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Why In-service Teachers Left Their Employment and Pursued Master's Studies at a Finnish University?
Abstract and Figures
This study investigates why in-service teachers left their jobs and went to a Finnish University to study on an International Master’s Programme in Education. The purpose of this research is to enrich the studies in the field of teachers’ professional development and the field of international students’ study. Besides that, it aims to better understand the complicated reasons that teachers leave their jobs and choose a full-time degree to study.
The researcher used an online survey to collect data, in which the participants who are in the researched master degree programme. Following the survey, thematic analysis was used during the initial data processing. The notion of “push and pull” was then used for a more detailed analysis. In the “push and pull” analysis, the researcher used a matrix to show and reveal the complexities of the researched phenomenon.
The results show that there are many personal reasons for the researched phenomenon as well as complicated factors that influence in-service teachers to leave their jobs and go to Finland for a Master Degree of Education Programme. In-service teachers are not only in pursuit of professional development but also joining to this programme as results of “pushing” from their professional related and personal-related factors.
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Professional development programs are based on different theories of how students learn and different theories of how teachers learn. Reviewers often sort programs according to design features such as program duration, intensity, or the use of specific techniques such as coaches or online lessons, but these categories do not illuminate the programs’ underlying purpose or premises about teaching and teacher learning. This review sorts programs according to their underlying theories of action, which include (a) a main idea that teachers should learn and (b) a strategy for helping teachers enact that idea within their own ongoing systems of practice. Using rigorous research design standards, the review identifies 28 studies. Because studies differ in multiple ways, the review presents program effects graphically rather than statistically. Visual patterns suggest that many popular design features are not associated with program effectiveness. Furthermore, different main ideas are not differentially effective. However, the pedagogies used to facilitate enactment differ in their effectiveness. Finally, the review addresses the question of research design for studies of professional development and suggests that some widely favored research designs might adversely affect study outcomes.
Purpose
– The purpose of this paper is to examine how Finnish higher education institutions communicate market differentiation on the admissions webpages of their international business and technology programmes when attempting to appeal to prospective students and distinguish themselves from other institutions.
Design/methodology/approach
– The sample included admissions webpages of 68 bachelor’s and master’s programmes representing both Finnish universities and universities of applied sciences. The analysis method was a qualitative content analysis.
Findings
– The international programmes heavily accentuated their labour market relevance in their advertising and generated strong claims regarding the future career prospects of the graduates. In addition, the programmes emphasised their pedagogical methods and international atmosphere. References to non-academic life were not observed.
Research limitations/implications
– The analysis was only based on text and included two study fields.
Practical implications
– The results of this study can be used by marketers to critically examine their own marketing differentiation efforts and promises made to students.
Social implications
– Finnish business and technology programmes send an unequivocal marketing message that education has an instrumental value and students are considered consumers of education.
Originality/value
– This study is the first comprehensive study of the marketing communication practices of international higher education programmes in Finland. Moreover, this study contributes to the study of global international market mechanisms and research on marketing communication practised by higher education institutions.
The study explores how sense of global connectedness can be enhanced by creating opportunities for cross-cultural dialogue in higher education. Thematic analysis of randomly selected 15 learning journals, students’ reflections on their learning during an international seminar was used to identify students’ significant learning experiences. The results emphasise the added value of diversity (geographical, disciplinary, cultural and social) among students, faculty and invited presenters for creating meaningful learning. Furthermore, they suggest that designing an integrated approach of contents, contexts and activities for critical engagement in global dialogue and knowledge generation in higher education can open up new perspectives to students in education and thereby increase their sense of global connectedness. The research addresses internationalisation of higher education, contributes to the development of international study programmes and provides means to enhance inclusion of global issues in higher education policies, curricula and practice.
The purpose of the study is to map global research in international higher education. Specifically, the study uses bibliometric and social network analysis methods to identify key individuals, institutions, countries, and disciplines contributing to research in international higher education and to investigate patterns of connectivity among authors, journals, disciplines, and topics. The dataset representing research covers 2302 publications from the Web of Science for the period 2002-2011. Unlike prior attempts to draw a representative sample of articles capturing key research in international higher education by choosing articles from key journals, this study sampled articles more broadly by applying a keywords search to all journals included in the bibliographic database. To address the ambiguity in defining the boundaries of the field, the keywords used in constructing the dataset were generated from an explicit definition of “research in international higher education” with the definition being U.S.-centric, i.e. defining the field from the perspective of a U.S.-based researcher. Results indicated that although the number of research studies on international higher education has grown from 68 in 2002 to 472 in 2012, networks among researchers of higher education continue to operate largely within national borders and are still dominated by a few Western countries. While the 3362 researchers in international higher education came from 1164 different institutions/organizations around the world, only 11.3 % of articles were authored by researchers from at least two countries.
Attracting international students is increasingly important for higher education institutions. In order to contribute to the understanding of how international students choose a university, we conducted a qualitative study in a public university in the north of Portugal. Results show that students seek an international experience mainly for personal, academic and professional development reasons, relying on personal contacts as information sources and support groups. Academic reputation and quality are the most important attraction factors. We develop a theoretical model of the studying abroad decision process, including the main motivations to leave the country of origin, the information sources and the decision factors. © 2016 Association for Tertiary Education Management and the LH Martin Institute for Tertiary Education Leadership and Management
Although a lot is known about teacher development by means of formal learning activities, research on teachers’ everyday learning is limited. In the current systematic review, we analyzed 74 studies focusing on teachers’ informal learning to identify teachers’ learning activities, antecedents for informal learning, and learning outcomes. In addition, we examined whether beginning and more experienced teachers differ with regard to informal learning. Results revealed different types of learning activities in the two groups and interesting relationships among different antecedents and various learning outcomes. Moreover, it can be concluded that the main difference between beginning and more experienced teachers lies not in the type of learning activities they undertake but rather in their attitudes toward learning, their learning outcomes, and how they are influenced by their context.
In this chapter, the author, drawing on his extensive career as a researcher and teacher educator, examines variations in the work and lives of teachers and the educational backdrops with which they interact - what Ivor Goodson called the 'genealogies of context'. His work develops Michael Huberman's seminal research on the lives of secondary teachers and, in doing so, provides empirical evidence which challenges linear views of the development of teacher expertise and highlights the key roles of professional identity, commitment and school culture in career long effective and successful teaching.
The aim of the study was to identify the major trends related to increasing the role of science in production and society. After the completion of the study it was able to determine the enrollment level for high school graduates into higher education institutions in different countries. It was concluded that the internationalization of a higher education acquires the features of a new stage–integration, as evidenced by the appearance of the appropriate political and legal superstructure integration complex. There were considered systemic symptoms of the world system of higher education. International cooperation is a powerful tool for the world of higher education. It is designed to address a number of urgent tasks. It was concluded that competition between values and models of public, state and social and economic development is one of the key trends of the new millennium. There were determined the tasks of the International Federation of Social Workers which promote international integration of higher education. It was concluded that there was an appearance of new internationalization forms which characterized by cross-border mobility of universities or their curriculums. Program mobility includes distance learning courses offered by foreign universities or joint courses and programs. Mobility of the universities involves opening foreign universities campuses by universities or an establishment of an entirely new institution of the higher education university which shall attract capital of foreign university. Today one can watch the fourth wave of “internationalization of the higher education” which is a reflection of contemporary processes of globalization and internationalization of the economy and society. The internationalization of the higher education is an objective and dynamically developing process. According to many scientists and educationalists of the higher school the internationalization of the higher education acquires the features of a new stage which is integration as evidenced by the appearance of the appropriate political and legal superstructure integration complex.
Since the first publication of the Organization for Economic Co-Operation and Development (OECD) PISA (Programme for International Student Assessment) results in 2000, the Finnish education system has received much praise both in Finland and abroad. In recent years, Finland started to build up its own education export sector with the aim of becoming a leading actor in the international field of education export. The evolution of Finnish education export is an interesting case study not only because it is a recent phenomenon but also because of Finland’s unique legal position toward the commercialization of education. This article introduces the current action steps and stakeholders of this newly emerging sector. It explores aims, strategies, and practices from the perspective of the Finnish government, Finnish education institutions, and the private sector, and sets Finnish education export in a global perspective. It is sensitive toward current challenges in the field to provide valuable insights not only for the international audience but also for Finnish actors.