Muukkonen H, Lakkala M, Ilomäki L and Toom A (2022) Juxtaposing generic skills development in collaborative knowledge work competences and related pedagogical practices in higher education. Front. Educ. 7:886726. doi: 10.3389/feduc.2022.886726
Juxtaposing generic skills development in collaborative knowledge work competences and related pedagogical practices in higher education
|Author:||Muukkonen, Hanni1,2; Lakkala, Minna2; Ilomäki, Liisa2;|
1Learning and Learning Processes Research Unit, Faculty of Education, University of Oulu, Oulu, Finland
2Faculty of Educational Sciences, University of Helsinki, Helsinki, Finland
3Centre for University Teaching and Learning, Faculty of Educational Sciences, University of Helsinki, Helsinki, Finland
|Online Access:||PDF Full Text (PDF, 1.3 MB)|
|Persistent link:|| http://urn.fi/urn:nbn:fi-fe2022083156863
|Publish Date:|| 2022-08-31
This study employs the term knowledge work competence to address generic aspects of higher education graduates’ expected learning outcomes. Twenty-eight higher education courses were investigated: 1069 students responded to the Collaborative Knowledge Practices (CKP) questionnaire to rate their self-evaluated competence development. From the same courses, 56 teachers provided descriptions of the course pedagogical practices. First, students’ self-reported generic collaboration competence gains were analyzed statistically for differences between courses. Second, qualitative categorization of the pedagogical practices based on rich description of pedagogical designs and teachers’ reflective responses was carried out. This offered a categorization with elaborated descriptions and a clustering to three types of enacted pedagogical practices. Finally, the study juxtaposed these previous two results to investigate how the pedagogical features were related to students’ self-evaluations on collaboration competence gains. The findings highlighted one cluster of pedagogical practices, collaborative knowledge creation with systematic support for epistemic and group work, as most beneficial for student competence gains. In it, professional ways of working were explicitly modeled and practiced, teacher support for knowledge creation during contact teaching was available, and time was reserved for reflection with students. Such pedagogical practices are important to ensure graduates’ fluent transition to complex knowledge work.
Frontiers in education
|Type of Publication:||
A1 Journal article – refereed
|Field of Science:||
516 Educational sciences
This work was partly supported by the Academy of Finland (grant number: 285806).
© 2022 Muukkonen, Lakkala, Ilomäki and Toom. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.