University of Applied Sciences
Kimmo Kallama
Abstract
This article discusses the development of Master’s degree programmes in which the models of progressive inquiry and blended learning are applied to provide as positive learner experiences as possible regarding learning guidance and to encourage as many students as possible to complete the degree programme in the target time while al-lowing for ways of reducing the amount of working hours spent by teachers on indi-vidual guidance. The tools to achieve this goal include social learning associated with the model of progressive inquiry, interactive reflection and flexible, blended guidance.
The degree programme in management and service business has three specialisa-tion opspecialisa-tions: business management, law and customer-oriented service business. The graduates are awarded the degree of either Master of Business Administration (busi-ness management or law) or Master of Hospitality Management (service busi(busi-ness).
The programme is designed to be completed part-time alongside work. The core pedagogic approach in the programme is progressive inquiry. The progressive in-quiry model incorporates the aspects of peer support and shared expertise. Students complete certain courses in small groups particularly during the first year, this way improving their functional skills as a team and learning to know each other and forming support networks. In thesis writing, the expertise, collaboration and sup-port of fellow students will be similarly in a central position.
Applying progressive inquiry and blended learning in networked learning requires that the overall organisation of the course, including tools and resources are appro-priate for the model, that the learning goals are defined and the practical steps to-wards their achievement have been carefully planned. The commitment of both the teacher and the students is crucial for the successful realisation of the course.
Applying blended guidance as part of the progressive inquiry model requires read-iness from both the teacher and students to experiment with different guidance methods and tools and to critically evaluate their feasibility. It also requires skills in using modern multichannel media, interactive skills and soft skills. Most impor-tantly, blended guidance calls for systematic planning and for all parties to deliver on commitments.
The student must play an active part in the learning process while the teacher must readjust his/her role as process manager towards being more like a coach or mentor.
The teacher must be competent in the basic processes of guidance and keep the stu-dent and their needs in its centre. Without motivation and capabilities, it is very dif-ficult to start developing anything new. Advice and guidance personnel are expected to be knowledgeable about how to deliver advice and guidance and to show profes-sional competence, while the management of the educational organisation must be able to support and commit to promoting a new kind of learning guidance culture.
The role of the teacher changes from a disseminator and regulator of information to a coach and facilitator for exchanging and developing ideas. Therefore, maintaining and improving the coaching skills of the teaching staff are one of the most important factors in securing the future of the university of applied sciences.
Introduction
This article describes the educational principles and implementation of guidance in the new Master’s Degree Programme in management and service business, lead-ing to a Master of Business Administration degree. It discusses how the delivery of Master’s degree programmes applying the models of progressive inquiry and blended learning could be developed to provide as positive learner experiences as possible re-garding learning guidance and to encourage as many students as possible to com-plete the degree programme in the target time while allowing for ways of reducing the amount of working hours spent by teachers on individual guidance.
Satakunta University of Applied Sciences (SAMK) started in 2014 the planning of a Master’s degree programme in business administration as part of the strategic plan-ning and preparation for potential results targets within the Service Business com-petence area. The decision of launching the degree programme was made in spring 2015 by the Satakunta University of Applied Sciences’ Board and, in spring 2016, the first application round was held for the Master’s Degree Programme in Manage-ment and Service Business starting in autumn 2016.
The new curriculum was based on the Master’s degree programme in entrepreneur-ship and business administration that has been running since 2003 under various course titles. Both the educational approach and guidance practices follow the Sa-takunta University of Applied Sciences guidelines so they also served as the basis of the new degree programme.
The degree programme in management and service business has three specialisation options: business management, law and customer services. The targeted applicants are especially the alumni of Satakunta University of Applied Sciences with a Bach-elor’s degree in business administration or hospitality management. The law option is marketed particularly to those with a Bachelor’s degree in business administration with specialisation in law, while the customer service option is aimed towards gradu-ates with a degree in hospitality management. The target group is for the manage-ment option and students with a wide range of background are eligible. The gradu-ates are awarded the degree of either Master of Business Administration (business management or law) or Master of Hospitality Management (customer-oriented ser-vice business).
The Master’s Degree Programme in Management and Service Business is – as its pre-decessors – designed to be completed part-time alongside work. The students for the programme are recruited among those active in the working life with aspirations to progress in their careers with a suitable educational background.
The possibility to combine work and study and networked learning are the key at-tractions of the programme but they also pose challenges regarding students’ avail-ability, guidance and team-building. The challenge for adult education, including post-graduate degree programmes at universities of applied sciences, is the adjust-ment to students’ professional lives. Many have also settled down socially. Therefore, the traditional degree programme with regular weekly schedules is all but impossible.
The tools to tackle these challenges include social learning associated with the mod-el of progressive inquiry, interactive reflection and flexible, blended guidance. The Master’s degree programmes in Satakunta University of Applied Sciences have as a result adopted a blended learning approach, with students convening for intensive face-to-face sessions a few times each month and otherwise completing their course work online. In the future, mobile solutions and the utilisation of social media may serve as auxiliary tools in resolving some of the problems in adult education. Widely used devices (such as smart phones) and applications (such as LinkedIn and Face-book) may make technology-based teaching more accessible.
The traditional e-Learning environments are based on student–teacher interaction that takes place mainly through the distribution and submission of materials. Well-known commercially available learning environments are Moodle and Optima (by Discendum ltd), which are often used as a tool for a specific course. Their opposite is deemed to be the face-to-face environments, which are based on human interac-tion. With the spreading of social media, access to information has increased and the ways it is used have changed. Information systems and network environments are incorporated into people’s everyday experience. Learning takes place in a vari-ety of environments and throughout a person’s life, and the learning environments become blended. Qualities valued in the world of work, such as team skills, inter-active skills, self-regulation and peer learning and peer feedback, are emphasised in blended learning. (Joutsenvirta & Vehkalahti 2006.)
What has been characteristic of the degree programme in entrepreneurship and business management is its working life orientation with exploratory and develop-mental approach as the key pedagogical principles. The core pedagogic approach in the programme is progressive inquiry. The programme follows the principle of life-long learning and it supports the personal development of students and their growth into managerial and entrepreneurial roles. The professional background and experi-ence of the students is benefitted from on many levels when completing the learning tasks. The same principles will be adhered to in the new Master’s Degree Programme in Management and Service Business. The guidance practice is based on Satakunta University of Applied Sciences’ common principles for online teaching, tutoring and thesis supervision.
The programme is carried out in a way that allows the students to work full-time during their studies. Being involved in the working life is not, as such, an eligibility
criteria; however some working life contact is necessary for the programme to bring real benefits. The studies are completed as blended learning with group work as an essential working method.
Special attention needs to be paid to the orientation stage at the beginning of the programme, collaborative planning of the courses and the arrangements to provide guidance that supports learning and professional development. The thesis writing process is launched at the early stages of the programme and the thesis work will progress alongside other studies. The aim is to involve a working life representative in the supervision and assessment of the thesis. Students draw up their own devel-opment plan, the realisation of which will be monitored in conjunction of several courses. Students also draw up their own personal study plan and review it regularly.
The progressive inquiry model incorporates the aspects of peer support and shared expertise. Students complete certain courses in small groups particularly during the first year, this way improving their functional skills as a team and learning to know each other and forming support networks. In thesis writing, the expertise, collabora-tion and support of fellow students will be similarly in a central posicollabora-tion.
During the first year, students refresh their study skills and learn to adopt the pro-gressive inquiry and developmental approach to studying. Students will learn to un-derstand different factors influencing management in the changing, diverse operat-ing environments. Students assume different roles within their teams and learn and revise the principles of working as an expert group. Through completing the variety of exercises, students’ ability to identify development needs in their organisation will improve as the students prepare for the thesis writing process within their own respective organisations. If a student does not have a background organisation, the thesis work may be carried out in another partner or customer organisation.
During the second and third year, the students improve their business management skills and accumulate the theoretical basis within their specialisation option. Students’
expertise is strengthened and they gain the necessary management skills. At the end of the thesis writing process, the students present the findings of their research and development projects to their employer or another partner or customer organisation.
As an outcome of the degree programme, students will have attained skills to initiate and manage development and change in their respective organisations.