experiences. This study addresses this research gap by investigating these two VET pathways and addressing the following research question: How do learners experience workplace learning on various learning pathways? This study further investigates three different vocational fields: social and health care, business and administration, and construction. The study was based on semi-structured individual interviews (N= 33): 18 of the participants were students in school-based VET, and 15 were apprentices. The interview data were analysed witht hematic analysis. The themes highlighted how the VET pathway builds a frame for participation that is then shaped by work practices and social practices and how, eventually, individuals alter boundaries to participation. The study implies that the two VET pathways, school-based VET and apprenticeship training, have significant differences. However, in the construction sector, differences between students’ experiences of workplace learning seem to be less visible. Based on learning experiences, it seems that apprenticeship training and school-based VET cannot be considered parallel or interchangeable routes. This should be acknowledged because the recent reform of vocational upper secondary education aims to advance a flexible combination of school- and work-based pathways, and it can also be considered when discussing the coherence of VET systems. publishedVersion

Purpose The purpose of this study is to better understand factors related to turnover intention (TI) and job satisfaction (JS) in the information technology and engineering sectors. Specifically, this study investigates the role of workplace learning opportunities (WLO) afforded by the environment and individual’s subjective career success (SCS). The connections between learning opportunities and career success are examined, as well as their connections to JS and TI. Design/methodology/approach The current research was based on self-report questionnaire data (N = 153). The questionnaire included existing instruments measuring WLO, SCS, JS and TI. The analyses of the data included Pearson product-moment correlations, path analysis (based on multiple regression) and analysis of relative importance (dominance analysis). Findings Results indicated that higher access to resources that support learning, more opportunities for professional growth and satisfactory career decisions made by employees were connected to lower TI. The processes of well-being and learning are strongly intertwined and mutually reinforce each other, reducing the willingness to change a job in the near future. Originality/value This study adds to the previous research by providing more detailed knowledge on the connections between the various dimensions of WLO and SCS. The findings of the present study can offer insights for developing work environments where employees wish to remain, learn and are satisfied with their job and careers, thus ultimately supporting their well-being.

In addition to well-being, workplace learning has gained increasing interest in supporting employee and organizational development and success. Focusing on specific factors affecting workplace learning and well-being, this study examines the links between individual factors (basic psychological need satisfaction) and environmental factors (expansiveness of the workplace as a learning environment), job satisfaction, and turnover intention. Survey data were collected from the employees (N = 153) of two Finnish engineering companies from 2018 to 2019. The data were analyzed with correlation analysis and structural equation modeling (observed and latent variable path analysis). Results show that a more expansive workplace learning environment is associated with higher satisfaction of basic psychological needs. High levels of autonomy and competence need satisfaction, versatile work, promotion of learning, and acknowledgment of skills are positively associated with job satisfaction. Higher levels of autonomy and non-routine work tasks are associated with lower turnover intention. The results indicate that turnover intention is not necessarily associated with only negative conditions or perceptions, as high levels of competence and participation and understanding of the workplace are positively associated with turnover intention. The findings provide information about workplace factors that are relevant to improving employees’ workplace learning and well-being. The results also highlight the ambiguous nature of turnover intention.

Adolescents need skills to acquire information and compare, analyze, transform, and experiment with knowledge. However, little research has been conducted on the content and pedagogical practices that are necessary to achieve these skills. This article seeks to contribute to this discussion because geography enables the attainment of the so-called higher-order thinking skills, and the progressive inquiry model provides suitable pedagogical practices. This study provides empirical evidence on the effects of the progressive inquiry teaching method and learning models on cognitive and affective learning outcomes. This paper focuses on learning outcomes among 253 Finnish middle and upper secondary school students. This comparison between different developmental stages reveals the effects of the teaching and learning methods in question. The results indicate that the progressive inquiry method improves cognitive learning results at both educational levels in the context of geography education. The research provides evidence that older students benefit more from the learning model. Additionally, the self-regulated learning skills that the students possess at the beginning of the course do not affect their cognitive learning outcomes. Progressive inquiry clearly enhances the motivation levels of middle school students; however, the effect on the motivation level was more ambiguous among the upper secondary students.

This study explores how industry-university partnerships contribute to the expertise development of highly experienced professionals, and what kind of challenges such development entails. We used an integrative approach to review literature and acquire a deeper understanding of how previous research has described the development of expertise in work-based postgraduate higher education. Consistent with earlier research, this review confirms that expertise is developed through transforming and integrating theoretical, practical and self-regulative knowledge. Results suggest that (1) learners should be supported but also allowed to self-manage their learning in order to build agency and self-regulative skills, (2) continuous problem solving with ill-defined, non-routine problems should be encouraged along with challenges that trigger learning, (3) learners’ personal transformation processes and change of identity should be supported, and (4) expertise development should be viewed as an ongoing, context-dependent and individualised process.

This study examines Finnish apprenticeship training stakeholders’ perceptions of vocational expertise and experiences of workplace learning and guidance. The semi-structured interview data was collected in 2015 in two vocational fields: the social and health care services sector (five workplaces) and the technology sector (five workplaces). The sample (N = 40) consisted of apprentices (n = 10), their co-workers (n = 10), workplace trainers (n = 10) and employers (n = 10). The study applies the classifications of natural abilities and self-regulation to identify the most important individual characteristics related to vocational expertise. The socio-cultural approach to workplace learning and guidance illustrate that vocational expertise also develops from external support through participation and guidance in everyday interactions in the contexts of education and work. The data was analysed using qualitative content analysis. The findings indicate that individuals with fluent cognitive skills (e.g., problem solving skills) combined to advanced social skills, self-awareness and self-regulation are perceived as vocational experts. The apprenticeship training was considered to draw upon an extensive learning environment to facilitate an apprentice’s vocational development by offering access to authentic work tasks and collective support by experienced workers. Yet, the lack of time, resources and pedagogical approaches were found to hinder individual guidance and reciprocal workplace learning between apprentices and experienced workers. The workplaces were shown to provide fruitful learning possibilities for those apprentices with strong self-regulatory skills.

Professori Emerita Anneli Eteläpelto, olet tenhyt pitkän sekä kansallisella että kansainvälisellä tasolla merkittävän uran tutkijana. Kerrotko lyhyesti työhistoriastasi sekä siitä, miten sinusta alkujaan tuli tutkija? nonPeerReviewed

In recent decades, people have faced various global economic, technological, and social changes. Consequently, there is a need for ongoing vocational and professional development in working life. Simultaneously, there has been a growing body of literature that recognizes the importance of informal learning next to formal training arrangements. This chapter provides an overview of prominent context and individual factors related to informal workplace learning. Since the overall structure of the chapter follows the tentative 3-P model of workplace learning, some central learning activities and outcomes of informal workplace learning are shortly presented. Nevertheless, informal workplace learning processes are often unplanned and unconscious, and the outcomes may be unpredictable. This chapter may serve as a base for employees, managers, and human resource development professionals for understanding informal workplace learning and workplaces as sites for learning. This chapter may also provide researchers with future research directions by discussing previous findings and research instruments and identifying some limitations of current research.

Purpose – The purpose of this paper is to apply the Developmental Model of Vocational Excellence (DMVE) in the domain of air traffic control and to describe the characteristics and predictors related to air traffic controllers’ (ATCO) vocational expertise and excellence. Based on DMVE, the study analyses the role of natural abilities (gifts), intrinsic characteristics (self-regulatory abilities) and extrinsic conditions (domain and non-domain specific factors) in ATCOs’ vocational development. Design/methodology/approach – The target population of the multiple case study consisted of ATCOs in Finland (N = 300), of which 28 were interviewed. The interviewees represented four different airports. Initially, three key personnel interviews were conducted to validate the structured theme interview instrument that was subsequently used for the 28 interviews. The data set also included the ATCOs’ aptitude test scores and training records. Employee assessments were used to determine their on-the-job performance level (expertise vs excellence). The research questions were examined using theoretical concept analysis. The qualitative data analysis was conducted with content analysis and Bayesian classification modelling. Findings – The findings indicate that cognitive skills, self-reflection, volition and goal-orientation are considered to be ATCOs’ most important vocational characteristics in addition to interpersonal, intrapersonal and spatial skills. The main differences between the ATCOs representing vocational expertise and those representing vocational excellence were related to self-regulation; motivation and volition in particular proved to be somewhat stronger in the latter group. Research limitations/implications – It was acknowledged that there are limitations in the present study. First, the four airports were not selected randomly. Although they represent different types of airports (and ATCO job profiles) in Finland quite well, future studies should include comparative aspect to airports in other countries. Second, the number of participants (N = 28) in the study was quite small, limiting generalization of the results to the target population (N = 300). Future research on this domain should be extended to include also quantitative measurements, allowing more generalizable results. Third, although the analysis for the research question 3 was based on a technique that is not sensitive to missing values (BCM), missing data in ATCOs’ aptitude test scores, training records and employee assessments added uncertainty to the results. Practical implications – ATCOs’ highly controlled and pre-defined work presents a challenge to work motivation, which is seen as one of the determining factors in safety in air traffic controlling (ATC). In the future, more emphasis should be placed on the prerequisites of professional development such as leadership (human resource management, feedback, employees’ opportunity to influence), working environment (physical and social environment), educational possibilities and career progression, as well as professional benefits (salary and working hours). Originality/value – Although ATC is a fairly studied topic since 1970s, most studies related to ATCOs have concentrated on training, learning on the job, cognitive capacity and processing and stress tolerance. This study extends the emerging research in the field on self-regulation by adopting DMVE to investigate its role, alongside natural abilities and domain and non-domain specific factors, to vocational talent development in different skill acquisition stages.