Higher education teachers’ descriptions of their own learning: a large-scale study of Finnish Universities of Applied Sciences
Töytäri, A., Piirainen, A., Tynjälä, P., Vanhanen-Nuutinen, L., Mäki, K., & Ilves, V. (2016). Higher education teachers’ descriptions of their own learning: a large-scale study of Finnish Universities of Applied Sciences. Higher Education Research and Development, 35 (6), 1284-1297. doi:10.1080/07294360.2016.1152574
Published inHigher Education Research and Development
© 2016 HERDSA. This is a final draft version of an article whose final and definitive form has been published by Taylor & Francis (Routledge). Published in this repository with the kind permission of the publisher.
In this large-scale study, higher education teachers’ descriptions of their own learning were examined with qualitative analysis involving application of principles of phenomenographic research. This study is unique: it is unusual to use large-scale data in qualitative studies. The data were collected through an e-mail survey sent to 5960 teachers at universities of applied sciences in Finland. The number of respondents was 1622. Four hierarchically structured categories of learning were found: individual learning, collegial learning, team learning and innovative partnership learning. The role of teachers in higher education demands innovative partnership learning: being active at the societal level with workplaces and international partners.
PublisherRoutledge; Higher Education Research & Development Society of Australasia
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