9 research outputs found
Recognition of tacit skills: sustaining learning outcomes in adult learning and work re-entry
Aikuiskasvatustieteellinen tutkimus Helsingin yliopistossa: asteittain kohti laajoja tutkimusohjelmia
Millaista korkea-asteen täydennyskoulutusta? kommentteja tieteellisestä täydennyskoulutuksesta
Eurodelfoitutkimus Suomen aikuiskoulutuksesta
Tämän vuosikymmenen alussa käynnistyi Belgiassa aikuiskoulutusta koskeva delfoityyppinen tutkimusprojekti, joka laajeni 17 Euroopan maata käsittäväksi, vertailevaksi tutkimukseksi. Kun Suomesta tuli EU:n jäsen, projekti käynnistettiin myös meillä. Kirjoittajat raportoivat artikkelissaan keväällä 1996 kerätyn tutkimusaineiston tuloksia
Aikuinen ja koulutusyhteiskunta
Artikkeli on katsaus aikuisuuden, koulutuksen ja yhteiskunnan välisiin suhteisiin. Artikkelissa tarkastellaan ihmisen elämänkaarta ja työelämän muutosta erityisesti teknologisen kehityksen antamien haasteiden pohjalta. Elinikäisen oppimisen viitekehyksessä yhdistetään korkea-asteen opetus ja tutkimus aikuiskasvatukseen
Interdisciplinarity in Action : Building and using a conceptual Infrastructure for interdisciplinary studies of risk
The paper emphasizes the importance of finding ways for different disciplines to
communicate across the conceptual boundaries between them. Four different fields of study
i.e. economics, psychology, sociology and education bring concepts into this study to become
integrated in a framework for analyses of risk. The context of the study is lifelong education.
A previous LLAKES thematic paper started a process of mapping relationships between Life
Chances, Learning and the Dynamics of Risk in the Life Course, bringing together evidence
and different perspectives within an integrative framework (Evans, Schoon and Weale 2010).
This paper provided the point of departure for developing a conceptual infrastructure whose
purpose is to allow people who work in different disciplines to develop an understanding of
what cognate disciplines bring to the discussion of a particular socio-economic problem.
As a first methodological step, the authors have selected key concepts and their attributes
(risk, opportunity, adaptability, security, responsibility, education, incentive to learn,
motivation, aspiration, earnings, employment, personal agency and life chances). Dynamic
Concept Analysis (Kontiainen 2002) has been used to build the interdisciplinary conceptual
infrastructure, i.e. a matrix of relationships between the thirteen concepts identified as key
constructs related to risk. Finally, two conceptual models have been constructed as examples
of how this infrastructure can be used in conceptual analyses.
The paper is in two parts. Part One shows how the interdisciplinary conceptual
infrastructure has been built for studies of risk. The second part is an analysis of risk and
responsibility in which this common infrastructure provides the database to produce two
different models.
A conceptual model gives a comprehensive picture of how the concepts are related in a given
combination of attributes. Comparisons between the above two models show how only one
difference under one concept (individual or collective responsibility) results in different
dynamics between the concepts of the study. This approach makes it possible to understand
how the content and meaning of each concept varies according to the relations a concept has
with the other concepts. It is not enough to have only one definition for a concept or an
attribute because the role and function of a concept may vary according to how it is related
to the other concepts.
The conceptual infrastructure of this paper is linked to accessible and publicly available
software in which it is possible to use the data base of this paper for various risk related
analyses: http://www.edu.helsinki.fi/dca/