BeComE – Be Competent in Entrepreneurship: knowledge alliances for developing entrepreneurship competencies for the benefit of higher education and business (2020-2022)

BeComE’s goal is to excel entrepreneurship education in higher education by creating effective knowledge alliances (KA) between higher education institutions (HEI) and businesses. It is focused on developing students’ entrepreneurship competencies (ECs) to meet the labour market expectations towards professional competencies of employees and entrepreneurs. The Project includes new and innovative tools and teaching and learning opportunities, which are different from the existing experiences in HEI and businesses today. The project is focused on providing innovative solutions for both, universities and businesses and is supporting the development of innovative and reflective European societies with an innovative HEIs and businesses in a context of growing global interdependencies.

Funding: Erasmus+

WORKEE – Emotions and development of expertise in the workplace (2019-2020)

WORKEE -research project examines the development of expertise and related emotions in the context of learning at work. The research provides new information on companies in the field of technology as learning environments, as well as the connection between emotions, the development of expertise and career success. The research data consists of a questionnaire, the level of arousal measured by the smart ring (electrodermal activity), self-reported emotion data collected by the smart device application, and in-depth interviews.

The research will increase the understanding of emotions in the context of workplace learning, and thus help organizations to develop their learning environments from the point of view of supporting professional growth and promoting well-being at work.

The project is funded by the Finnish Work Environment Fund.

REALMEE – Regulation of learning and active learning methods in the context of engineering education (2017-2021)

REALMEE studies the effect of various pedagogical interventions on learning in the context of higher engineering education in mathematics, physics, information management, and pervasive computing. Pedagogical interventions are conducted in the framework of socio-constructivist learning theory to investigate how regulation of learning and various active learning methods are related to engineering education students’ holistic development of competencies throughout their university studies.

Interventions are implemented through pedagogical scripting of various online, face-to-face and blended courses. Examples of such interventions include automatization of learning task assessment, gamification of certain parts of course content and increased collaborative activities. The research aims to produce scientifically robust evidence on factors related to different approaches to teaching and learning in the higher engineering education context.

TaidotTyöhön – Skills, Education and the Future of Work (2016-2019)

Advances in technology and increasing globalization are causing major changes in the nature of work. As firms adapt and adjust to these changes, they require new skills from their employees. In addition to skills related to formal qualifications, communication technology skills, and languages, various non-cognitive, interpersonal, and career management skills are also now required.

At the same time, the workforce is aging and diversifying. Key issues here concern how aging employees can cope with the changes in skills requirements and how the skills of increasingly diverse populations can be recognized, updated, and complemented and then applied in a productive working life.

This research project has two key objectives related to balancing workforce supply and demand:

  1. To identify the key cognitive and non-cognitive skills demanded by firms coping with the changes caused by globalization and related phenomena,
  2. To evaluate how different policies and interventions can induce individuals of different ages and in various social groups to acquire and improve those skills.

Tampere University of Technology participates in two sub-projects, SP6 and SP9. SP6 focuses on future skills and on-the-job learning. The main objective of SP6 is to analyze workplaces and apprenticeships as learning environments using two separate case studies covering apprenticeship training and skills competitions. SP9 investigates the digitalization of working life and relations between professional growth and the use of social network sites in public organizations and companies.

The research project is funded by the Academy of Finland.

NeMo and MAE – Next Move 1 and 2, Mentoring in Apprenticeship Education (2014-2019)

The Next Move (NeMo) research project (2014–17) investigates the dynamics of professional growth and the role of intrinsic characteristics (e.g., regulation of learning) and extrinsic conditions (e.g., educational institutions, working environments, and global working life) in vocational competence development. Professional growth refers to the learning process throughout one’s entire career, in which an individual embraces the skills needed to respond to changing skills requirements. The aim of this research is to explore and enhance the professional development, work-based learning environment, and global networking in the context of apprenticeship education of vocational students, teachers, and working-life stakeholders.

The Next Move 2 (NeMo2) research project (2017–19) continues this research, focusing on vocational expertise, working life skills, and workplaces as learning environments in the context of apprenticeship education. It seeks to gain insights into vocational teachers’ working life skills, the pedagogy of workplace learning, and apprentices’ development of vocational expertise. The Mentoring in Apprenticeship Education (MAE) research project (2015–17) has a special focus on guidance in the workplace. The aim of this study is to form a holistic view on guidance at the workplace and to investigate factors that support and hinder guidance at the workplace.

These research projects are carried out at the Faculty of Education, University of Tampere, and at the Laboratory of Industrial and Information Management, Tampere University of Technology.

The research projects are funded by the Apprenticeship Fund, City of Tampere.

PaVE – Pathways to Vocational Excellence (2012-2015)

This study investigates the characteristics and future working life expectations of young individuals who participated in the international World Skills Competition (WSC) (e.g., plumbing, hair dressing, welding). More specifically, the goal is to understand the role of natural abilities, intrinsic characteristics and extrinsic conditions to the development of exceptional vocational talent.
The research project is funded by the Finnish Ministry of Education.

AVE – Actualizing Vocational Excellence (2009-2011)

This study investigates the role of World Skills Competition (WSC) participants natural abilities, intrinsic characteristics and extrinsic conditions to their talent development with qualitative and quantitative samples.

The research project is funded by the Finnish Ministry of Education.

MoVE -Modeling Vocational Excellence (2007-2008)

This study investigates the predictors of vocational excellence in the context of international World Skills Competitions (WSC) with empirical samples of Finnish VET students. The study resulted to a theoretical model of Vocational Excellence (VE) and an operationalization of the model, the Vocational Excellence Indicators Questionnaire (VEIQ).

The research project is funded by the Finnish Ministry of Education.