The Finnish Academic Profession’s Divided Opportunities in Management and Governance

Finnish higher education consists of research-oriented universities and teaching-oriented universities of applied sciences, and both sectors have a role in research, development and innovation. This paper focuses on governance and management at the institutional and academic unit levels, based on responses to several questions in the APIKS survey regarding the influence of academics, performance targets of academic units and the influence of academics in decision making and workload. Institutions in both sectors of Finnish higher education emphasise strategies and are heavily reliant on public funding. Both sectors also have an orientation to strong performance management.Peer reviewe

Bringing Dying Back Home? : Northern Finns’ End-of-Life Preparations, Concerns and Care Preferences and Finnish Care Policy’s Emphasis on Care at Home

In recent years, Finnish care policy has emphasised that older people should remain at home for as long as possible. Since the final stages of life and death will theoretically happen more often in the home, it is important to identify people’s experiences and needs regarding end-of-life care and dying. The aim of this article is to provide knowledge on these questions from the perspective of the Northern Finnish people (N = 294). Statistical analysis was used with data gathered from a survey of a random sample. People’s wishes for their end-of-life place and carers and their end-of-life plans and concerns, are analysed as part of a social and cultural construction of dying and end-of-life care. The results show that people do have end-of-life concerns and that they consider end-of-life planning important but that few preparations are actually made. In many instances, home is regarded as the best place for end-of-life care and dying, but care institutions are also regarded positively. Reliance on professional care is very strong, even though people hope to receive care from family members as well. The results are discussed in the light of Finnish care policy and end-of-life culture.Peer reviewe

A COMPARATIVE STUDY OF BRAZIL, FINLAND AND VIETNAM: SOFT SKILLS FOR ADULT EDUCATORS

This study contributes a unique standpoint with its comparative case analysis concerning educators' soft skills. The topic is compared among three countries: Brazil, Finland and Vietnam, representing three continents with different social, economic and cultural aspects. This comparative quantitative case study aimed to examine the different attitudes and soft skills of adult educators (n = 355) through an online survey in Brazil, Finland and Vietnam. The focus was on identifying the most important soft skills from the adult educators’ points of view and the differences concerning those skills among the three countries. The study offers practical recommendations for teachers and teacher education development by which to further develop educators’ skills, in response to skill preparation for students in the fast-changing study and working environment demands. This study concluded that Brazil, Finland and Vietnam differ considerably in their views on soft skills as based on the present analysis. The participants from Finland regarded the intrapersonal skills as most important, whereas, for the respondents from Brazil and Vietnam, the socioemotional skills were regarded as most important. Furthermore, participants from Brazil and Finland regarded the socioemotional skills statistically significantly more important than did the respondents from Vietnam. At the same time, the participants from Brazil regarded the interpersonal skills statistically significantly more important than did the respondents from Vietnam, but between Finland and Vietnam statistical difference was apparent only on some components of the interpersonal skills. There is still a need for further research regarding teachers and educators´ soft skills and the reasons behind the different views of their importance. Article visualizations

The effect of writing modality on recollection in children and adolescents

We set out to assess the extent to which writing modality affects recollection in children and adolescents. We examined 10- to 11-year-old children’s (N = 63) and 16-year-old adolescents’ (N = 43) handwriting, keyboarding with a laptop computer and keyboarding with a touchscreen tablet computer or mobile phone in a within-subjects experimental design. Participants were instructed to write down stories dictated to them in the three writing modalities. Recollection of the stories was assessed using free recall of details in the stories. The results indicate that the writing modality affects recollection, handwriting leading to better recollection. However, currently, digital writing tools are inundating classrooms and workplaces around the globe, making their competent use a necessity in today’s world. For example, in Finland, students are obligated to use a laptop in upper secondary education and in the national final examination. In light of the results, we highlight the importance of balancing the instruction and practice of different writing modalities. Given the limitations of this study, we suggest conducting a larger-scale study and further research on the educational and cognitive implications of using and learning to write using multiple writing modalities.Peer reviewe