Jaana KettunenUniversity of Jyväskylä | JYU · Finnish Institute of Educational Research
Jaana Kettunen
Professor
About
39
Publications
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Introduction
Jaana is a Research Professor at the Finnish Institute for Educational Research of the University of Jyväskylä. In her work she has been focusing on the design and pedagogical use of information and communications technology (ICT) in learning and working environments. Her research focuses on the career practitioners´ ways of experiencing and conceptualizing social media in career services, and aspects that are seen as critical in the successful use of these new technologies in career services.
Additional affiliations
October 2015 - present
January 2000 - present
Publications
Publications (39)
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 informatio...
New technologies and social media offer important opportunities for improving career services. However, they also create demand for new competency among career practitioners.
This study presents an overarching examination of career practitioners’ varying conceptions of social media and competency for social media in career services. Knowledge of s...
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 an...
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...
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) unexpl...
It is our great pleasure to introduce the second issue of Nordic Journal of Transitions, Careers and Guidance (NJTCG), a new international forum for the growing body of career research in the Nordic region.
The scope of this paper is mainly on identifying practitioner competences
relating to initial training but it acknowledges also the increasing importance of in-service training and continuous professional development. It is a contribution to a Cedefop's collection. This collection is a step towards updating Cedefop's work on professionalising caree...
This article reports the findings from a phenomenographic investigation into career experts’ conceptions of innovation in career development. The results show that conceptions of innovation in career development varied from (1) initiating service, (2) developing demographic-based programmes, (3) professionalising the sector to (4) exploiting cross-...
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 fi...
Welcome to the first issue of the Nordic Journal of Transitions, Careers and Guidance (NJTCG), a new international forum for the growing body of research in the Nordic region.
Työelämäpedagogiikka korkeakoulutuksessa-Asiantuntijuus, toimijuus ja työelämätaidot (TYÖPEDA) oli opetus-ja kulttuuriministeriön vuosina 2018-2020 tukema korkeakoulutuksen kehittämishanke. Tähän Jyväskylän yliopiston koordinoimaan hankkeeseen osallistui 10 yliopistoa ja 6 ammattikorkeakoulua. Hankkeen avulla on vahvistettu korkeakoulutuksen työelä...
Tervetuloa tutustumaan työelämäpedagogiikan moninaisuuteen!
Tämä kirja on toteutettu opetus- ja
kulttuuriministeriön tukeman Työelämäpedagogiikka
korkeakoulutuksessa (Työpeda) -hankkeen lopputuotoksena.
Tarkoituksena on jakaa hankkeessa pilotoituja
toimintatapoja, välineitä ja malleja kaikkien korkeakoulujen
käyttöön.
Työelämäpedagogiikka on määrit...
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...
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 Nordi...
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 v...
Career brings together individuals’ paths through life, learning and work. It describes how people interface with social institutions including the education system, employers, civil society and the state. Because our careers are socially and culturally embedded it matters where they are enacted. Career and Career Guidance in the Nordic Countries e...
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.
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....
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 korkeakoulu...
Tässä artikkelissa tarkastellaan korkeakoulupedagogiikkaa työelämäosaamisen vahvistamisen näkökulmasta ja luodaan katsaus korkeakoulutuksen toimintakulttuuria uudistavan Työelämäpedagogiikka korkeakoulutuksessa -hankkeen (myöhemmin TYÖPEDA) kehittämistoimenpiteiden lähtötilanteeseen: mitä on jo kehitetty tai kehitteillä. Työelämäpedagogiikalla tark...
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...
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-...
Brauer, S., Kettunen, J., & Hallikainen, V. (2018). “Learning Online” for vocational teachers - visualisation of competence-based-approach in digital open badge-driven learning. The Journal of Professional and Vocational Education: Vocational education and training in the Nordic countries, 20(2), 13-29.
URN:NBN:fi:amk-2018111317076
Vocational edu...
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 i...
New technologies and social media offer important opportunities for improving career services.
However, they also create demand for new competency among career practitioners.
This study presents an overarching examination of career practitioners’ varying conceptions of
social media and competency for social media in career services. Knowledge of...
https://www.ncda.org/aws/NCDA/asset_manager/get_file/156343?ver=14
This article reports findings from a phenomenographic investigation into career practitioners’ ways of experiencing social media in career services. Focus-group interviews were conducted with 16 Danish and Finnish career practitioners with experience using social media in career services. Four qualitatively different ways of experiencing social med...
This paper synthesizes the section of country reports that has addressed the role of emerging technologies in career development and public policies. The overall aim is to identify and describe the aspects that may play important roles in relation to further developments and successful implementation of existing and emerging technologies in the car...
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 ICT into careers practice. We start by exploring the role of policy, using the UK as...
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 a...
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...
Projects
Projects (2)
In English -->Roll down.
Työelämäpedagogiikka korkeakoulutuksessa -hankkeen tavoitteena on uudistaa korkeakoulutuksen toimintakulttuuria siten, että työelämänäkökulma ja työelämätaitojen kehittäminen ovat luonnollinen osa koulutusta.
Tutkimusten mukaan koulutuksen ja työelämän yhteistyö voi parantaa valmistuneiden työllistymismahdollisuuksia ja nopeuttaa siirtymistä työelämään. Korkeakoulutuksessa työelämäkokemusta saadaan kuitenkin usein vasta opintojen lopussa tapahtuvassa, muusta opetuksesta irrallisessa työharjoittelussa. Korkeakouluihin tarvitaankin sellaisia toimintamalleja, joissa korkeakoulut ja työelämä yhdessä luovat oppimisympäristöjä teorian ja käytännön yhdistämiseksi.
TYÖPEDA-hankkeen tarkoituksena on yhteistyössä ammattikorkeakoulujen ja yliopistojen kanssa luoda toimintamalleja opiskelijoiden työelämätaitojen kehittämiseen, opetussuunnitelmien uudistamiseen, työelämäpedagogiseen ohjaukseen sekä TKI-toiminnan kytkemiseen korkeakoulutukseen. Hankkeen kivijalkana on tutkimustieto koulutuksen ja työelämän yhteistyöstä sekä työpaikalla oppimisesta.
Hanke pohjautuu integratiivisen pedagogiikan malliin, jossa työelämäkokemusta reflektoidaan teoriatiedon valossa. Työkokemuksen opinnollistaminen palvelee tätä tarkoitusta. Tavoitteena on tuottaa asiantuntijuutta, jossa yhdistyvät syvällinen ymmärrys, aktiivinen toimijuus ja monipuoliset taidot.
Vaikka työelämätaitoja opitaan parhaiten työelämässä, niitä on mahdollista kehittää myös oppilaitoksen sisällä monipuolisia opetus- ja oppimismenetelmiä hyödyntäen. Tämän vuoksi hankkeessa kehitetään työelämässä tapahtuvan oppimisen lisäksi kampuksella tapahtuvaa opetusta.
TYÖPEDA-hanketta rahoitetaan opetus- ja kulttuuriministeriön erityisavustuksella vuosina 2018–2020, ja siinä on mukana yhteensä kymmenen yliopistoa ja kuusi ammattikorkeakoulua.
Work-Integrated Pedagogy in Higher Education (WORKPEDA)
WORKPEDA is transforming learning
The Work-integrated Pedagogy in Higher Education project brings the working-life perspective more strongly into education.
Research findings indicate that cooperation between education and the world of work can improve graduates’ employment and speed up their transition to working life. In their work practice periods, students also learn versatile skills, their understanding gains depth and professional identity becomes clearer.
Traditionally in higher education, workplace experience has often been offered at the end of the studies only and in the form of work practice periods separate from other tuition. The WORKPEDA project develops operational models where higher education institutes together with the workplace create learning environments in order to integrate theory and practice. Practical periods, project studies, graduation theses, and various workplace contexts are connected with theoretical teaching.
Although working –life skills are learnt best at work, these skills can also be developed within educational institutes by means of diverse teaching and learning methods. Therefore, the WORKPEDA project seeks to develop not only workplace learning but also teaching on campus.
WORKPEDA creates operational models for the development of students’ working-life skills, for curricular reforms, for work-integrated pedagogy and guidance as well as for the linkage between research, development and innovation (RDI) activities and education. The project is founded on research knowledge about the cooperation between education and the world of work and about learning at the workplace.
Further, the project is based on the model of integrative pedagogy, in which working-life experience is reflected on in the light of theoretical knowledge. Taking an educational approach to work experience serves this purpose. The aim is to produce expertise that combines in-depth understanding, active agency, and versatile skills.
Define the structure and process of digital open badge-driven learning.
