Conference 2012

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Conference 2012

Learning by Developing - New Ways to Learn
Conference on Creativity in Higher Education
May 8th - 11th, 2012, Laurea's Leppävaara unit (Espoo, Finland)

A distinguishing feature of the contemporary society is that it appears to be in constant process of transformation that affects all areas of life. Thriving in such a complex change process calls for creativity and innovative thinking.

In order to meet the needs of the surrounding society and to educate competent innovators of the future, higher education institutions need to give creativity their full attention. The challenges caused by the rapidly changing society will not be solved by traditional means. The world needs creative and forward-looking individuals who can produce creative solutions for the challenges of the working life and industries.

Thus the 2012 Learning by Developing - New Ways to Learn Conference titled 'Creativity in Higher Education' invites and challenges everyone to present, develop, benchmark and discuss creativity in higher education.

The 2012 Learning by Developing Conference cooperates closely with the CAL4INO project in order to create synergy and enhance innovation. Due to the cooperation the best papers presented at the conference will have an opportunity to be published in a special issue of the scientific journal "Development and Learning in Organizations" (Emerald). All the papers presented at the conference will also be published in Laurea's LbD Conference Proceedings.

Conference 2012

1) How to learn creativity
How does a person learn to be creative? If creativity is required in working life and higher education institutions thus obliged to teach it, it should be something that students can learn and that can be measured. But is it in fact possible to learn creativity? And if it is, how do we measure and evaluate it? This track concentrates on the development of creativity in an individual student as well as on methods and tools for assessing the development.

2) How to teach creatively
In the modern ways of competence development learning takes place in various forms. Teaching does not constitute just a teacher's monologue anymore but often consists of numerous creative activities. But how do we use creative techniques and learning environments to teach our students? This track concentrates on the delivery of curriculum, learning and teaching environments, methods and models that have the aim to teach in a creative fashion.

3) Creative management in a Higher Education Institution
Creativity cannot be expected to prosper in higher education without the intentional and determined efforts of the institutions. Thus creativity should be visible also in the management of higher education institutions. Consequently, this track concentrates on creative management practices, strategies and guidelines as well as on the implementation and success of them.

4) Developing a creative region
Regional development is one of the key aspects of many higher education institutions as well as private and public sector organisations. In educating the future innovators, higher education institutions also need the input of external stakeholders. What constitutes a creative region? Is there such a thing as a creative region? This track concentrates on the processes, methods and cooperation in developing a creative region.

Conference 2012
  • Academics
  • Researchers
  • Lifelong learning educators
  • Education policy development representatives
  • Managements, principals and lecturers from higher education institutions
  • Professionals from the private and public sectors
  • Represenatatives of cooperation partners
  • Students
Conference 2012


Online submission starts June 1st 2011
Online registration (early birds) starts September 2011
Abstract submission deadline November 30th 2011
Notification of acceptance January 20th 2012
Early birds deadline (registration with a reduced fee ends) February 10th 2012
Regular registration begins February 11th 2012
Registration close April 22nd 2012
Conference dates May 8th-11th, 2012


Conference 2012


The pre-conference will be held on May 8th - 9th, 2012 at Laurea's Leppävaara unit in Espoo.

Tuesday May 8th, 2012

11:30 Registration and Coffee, main hall

12:00 "Let's start to work", Vesa Taatila

12:30 Can Universities Be Creative?, part 1, Peter Kelly

15:00 Coffee, main hall

15:30 Can Universities Be Creative?, part 2, Peter Kelly

18.00 Workshop ends


Wednesday May 9th, 2012

9:00 Coffee, main hall

9:30 Learning Creativity Workshop, part 1, Vesa Taatila

12:00 Lunch, main hall

13:00 Learning Creativity Workshop, part 2, Arturs Lindemanis

15:30 Workshop ends


Main conference

The conference will be held on May 10th - 11th, 2012 at Laurea's Leppävaara unit in Espoo.

Please see the more detailed programme (pdf).

Thursday May 10th, 2012

8:00 Registration/coffee

9:00 Welcome address

9:15 Keynote session

10:00 Keynote session

10:45 Coffee

11:00 Paper and demonstration sessions

12:30 Lunch

13:30 Paper and demonstration sessions

15:00 Coffee

15:30 Paper and demonstration sessions

17:30 Get-together networking event

Friday May 11th, 2012

8:00 Registration/coffee

9:00 Paper and demonstration sessions

10:30 Coffee

11:00 Paper and demonstration sessions

12:30 Lunch

13:30 Paper and demonstration sessions

15:00 Closing remarks

15:45 Cultural post-conference programme


Cultural post-conference programme

After the conference programme, during Friday (May 11th) afternoon, conference guests will have a great opportunity to experience Finland by joining the unique cultural post-conference programme in Suomenlinna.

Suomenlinna is an inhabited sea fortress built on six islands and forms part of the city of Helsinki. It is also a UNESCO World Heritage Site and popular with both tourists and locals, who enjoy it as a picturesque picnic site. You will learn more about Suomenlinna’s great and exiting history during the post-conference programme.

The post-conference programme will include a guided tour through the island of Suomenlinna. The program starts at 3:45pm (15:45) at the conference venue (Laurea Leppävaara). A buss will take the participants to Kauppatori (market square) where we will catch a ferry to Suomenlinna. Travelling with the ferry is a great opportunity to see the beautiful sea view of Helsinki.

The programme ends at approximately 8:00pm (20:00) after the Finnish style dinner at a restaurant in Suomenlinna. We will guide you back to the ferries which will take you to Kauppatori. Please note that the post conference program ends in Helsinki and does not return to Laurea Leppävaara. Therefore participants with luggage are advised to take their luggage with them on the tour bus.


keynote 2012



Professor Charles Snow

Presentation slides (pdf)

Charles Snow is the Mellon Foundation Professor of Business Administration in the Smeal College of Business at The Pennsylvania State University. He joined Penn State in 1974 after receiving a Ph.D. in Business Administration from the University of California, Berkeley.

Professor Snow is widely known in the field of management for co-authoring the classic book Organizational Strategy, Structure, and Process (McGraw-Hill, 1978) which presented a model of how organizations adapt to their environments and three strategies for adapting effectively (Prospector, Analyzer, and Defender). A recent co-authored book, Collaborative Entrepreneurship: How Communities of Networked Firms Use Continuous Innovation to Create Economic Wealth (Stanford University Press, 2005), describes a new organizational form called a collaborative community of firms that is especially useful in knowledge-intensive sectors where continuous innovation is a key strategic objective. His current research areas are innovation management, organization design, and new organizational forms.

Professor Snow is on the editorial board of the Strategic Management Journal, Journal of World Business, and several other academic journals. He is also on the Academic Advisory Board of Workforce Opportunity Services, an organization that trains under-privileged youth and veterans for IT jobs that are usually outsourced to other countries. He has been a visiting professor at Dartmouth College (Amos Tuck School), Norwegian School of Management, and the University of Oregon. Currently, he is a Visiting Research Scholar at the University of Melbourne (2007-12) and the School of Business and Social Sciences, Aarhus University, in Denmark (2007-11). In spring 2012, he will be the Fulbright-Hall Chair in Entrepreneurship at the Vienna University of Economics and Business. He has taught management subjects to executives and MBA students in more than 25 countries in Asia, Europe, and South America.

A native of San Diego, California, Charles lives with his wife, Barbara, in State College, Pennsylvania. Their daughter, Vanessa, works for PricewaterhouseCoopers in San Francisco. He is a golf addict and loves to travel. 



Managing Director Holger Berg

Presentation slides (pdf)

Holger Berg is managing director of the Institute for Entrepreneurship and Innovations Research and member of the Chair for Entrepreneurship and Economic Development, UNESCO Chair of Entrepreneurship and Intercultural Management. His research interests focus on creativity in entrepreneurship and innovation, renewable energies  specifically with regard to the industries evolution and entrepreneurship, the Peak-Oil hypothesis, the Emergence and Evolution of Energy Regimes, and succession in SMEs. He is visiting lecturer at the ASE Bucharest (Executive Master MBA Romano Germana) and at the Technical University of Kosice. Holger Berg is member of international and regional networks which focus on entrepreneurship, start-ups, and innovation and is involved with knowledge transfer, urban development and voluntary work. He is also a consultant to Start-ups companies.



presentations 2012




Vesa Taatila

Presentation slides (pdf)


Peter Kelly
Senior Lecturer, School of Science, Aalto University
MBA (University of Notre Dame USA), PhD (London Business School UK)

Presentation slides (pdf)

Peter Kelly is an award winning entrepreneurship educator and practitioner. He obtained is PhD in Entrepreneurship from London Business School (UK) and an MBA from the University of Notre Dame (USA). Over the past 15 years, he has worked with entrepreneurs in Finland, Sweden, UK, Portugal, Russia, Latvia, Estonia, Norway, Switzerland, and Canada. Since arriving in Finland in 1998, Peter has been the driving force behind entrepreneurship education at Aalto University heading up the Helsinki School of Creative Entrepreneurship, an initiative that involved all the Schools and the largest private donor to Aalto University. During 2010, he held an appointment as Professor of Practice at the School of Art & Design where he developed a rapid opportunity prototyping course to explore the intersection between the disciplines of design and entrepreneurship. Dr Kelly was directly involved in the creation of Europe’s first university pre-seed fund and an associated angel network. He is also a business angel.

Peter K


Arthur E. Lindemanis

Drawing on 20 years of experience as a consultant, entrepreneur, investor, and executive, Dr. Lindemanis focuses on enabling new ventures achieve their potential for high growth internationally in today's turbulent markets with extreme competition and accelerating changes in technology.

After earning his Ph.D. in engineering from the University of Pennsylvania, Dr. Lindemanis spent his initial career at Fortune 200 companies rapidly progressing from engineering to corporate executive positions. After leading the acquisition and managing Avco Metalworking Laser Co. for C-E (now ABB), he became bored and left corporate.

Starting with a new biotech venture that he took public in 1987, Dr. Lindemanis has acquired, controlled, or turned around six companies with annual revenues up to $27 million as varied as biotech equipment, lasers, robotics, food processing, and apparel.

He has participated in more than 50 US and international ventures in diverse high tech, industrial, financial and consumer markets spanning North America, Europe and Asia. In addition to negotiating strategic partnerships with international corporations such Alcoa, Harris Semiconductor, Hyundai, Genentech, Nippon Steel, Samsung, Siemens, and Worthington Industries, Dr. Lindemanis has arranged over $30 million in financing from private placements, institutions, venture capital and initial public offerings.

Seeking new challenges, Dr. Lindemanis moved to Latvia in 2003 to contribute through academic service. Drawing on his Western "real world" experience, he strives to link education with the business and public sectors. Having secured funding from the EU, UNDP and other donors to support various economic development projects, he tends to disrupt traditional university educational systems. As Head of the Entrepreneurship Department at RISEBA, he advocates entrepreneurial vision, radical innovation, and collaboration to help companies grow. The best stimulus for economic development and educational reform are successful ventures.



Main Conference

How to learn creativity

Integrating teenagers in service innovation and design. Case selecting suitable development methods through LbD learning process.

In Finland, lunch is the main daily meal for most people. Warm lunch is served daily free of charge to all elementary school pupils in Finland. School catering is one of the most important food services and hence also an elementary part of hospitality business. Several studies show that only a small part (less than 15%) of  upper level elementary school pupils eat the full school lunch daily even though it has been free of charge in all elementary schools in Finland for 63 years. Childhood and teenage obesity is one of the most serious public health challenges of the 21st century. Young age obesity tends to continue in adulthood. Learnt eating and physical activity patters are likely to persist throughout life. Information is easily available but daily habits especially those related to food are so powerful that knowledge alone can rarely lead to changes. The influence of peers at the age 13-19yrs is mostly very important: word of mouth information and peer behaviour is powerful. Young people today have easy access to online services and use them frequently. They integrate online devices seamlessly into their daily lives, and use their mobile phones and computers to learn, for purchasing, socialization and entertainment.  Interactive online services and social media can offer an important way to influence teenagers. 

Service innovation and design (SID) brings together different actors (designer, technical developer, customer, end-user, stakeholders) in the design process. The use of SID tools help these to understand the customer and his/her everyday life, to reach common understanding between the various SID actors and to concretise the ideas in a way that units the various aspects and points of view.  

Several collaborative innovation tools were tested through a LbD learning process. Two student groups organised workshops for upper elementary school students. One student analysed the results as a part of his thesis project. The students organised workshops were organised to teenagers. The study reveals the pitfalls and success factors of collaborative innovation tools. One method revealed to be most suitable. The article describes the characteristics of  the method that proved to be most usefull in integrating teenagers in the SID process.

Guilland Auli works since 2005 as a Principal lecturer at Laurea University of Applied Sciences

Sinnemäki Marko is a Student in hospitality management, Laurea University of Applied Sciences


Creativity Quest

Presentation slides (pdf)

Human creativity is an essential building block for companies commercial success and the development of modern society. The main problem in advertising business today is the lack of creativity. Fearing the risks, companies tend to copy the old ideas instead of creating new ones. This leads to similar advertisements and slogans which makes it hard for consumers to tell different companies apart. (Lindstrom 2009.) Despite this fact, most of the human studies are sensory-driven. This means that subjects react to ready-made stimuli determined by scientists and the experiment situation does not give any space for subjects creativity. However, the essential feature of the human mind is the capability to treat affairs by imagination and thinking without sensory information. Grush (1997) differentiates a sensory-driven image, presentation, from a thought-driven image, representation. 

The sensory-driven image is used to provide information about external state of affairs when the thought-driven image is used as a counterfactual to the sensory image. Despite thought-driven image is not necessary creative, the essential working hypothesis of this project is that similar mental mechanism is source for human capability to creative new ideas, artefacts and technological devices (Suomala & Taatila, 2009).  In the project, we compare sensory-driven images to thought-driven images. By re-creation of original creativity tests (Guilford, 1967; Hudson, 1967) behavioural creativity test will be conducted for 120 undergraduate students. Half of the students will participate for free treatment, in which their participation fee will be independent from the result of their test. The other half of the participants will get their participation fee based on their productivity: how many new uses they created for an object.  In addition, 20 students will participate in the same test in the fMRI-scanner. The images gained by functional MRI can help to cast light on the operations of the brain while doing a creative task. The human behaviour reflects the functions of brain. Thus it is important to study the neural substrate of creative behaviour.    In the conference, the empirical results will be presented. In this way we can produce new knowledge and understanding about human creativity. When Grush have described thought-driven image as theoretical construct we hope to reveal it on empirical level: behavioural and neurophysiological. It is possible to develop a new empirical measurement to indicate the level of creativity of an individual. This test can make the recruitment process more effective by helping companies to identify those with the higher level of creativity.

Principal Lecturer, Ph.D., Jyrki Suomala s the founder of the SIDlab Neuroeconomics. He obtained his Ph.D. on Education in 1999 from the University of Jyväskylä, Finland. He has participated in various research projects funded by the Academy of Finland, the Ministry of Education and Technology Agency of Finland (TEKES). In addition, he has been a visiting researcher at the University of California, Santa Barbara on two occasions, for a total period of three years. He is currently studying human decision-making, innovations and creativity in different areas of life by means of fMRI.

Tuomas Toivanen

Sini Maunula, started to study business in Laurea year 2008 and has also had a couple of information technology courses. Sini interested in neuromarketing, because she took the matriculation both in psychology and health science and neuromarketing was a good link between these subjects and her business studies. To SID neuroeconomics lab she ended up as an intern due the course where she was working on a project about neuromarketing and creativity. She is also planning to engage neuromarketing somehow to her thesis.

Adjunct Professor Vesa Taatila is expert in innovation pedagogy. Before his career in Laurea he was the Vice President in Metso concern.


How to learn the students creativity; i.e. the ability to think "outside the box" and beyond standard textbook solutions

Presentation slides (pdf)

One of the challenges in higher education is how to learn the students creativity; i.e. the ability to think outside the box and beyond standard textbook solutions. One reason for this challenge is that traditional teaching methods, particularly in the undergraduate programs, have emphasised development of the students ability to reproduce textbook answers rather than creative thinking. The European Qualification Framework for higher education (EQF), has instituted that bachelor level students have to learn the established knowledge. However, the EFQ has also established that master level students have to begin to define the need for new knowledge and that PhD students have to define the need for new knowledge. The EFQ has thus instituted a pattern with increasing requirements concerning development of the students creativity. The EQF also demand that students at all levels have to learn about innovation and entrepreneurship. Innovation and entrepreneurship are fields that almost by definition are dependent of creativity and the ability to think outside the box, since innovation and entrepreneurship very often boils down to making decisions in situations characterized by uncertainty. Schumpeters (1911) definition of an innovation is for instance new technology or new combinations of already known technology used in other fields. The entrepreneur is similarly defined as the person who carries out new combinations.  But is it possible ble learn creativity? There is here at least two schools of thought. One extreme is that creativity is a skill that is almost like a muscle that can be trained. The other extreme is that creativity is something we are born with or not born with. Efforts for improving the creativity are thus almost futile. The first school of thought is definitely more encouraging than the second one. The rest of this paper is thus based on the first school of thought.

This paper explores theoretically and study empirically 1. What do we mean by creativity? (theoretical discussion) 2. Is it possible to learn creativity? (theoretical discussion) 3. If yes, how to facilitate the students learning of creativity? (empirical study) 4. Are some methods for learning creativity more efficient than others? (theoretical and empirical discussion based on the former mentioned theoretical discussions and the empirical study) 5. If yes, why are these methods for learning creativity more efficient than other methods?  One approach for learning creativity is the so-called camp model (Bager 2008) where students from different study programs work together in an innovation camp in order to solve particular problems. The camp model can be understood as a training camp in creativity. The empirical part of study is based on surveys of participants in three different innovations camps and elucidates how and why the camp model and other measures can facilitate the students learning of creativity.

Knut Boge



Presentation slides (pdf)

· The teaching and learning model in the European Higher Education is focused on competencies. These consist of a combination of the attributes that qualify the theory learned by the student within the field of knowledge and the use of the theoretical concepts in the different case studies.

· In the European knowledge society, the methodology followed in Corporate and Commercial Law subject has a deductive-inductive character. This methodology combines the theoretical speech of the teacher on common matters among the different European universities, with the students putting into practice the learned-cognitive structure to: Real companies: form of businesses, duties regarding advertising or trading of goods and services, and Hypothetical and practical Law cases: problem solving, review of decisions.

· The study of Law by means of the case method is useful in the education of students enrolled in other degrees and programs. With the development of the pieces of work, students of Economics, Business Studies or other degrees, learn the applicable legislation and the importance of regulation in their various fields of knowledge.

María de la Sierra Flores Doña
Corporate and Commercial Law Professor. UCM (Spain)
Research Group Director contracting-company
Campus of International Excellence UCM-UPM

Miguel Díez de los Ríos Flores
Degree in Law and Business Studies from USP-CEU


A Virtual ideal home for Senior Citizens as a learning and development environment

Presentation slides (pdf)

The aging of the population will pose great challenges for the care of Senior Citizens as well as the education in social and health care. Young students are not really interested in the studies of the care of older people. This has been the starting point for the beginning of A Virtual ideal home for Senior Citizens as a learning and development environment (Hima)- project, 1.5.2010–30.4.2013.
The role of the educational establishments is to cater to the needs of society by educating sufficient number of nursing professionals with expertise in the care of older people and who master the special characteristics to do with nursing Senior Citizens and preventative nursing. Studies need to be attractive. Social media e.g. can be one of the teaching methods as a majority of students already uses it in their everyday life. The educational establishments need to renew the teaching both content wise and methodology wise with regard to the care of older people to reflect the needs of society and students in the dialogue with Senior Citizens. Companies and organizations offering products and services for Senior Citizens need to increase the efficiency to carry a dialogue with the educational sector in the service and research development.
The core goal of Hima project is to create new approaches to increase the attractiveness to study the care of older people to renew the teaching and learning processes to be more customer-oriented, to increase networking between companies and organizations as well as to increase the availability of products and services for Senior Citizens.
The project seeks to renew the teaching and learning processes as well as methods with regard to the care of older people by developing a virtual ideal home for Senior Citizens in the Second Life virtual world. In addition, a learning game is developed in the project for theoretical studies. Furthermore, on top of the virtual studies, a practical training among Senior Citizens is included.
The ideal home to be built in Second life is broadly defined as a physical, psychological, social, safe, and easily accessible home that enables living and coping independently at home as long as possible. The ideal home in Second Life works both as a learning environment and information and networking forum for the products and services of companies and organizations. The companies and organizations produce new kind of communication and information material that is placed in the ideal home. Both the game and Second Life can work as a further education environment for social and health care professionals.
The principal beneficiaries in the project are students and teachers in social and health care, professionals in social and health care as well as companies and organizations offering products and services for Senior Citizens.
The North Savo Centre for Economic Development, Transport and the Environment has granted the funding from European social fund.

Päivi Tiilikainen MSc, project manager, has worked 15 years as a senior lecturer of nursing and five years as a project manager at Savonia University of Applied Sciences.















Creativity within the Higher Education System:An Analysis of the New Higher Education Professionals 

Presentation slides (pdf)

Higher education is hardly a static sector of the society. An example that is rather evident is illustrated in the way universities have been forced to transform themselves in light of a world that is continuously facing the challenges of globalisation and internationalisation. Previously considered ivory towers, sheltered from the influences and distractions of society, existing within a semi-sanitised environment that was ideal for conducting research and that would primarily be of use to the society. Generally, they seemed to have disconnected to the society at large, they were elitist (although some have intentionally retained this characteristic) in nature however as time went by they realised they would not compete effectively within the self imposed walls. These same walls have traditionally defined the roles of those employed within these institutions into two main categories: academic and administrative with the former perceived to have a more prominent role and status and the latter labelled support staff. The waves of change are however transforming the higher education and more specifically the university scene quite drastically leading to the carving up of a new group of professionals who fall into what is referred to as the third space. The third space describes the New Higher Education Professionals (NHEP) who could theoretically perform any of the roles represented by the two categories but are also ideally prepared from an academic point of view to perform functions that were previously non-existent within the university job profile. This paper seeks to examine this phenomenon which may be highly developed in the western world although also still quite recent. In the developing world this is a concept that is in its very early stages of conception and perhaps not well understood. The idea of what constitutes a third space professional and the challenges that come with the territory as well as their perception by their more conventional colleagues are aspects that will be tackled within the scope of this paper. It is important to point out that this thematic area is of personal interest to the author because she falls in the category of NHEP and comes from a country that is hardly conversant with the concept. The author comes from a developing country and works for the countrys only accreditation agency and while this falls outside of the university environment there is nonetheless contact with universities and the programmes they develop at least within the context of private universities. Considering the fact that this phenomenon is at its embryonic stage in developing countries and specifically Kenya the author has decided to analyse the evolution of the third space in the United Kingdom with the aim of identifying the lessons that can be learnt through the successes, challenges and the ongoing developments within this field. It is hoped that at the end of this paper there will be a better understanding of what is meant by the whole idea of third space professionals. Whether their definition as professionals is justified or perhaps a mere re-definition of conventional terminologies.

The author of this paper Sarah Ooro has a international master of arts in degree in higher education research and development at the University of Kassel and a Bachelor of arts in Social studies from Moi University. She is a Kenyan who is privileged to have undertaken her graduate and postgraduate studies in a developing and developed country respectively thus giving her a unique analytical perspective. She also considers herself a New Higher Education Professional by virtue of her studies. She also works for Kenya's only higher education accreditation agency as an administrator in the accreditation and quality assurance division.
















Development of Individuals within Organizations: Transaction Processes of Learning that Lead to Creativity and Innovation

Presentation slides (pdf)

The current study is based on the results of the  EU project Creanova: Creative Learning and Networking for European Innovation (project no: 143725-LLP-2008-ES-KA1SCR; 2008-3596).  The aim of the study was to identify factors of transaction between individual and organization, which lead and support learning processes, related to creativity and innovation  within organizational context.   Theoretical background of the study is based on ecological approach to learning, according to which development is viewed as a co-constructive process, determined by the complex of relations and connections between the subject and the environment of activity (Kindermann & Valsiner, 1997; Valsiner, 2001). The development is seen as an activity of the subject, transforming the environment, while the environment in turn influences the subjects development (Bronfenbrenner, 1996; Lyng & Franks, 2002).  

Empirical study undertaken was based on 4 theoretical factors of creativity and innovation, identified by Creanova project: need, freedom, and interaction, with environment being as contextual frame, in which processes of learning are taking place, and interaction (between subjects and environment) seen as part of development process. Set of semi-structured interviews was conducted with representatives of creative and technical field in Estonia in order to identify the perceived meaning that individuals gave to creativity, innovation, their interaction, and the environmental factors supporting them. The conducted study was an attempt to find the ways, how  people learnt within organizational context, and how they carried on innovative activities, thus trying to make changes in their environment.   Findings of the current study enable us to better understand how individuals perceive and apply creativity and innovation in the organizational context, and what role learning plays in this process. This study also provides insights on  meanings people attribute to the  factors that can support learning and development within organizational context.

Stanislav Nemerzhitski is a post-graduate student in Tallinn University (educational sciences), lecturer in Department of Applied Creativity, Institute of Fine Arts, Tallinn University; member of EAPRIL

Krista Loogma is Associate Professor and Senior Researcher in Institute of Educational Sciences, Tallinn University; member of EAPRIL, EARLI, Commission for the Long Term Education Strategy of Estonia


Integrated and parallel learning process between higher education and vocational upper secondary education and training

The project KOULII (2010-2012) is a co-operative educational project of Laurea University of Applied Sciences and Omnia The Vocational Joint Authority in Espoo Region. Laurea and Omnia have been developing new ways to produce living lab learning and services in the area of Suurpelto in Espoo. The aim of the project KOULII is to integrate the Service Design (SD) process with practice-based regional innovation activity as well as to promote new know-how and collaboration between the educational organizations. Educators from Laurea and Omnia have formed multi-professional pilots developing and experimenting ways of integrated learning and teaching.  During the autumn 2011 the pilot called Best everyday life 24/7 implemented process of learning to adult nurse students from Laurea and multicultural students of practical nurses from Omnia adult collage. Three educators - two vocational educators from Omnia adult college and one Laurea`s senior lecturer - planned, organized and participated this process. The main goal of the learning process was to increase students understanding about the context of healthcare and education services in the future. In addition to strengthen knowledge about clients expectations, needs and experiences. Pedagogical methods were students´ workshops, web-based discussions about designated subjects, clients interviews and collaboration seminars. Integrated parts of the learning process were workshops and  the final seminar. The parallel parts were conversations in the internet and client interviews. In the workshops students used SD tools and methods to find out and learn clients´ context and develop innovative ideas to the future Suurpelto. The interviews of adult nurse students included different age groups of clients. Multicultural students of practical nurses interviewed children in preschool and elementary school. This experimental learning process will end in the collaboration seminar in December 2011. As an outcome of the project KOULII, a new operation model for vocational upper secondary and higher education will be created. From the point of view of students this would mean the future collaborative studies, multi- professional development projects and mosaic-like examinations.

Briitta Hiitola, M. Ed, a vocational educator at Omnia adult college. At the moment she teaches early childhood education and special education at Omnia and works as a service design expert in the project Koulii (Koulutuksen integraatio ja innovaatio projekti). She is also a doctoral student the University of Jyväskylä.

Hannamari Talasma Senior Lecturer MNSc (Master of Nursing Sciences)

Teija Larsson, MSc, a vocational educator at Omnia adult college


Teaching and Learning for Innovation - Challenges and Tools for the Workplace of the Future

Presentation slides (pdf)

Rapid changes in various spheres (such as society, environment, technology or the marketplace) are continually creating new problems, opportunities and challenges. Generally these involve complex situations which can rarely be tackled using established solution patterns. In the future, problem-solvers and innovators will need the ability to break through existing mindsets and to collectively generate new knowledge. The presentation will show the example of a problem based master degree course in service design. It will place emphasis on challenges and trends for working and learning in the future and will demonstrate methodical and technical answers based on practical examples. These include: dealing with complexity; self-organization; virtual collaboration; constructive learning; learning to learn.  Innovation is characterized by novelty; new ideas and content that have never been conceived or implemented in such a manner before. In order to successfully think and act within new structures, we must break free from familiar mental models and actions. Systems thinking, self-organized actions, the use of collaborative media, constructive learning and the perpetual formation of new knowledge are vital competencies for innovation as well as for the success of individuals and organizations. As a matter of fact the ability to learn more quickly than competitors provides a decisive and lasting competitive advantage in any given situation.

Dr. Andreas Ninck is a business professor at the Berne University of Applied Sciences, Switzerland. He lectures on the subjects of innovation management, service design, and project management. As well, Prof. Ninck is leading a number of R&D projects. His main interests are in design thinking, knowledge management, open innovation, collaborative engineering, and e-learning. Prof. Ninck is co-founder and former member of the steering committee of the Swiss Virtual Campus program for the advancement of e-learning in higher education. He is also co-founder and former director of the Swiss learning community Forum New Learning and of the InnoTeach support center for educational design. In 2008 he spent six months as a visiting scholar at the Stanford Center for Design Research. In 2009 he has been awarded Teacher of the Year by the Berne University of Applied Sciences.










Creativity in entrepreneurial training

Presentation slides (pdf)

The authors contribute to the existing entrepreneurship education framework with a focus on education through and for entrepreneurship, where creativity skills are considered to be a part of the training process outcomes.

By comparing insights into creativity in education and entrepreneurial training, exploring concepts and linkages involved, the authors discuss how and whether creativity skills can be developed.

Within the research topic, links between student creativity and entrepreneurial intentions, creativity and viability of business ideas developed are overviewed, as well as the influence of family and educational factors on creative entrepreneurial behaviour.

As a result, the authors work out own model of the creative entrepreneurial training, putting an emphasis on co-existence of art and science.

The conducted research also supplements a theoretical basis of CAL4INO ("Creative activities in learning for innovation") project mainly focused on creativity in innovation.

Inna Kozlinska, (BA School of Business and Finance/RISEBA, Latvia)


How to teach creativily

We don’t need no education! What do we teach and what do they learn in Organizational behavior?

Presentation slides (pdf)

The challenges to teaching first year students lacking experience from working life are multiple. In this paper we approach the challenges that emerge in teaching first-year bachelor students organizational behavior. The introduction to organizational behavior for bachelor students often is their first encounter with critical and analytical thinking, discussion and paper-writing in higher education. At the same time, this course will form the foundation for the understanding of organizations and work-life for the next generation managers and employees. We ask how we as lecturers can approach the teaching of this subject creatively.  The main challenges drawn up in the paper are: teaching methods and learning, theoretical underlying assumptions, and the perceived distance to practice. We find that organizational behavior is often taught in a classical setting in large groups in auditoriums, where there is little room for creative and innovative teaching. As a point of departure we give and account of the learning outcome as recommended in the national syllabus, and discuss how this can be accomplished within the conditions given by the structure of higher education in Norway. Critical reflection is a salient part of the process in reaching the ability to apply knowledge on organizations as a learning outcome. The underlying assumptions in the theoretical frameworks are present but often not visible and explicit. Ghoshal (2005) asserts that the theories within the field are characterized by underlying assumptions on opportunism an competition, while lacking for example ethical refection. Lastly the distance to practice is perceived as large, particularly due to two conditions. Due to their young age, the students often have scarce experience from life itself and from work-life in particular. This is particularly challenging in this field and demands a creative approach to how they can relate to examples.  In the paper we discuss specific teaching approaches, where also the underlying assumptions on theory and practice are made explicit and the object of critical reflection. The practice dimension is discussed in two ways; firstly how it can be introduced as part of the teaching through use of visiting lecturers and contact with regional business and industry, and secondly we discuss whether internship is a model to be introduced also in the bachelor education in business administration, which is common within other professional training programs like teaching and nursing. The latter is a contribution to an ongoing debate in Europe on the need for practice in business education.  Data in this paper is created through meetings with lecturers in higher education institutions within the field in Norway and in Europe as well as a line of conference tracks on the topic. The method applied is a comparative case study.

Lise Langåker, employed at Stord/Haugesund University College, Norway, as an associate professor.  PhD in Organizational Studies from University of Bath, UK.  Experienced lecturer in Organization Theory and Leadership at bachelor level.  Has served as the leader of a national committee with a mandate to raise educational and learning issues related to Organizational Studies and Leadership within the framework of the Norwegian bachelor degree in business education.

Etty R. Nilsen presently works as associate professor at Buskerud University College, Norway. Nilsen received her PhD from the Norwegian School of Management BI in Oslo in 2010.  She teaches strategy, organizational behaviour and knowledge management, and has worked many years as an editor in the private sector. Nilsen has served as a member of a national committee with a mandate to raise educational and learning issues related to Organizational Studies and Leadership within the framework of the Norwegian bachelor degree in business education.














Developing creativity and innovation through collaborative projects

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The aim of this paper is to explore the potential role that collaborative projects can play in the development of creativity and innovation in higher education, looking for appropriate and efficient designs to enable students to develop the forms of creativity that are most suitable for their study and professional careers; and to illustrate it with the experience we are carrying out at the University of Málaga in the degree of Actuarial Science.  Higher education institutions are preparing students for an uncertain and even more complex world of work, and to accomplish in their professional careers, they will be required to use not only their analytical and practical capacities, but also their creativity. Many authors consider that the potential for creativity is heightened in group-learning situations, where students bring different perspectives to bear on a particular task, and share ideas in a collective effort.  From this perspective, introducing collaborative projects in the curriculum may constitute a good opportunity to support the creative side in the learning and teaching process. However, these projects must adopt approaches that explicitly promote creative thinking, and problem based learning can be a convenient starting point, but explicitly including creativity in the assessment criteria. In addition, other elements investigated in our paper that stimulate and support the development of creativity when putting collaborative projects into practice are: the use of topics and problems with an intrinsic interest or value in the real world, preferably interdisciplinary and with a future oriented perspective; designing temporal schedules that allow enough time for reflection and quality feedback; using new approaches to tasks, like role playing, improvisation, small groups seminars and debates, etc.; and assessing not only the final product but also the process, in order to not inhibit taking risks. Following these premises we are encouraging the development of creativity and innovation through collaborative projects in the first year of the degree in Actuarial Science at the University of Málaga. The approach we chose is the problem-based learning. Each group of students chooses a topic that is labelled with a general title and a question, representing a problem to solve. The topics are often controversial and unresolved problems (i.e. should the impact of credit rating agencies on financial markets be publicly controlled? or is there a limit to human longevity?
and how does it affect to life insurers?). In order to assess the process and generate an adequate feedback before their final presentation, the groups are required to elaborate some intermediate outputs: a critical analysis of a scientific, professional or newspaper article that addresses the topic, and a conceptual map. The final of presentation of the results of the whole semester work takes the form of a role-play. Each group can freely choose the form of the presentation, a press conference, the launch of a new product, a scientific conference, etc, and assign the roles to the group members and to the rest of the students. Finally, creativity and innovative thinking are explicitly stated in the assessment criteria.

Antonio Fernandez Morales is Profesor Titular de Universidad at the Department of Applied Economics of the University of Malaga (Spain).
He teaches since 1988, and is involved in projects of innovation and new technologies in teaching and learning in the Degree of Actuarial Science since 2003. He took part in a project on a new adaptive assessment system for e-learning activities that won the first prize of Innovation in Higher Education of the University of Malaga in 2007.

Maria Cruz Mayorga Toledano is Profesora Contratada Doctora at the Department of Private Law of the University of Malaga (Spain). He teaches since 1994, and is involved in projects of innovation and new technologies in teaching and learning in the Degree of Actuarial Sciences since 2003. She coordinated a project on a new adaptive assessment system for e-learning learning activities that won the first prize of Innovation in Higher Education of the University of Malaga in 2007.
















In search of creativity measurement tools, based on the example of an educational process

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An economic growth brought about the attempts to intensify the creation of knowledge-based economy, which should be typified by a rise in innovativeness and creativity. These processes translate also into the area of education. The aims of this paper are: - to identify and evaluate the criteria (critical points) for measuring creativity in the educational process. This involves identification and intensification of individual sources of creativity and their translation into the most suitable teaching and learning methods, - to create an evaluation sheet to assess the creativity of the educational process and to analyse possible options of how to put the evaluation sheet into use. The methods of induction and deduction are used in the paper. The theses will be evidenced using a theoretical study and a case study. The theses put forward in the paper include the following ones: 1. Creative learning and creative teaching are processes aimed at wealth and prosperity but taking advantage of the flaws of human nature and inclination to the evil. These are unusual phenomena when something which is considered ethically wrong  such vices as laziness, envy, greed etc. - is exploited usefully. The source of creativity, then, is the dark side of human nature. There is no other source of creativity.  The paper presents an ontological proof illustrated by a case study and based on the Mandevilles theses, among the others. 2. To show a positive value, creativity needs to be kept within certain limits, which are established on the basis of ethical criteria. If creativity crosses these limits, it starts to destroy the value, instead of creating it. 3. In order to measure the results of the educational process, as well as its creativity, one should take into account both a teaching process and a learning process, as the educational process takes places in between these two phenomena. It would be a mistake to focus on the teaching process, ignoring, at the same time,  the learning process.According to J. Dewey: Teaching and learning are correlative or corresponding processes, as much so as selling and buying. One might as well say he has sold when no one has bought, as to say that he has taught when no one has learned. 4. The best situation is when both parties to the educational process show the same type of creativity 5. The measurement of creativity shown in the educational process should be based on expectations and results, instead of identification of source factors which may indicate a success (on the part of a teacher or a student).

Beata Dratwinska-Kania, Education: Doctorate of Economics, Master of Economics, specjalizations:accounting (University of Economics in Katowice, Poland), Professional Experience: adjunct - researcher and academic teacher at Department of Finance and Insurance University of Economics in Katowice.  Reserch interests: - creative accounting, - accounting for financial instruments, - risk and uncertainty in accounting, - ethics in education and accounting.


Teaching creativity: A research supported approach

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This writing presents empirical, quantitative research using the verbal Torrance Test of Creative Thinking and its application within a design curriculum. The research was undertaken in a series of studies over a period of six years. Variables examined through the research include field of study, the benefit of breakfast, circadian rhythms and creativity, and differential gains in creativity among language differences, honor students, and secondary students enrolled in university courses. The presentation will summarize the research and present examples of course assignments and student projects.   Creativity, and its progeny, innovation, are widely viewed as economic panaceas for countries, companies, and organizations. Now post-industrial and post-information age, the knowledge worker is being empowered to invent and change, collaborate and create. We know that generating new ideas is a critical skill in any field. Our educational system, however, has highly developed abilities to de-skill; facts and obedience, yes, creativity and diversity no.   Creativity is a dangerous thing; it's messy; it's an irritation; it's mostly uncontrollable; and it doesn't abide by the rules. When properly done, creativity is coloring far outside the lines; it's coloring off the paper, off the charts, and all over the place. Within education, creativity is seldom taught or cherished. Ironically, even design education is not always a source for the development of creativity. We expect, wrongly, that designers become more creative as they progress in their learning.   Creativity is a skill that can be taught; a well-documented body of research supports the idea that creativity can developed in learners in a wide range of disciplines, ages and backgrounds. Central to this research is the idea that creativity should be specifically included in design curricula, and not assumed to develop as part of a studio culture. It is a skill that can be employed on a small or large project, but one which must specifically be nurtured, developed, and practiced through active learning and repeated practice.  This research indicates that creativity can be developed in learners, and that design students, in a regular curriculum, do not exhibit spontaneous creative development. The study is valuable in its support for teaching creativity as a topic of learning, even in a curriculum which ostensibly values creativity.   Creativity gains as measured in an ongoing large format class will also be presented, with examples of assignments and student work. The presentation will include data and analysis for the right brain, and visual examples of student projects for the right brain.   Findings from most current research [Spring 2012] will be presented, and anecdotal observations about teaching creativity will be discussed as well.

Brad Hokanson is a professor in Graphic Design at the University of Minnesota and serves as Associate Dean for Research and Outreach for the College of Design. He won the College of Design's award for Outstanding Teaching in 2008.   He has a diverse academic record, including degrees in art, architecture, urban design; and he received his Ph.D. in Instructional Technology. He has published his research in Computers in Human Behavior, Interactions with Media, Educational Technology, and the Handbook of Visual Languages in Instructional Design.  He teaches in the areas of interactive media, critical thinking and creative problem solving. His research focuses on creativity and the use of technology to aid cognition. He is a registered architect with a number of award winning projects, although no longer in active practice.  Visits to Buenos Aires support his Argentine tango habit.


Is the EHEA teaching methodologies and evaluation criteria optimum?:  Empirical evidence from Finland and Spain

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In the twenty-first century the university’s environment is constantly changing and adapting. Lecturers must deal with a number of challenges such as applying the right methodology to adapt to the European Higher Education Area (EHEA), incorporating Information and Communication Technology (ICT) in teaching methodology and helping to produce professionals with the profile required by society. The consolidation of the EHEA framework in Europe has been an opportunity to introduce new teaching approaches so that students can acquire a significant and deep learning through creative teaching based on active methodologies, bringing together their own knowledge, their personal experience and the information they receive about the subject while they are being taught. These innovations depend on training processes which encourage teachers to review teaching activities leading to constant improvements in university teaching. Two prestigious universities such as the Complutense University of Madrid (UCM) and the Jyväskylä University of Applied Science (JAMK) from Spain and Finland, respectively, have experience on applying these new methodologies. A new characteristic of this active teaching methodology is the student cumulative activities assessment in opposition to the traditional way of assessment. Four Financial Accounting and three Statistics lecturers from the two afore mentioned Universities have designed and applied, in the first or second year of the Business Administration Bachelor Degree (BBA), the Economics Bachelor Degree (EB), and the Computer Science Bachelor Degree, active teaching methodologies and its consequent evaluation. All these factors are reflected in the statistical analysis of the results obtained with a sample of more than 350 students in the academic year 2010-2011. Those students were requested to complete a survey where they were asked some demographic details (age, gender&), together with other learning related issues like ways of studying, preferred evaluation method or motives for choosing the degree. The answers were merged with the obtained continuous assessment results and grades for each student. Based on that database and using multivariate statistical techniques, the main objective of the present work is to show if there is any difference between the new assessment method compared to the traditional one. But it should have some improvements and therefore suggestions of other alternative methodologies will be given. All of this together motivates a continuous improvement in the university teaching process and a deep and significant learning for the students. Authors: Elena Urquía Grande Carlos Rivero Mar Camacho Cristina del Campo David Pascual Ezama Murat Akpinar

Elena Urquía Grande: PHD by Complutense University. Master in Business Administration by the Houston University. She is currently working as an Accounting lecturer in the Complutense University. Participation in several research projects within areas such as Accounting and European Higher Education Area, Balanced Scorecard. She has done several teaching staff mobility stances in Jyväskylä University (Finland) and research stances in USA universities (Harvard Business School and Georgia State University). She has published articles in different national and international accounting journals being reviewer in some national journals. She is coordinator of the UCM´s Bachelor in Business Administration. She has assisted and participated in several international accounting congresses as well as national ones.

Carlos Rivero obtained his B.A. in Mathematics in 1998 and his Ph.D. in Mathematics in 2001, both from Universidad Complutense de Madrid. He has held long-term research visiting appointments at Harvard University, University of California at Berkeley, Maryland University, Florida International University and other universities in the US. He is presently an Associate Statistics Professor at Universidad Complutense de Madrid. His main research areas include Mathematical Statistics, Econometrics and their applications to Economics and Finance. His last works have been published in international journals as the Scandinavian Journal of Statistics, European Journal of Operational Research, Journal of Statistical Planning and Inference, Journal of Multivariate Analysis, Computational Statistics and Data Analysis, Environmetrics or the Environmental and Ecological Statistics.

María-del-Mar Camacho-Miñano Bachelor in Business Administration and Ph.D. in Business Administration (Accounting). Currently Camacho is assistant professor at the Financial Economics and Accounting Department at the Business School of the Universidad Complutense of Madrid (Spain).She is co-author of several financial accounting books in Spanish and English. Her main research area is Bankruptcy Efficiency and reorganization prediction using techniques of Artificial intelligence. She is the director of a Research Group UCM called "INIFCO". Therefore she has been working since 2001 in different projects for the improvement of the teaching/learning quality of accounting courses. Currently, she participates in different projects in order to improve the accounting courses of Business Administration Bachelor Degree taught in English.


New methods in practical teaching of Creativity and Innovation for multi-disciplinary PhD student cohorts

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The Innovation Academy @ UCD is part of an all Ireland alliance between UCD, TCD and QUB.  The initiative is funded under a 5 year Government funded scheme called PRTLI5.  The educational branch of the alliance is the Innovation Academy, where we address the growing base of PhD and postgraduate students who will not be able to get a job in academia and help to make them more employable in the wider economy. Overall it is to continue the work of growing Irelands Knowledge Economy.  Learning-by-doing is the focus of our work, where we introduce basic principles from within the theory of Creative Thinking & Innovation to our multi-disciplinary teams of PhD students. We then have them apply the principles with practical outcomes within the space of a working day.   Multi-disciplinary teams from all disciplines of the university are constantly rotated from day to day to ensure that students get to know as many people as possible and experience as many team dynamics as possible. This also has the double effect of growing personal networks for the students as they get to know people in a highly time pressured yet supportive environment.  Design Thinking, Open Challenges, Team Theory and Role-Play are all part of the experience. We also have a series of entrepreneurs who come in to have an informal chat with the students about their experiences. This is an invaluable opportunity for the students to have an intimate meeting with successful entrepreneurs and as a result grow their professional networks.  At the end of this first week the teams are presented with an industry hosted project with projects coming from the public, private and charitable sectors. The project is to be completed within 2 weeks when the students present their project results in a public forum.   Feedback from industry has been hugely positive with companies adopting the work of the students directly into work practices; hiring new staff to work on projects suggested by students; making structural and recruitment changes within the company and more. The advantage of coming from a small country with a large amount of multi-nationals is that we have unprecedented access to the most senior executives in these organisations who, as a result, are strong supporters of our programme. Companies that we have worked with to date have included Google, HP, IBM, Siemens, Citi and Covidien to name but a few.  The student feedback has been overwhelmingly positive with personal reflections recorded in document form and vox-pop format. Students have since gone on to enter (and rank) in national and international competitions, set up companies, apply for government innovation grants and even change their PhD supervisor!  We have found the experience of the Innovation Academy as an addition to a core area of research has an enriching effect on the student, making them a more confident student and researcher, opening their eyes up to further opportunities from their research and from other areas linked to their own personal strengths.

Since the end of 2011 we have been looking at how we can spread our program to both the PostDoc level and the undergraduate level. In January 2012 Frances Mitchell came to TTK Tallinn to teach a group of multidisciplinary undergraduates a program based on Creative Thinking & Innovation (our core module). In this workshop we will be looking at the different teaching methods that we employ at the Innovation Academy in Dublin, but also explore how these methods worked in an undergraduate environment and ultimately see how conference delegates themselves fare when faced with a time sensitive 'challenge'.

Frances Mitchell, BE (mech) MPhil MBA, is a lead facilitator at The Innovation Academy @ UCD (University College Dublin). Her past career includes working as an engineer for Procter&Gamble, event management and being CEO of Ireland's leading contemporary classical music ensemble. Alongside working in the Innovation Academy, she is also working on new App development with the UCD IT department, judging 24hr design challenge competitions within UCD Engineering, UCD Science Film Festival and is currently plotting new ways to develop networking opportunities for her students across the sprawling University College Dublin campus. 

Marge Täks is a senior lecturer at Tallinn University of Applied Sciences. Her areas of expertise are in Marketing, Entrepreneurship and market research. She is also doctoral student at University of Tartu and her research area is entrepreneurial learning.



University teaching is facing new challenges due to limited resources. Amount of lectures is relatively low in comparison to results expected. Traditional class room teaching with just lectures and exam is not enough to support todays learning requirements, thus new ways to support students skills and capabilities has to be found. Especially higher education students are often working at the same time which also limits the attendance to the lectures. On the other hand lifelong learning is bringing new students willing to develop their careers or just to learn something new. Open Universities provide courses available to the students who cannot participate into day time courses. Open University even provides a path for university for those students who want to complete a degree. Specific courses are offered as web courses enabling students to attend from several locations.  Sometimes the challenge is to provide courses with similar requirements both in web and in the class room. Especially, when the topic to be studied is hands-on applied project work, such as sales management courses might be. In the University of Vaasa this course is designed to challenge students to create new sales management system and structure for the example companies. Typically companies do this kind of strategic level work in small teams of managers. Same methods and team work is used also in this course and teachers role is a mixture of sales director and consultant. This paper focuses on bachelor level university course on sales management. The learning outcomes of the course emphasize students deep understanding of the sales and sales management as a holistic process in modern business. During the course the students follow sales strategy planning process and apply that for a case company that is usually students existing or previous working place. The process is forcing them to think both analytically and creatively in order to provide value by sales management process.  

The course is delivered in two different ways. First, it is delivered in faculty of business as class room teaching using constructive consulting as guidance. Second, the course is delivered in Open University as a web course. These two applications represent the two cases for this paper.  

The aim of this paper is to analyze the depth of learning outcomes of these two different teaching methods. More specifically, we compare the cases and ask:   1) How do the students understand the sales management process?  2) How well they can apply this process in a real business case? 3) How well they can find new creative solutions differing from the existing ones? 4) In what phases of learning process they need the most support?  This paper first introduces the two cases of teaching sales management. Second, student learning is evaluated based on their project work and personal reflection on learning. Finally, suggestions for further applications are made.

Mr Harri Jaskari is a University teacher in the University of Vaasa. He has taught Supply Chain Management, Process Management, Sales Management and Quality Management in several universities in Finland. Previously he has worked many years in international business.

Mrs Minna-Maarit Jaskari is a University teacher in the University of Vaasa. She teaches Marketing. Her research interest lies in teaching and learning.


Reflective Practice as a Tool for Teaching Creativity

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This paper describes experiments done at Kajaani Polytechnic in 2004 and 2005. The problems encountered at the polytechnic with the students attending the English language program in International Business were, among others, limited contact between the foreign students, both exchange and full time and their Finnish classmates, high dropout rate and limited study skills. These problems were manifesting themselves in every year.  

To reduce the problems and to retain more students through to the end of the 3 ½ year study, a program was developed to teach the students study-skills, creative and problem solving skills and to bring a sense of group cohesion and belonging to the students. This program consisted of a weeklong series of exercises at the start of the study year and a 10 week series of lessons, once every week, where various study skills were trained. After completion of the entire program a total of 6 ECTS was awarded to the student.  This paper focuses on the first week of exercises with the specific objective of teaching the students to think creative, to get to know and work with their new peers and to develop problem solving skills.  

The exercises given to the student group during that week were of a playful nature and of an increasing difficult level as to force creative thinking on the part of the students. The interaction between the students, who were out of their comfort zone, was barrier breaking and made for deep impressions. To ensure increased learning the feedback on the exercises and was with reflective practice tools for deeper reflection and enhanced learning Kolbs learning cycle tells us that the mere repetition of information does not give the learning needed but that to be able to learn, experience is only the start of a process that lets the students reflect and internalize the experiences learned. To enhance the process of reflection and to ensure that the experience gets reworked consciously we used an adapted version of DeBonos thinking hats methodology of reflection. This method is very suited as a reflective practice exercise and assumes the following points of view: ÿ White Hat: facts and figures known or required ÿ Red Hat: emotions feelings ÿ Yellow Hat: values, benefits and positive view ÿ Black Hat: consequences, negative view ÿ Green Hat: creativity, new directions alternatives and possibilities ÿ Blue Hat: managing the thinking process  The project was successful and has since been repeated at several other schools, all of which have contributed to a larger knowledge base on this type of exercises.

Mr Hielkema is a Doctoral Student in Information Systems Science at Aalto University. At present working for the Center of Knowledge and Innovation Research on User Driven Innovation, Innovation Networks and Future Internet Development

Mr Roberts is a lecturer at the Oulu Lyseo and at the Oulu University of Applied Science. MR Roberts is the head of Business studies at Oulu lyseo and a expert on distance learning and pedagogy


Active learning with the help of the informal caregiver, an innovative project in nurse education

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Because of a variety of reasons home care is (and will be in the future) an important health care field. Benefits of seeking to prolong the patients staying in their own environment are well documented, as is the high burden on all parties involved.  The wellbeing of a community dwelling patient is often depending on the (physical, mental and social) condition of the family caregiver. As known from numerous studies, most of these caregivers suffer a high burden because of a thorough turnover in family role patterns. Seeking ways to support family caregivers is therefore an important subject to study. Notwithstanding the burden on the family caregivers, they have established important expertise in caring for patients mostly unrecognized by other people even health care professionals. In 2007, the University College West-Flanders nurse education program initiated a project in which nursing students were performing home visits to family caregivers. Throughout these visits the students experienced and learned in practice about supporting family caregivers by using:  recognition, appreciation and giving encouragement. These home visits were besides targeted support also active learning moments in which the family caregivers took up a role as coach and therefore were confirmed in their experience and expertise. 

Ms. Herlinde Dely (°19.02.1987) graduated in 2008 as an academic bachelor in clinical psychology and in 2010 as a speech and language therapist at the Catholic University of Leuven.  From 2010 she is working at the AZ Sint-Jan Bruges-Ostend on the geriatric ward where she diagnoses and treats patients with neurogenic speech and language disorders and dysphagia. Since November 2011, she broadened her work field and became researcher in the scientific project concerning informal (family) caregiving (Mantelluisteren) at the University College West-Flanders. 








A Theoretical Framework for Teaching Creativity

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A framework to create and assess creative exercises in teaching efforts towards creativity and innovation is proposed. It is based on an extensive review of the existing literature on creativity and affiliated research (see below).Thereby a holistic approach to the topic is developed as it is suggested in the contemporary literature (see especially Hennessey/Amabile 2010). The authors incorporate scientific findings for creativity, inter alia from medical/physiological, cognitive-psychological, pedagogical, social- and team-based research as well as from a systems perspective. The resulting model suggests a four step approach to teaching creativity. These steps comprise the phases of 1) Sensitizing for creativity, i.e. creating consciousness about creativity and its precursors (Sternberg 1999) 2) Enabling for creativity in individual and team conditions showing the student what he or she needs to be creative in individual and collaborative work situations 3) Teaching of techniques and instruments, here, the students learn the necessary instruments and conditions that foster creative thinking 4) Active reflection, in order to promote understanding and enforce deep learning. Each step specifies distinct ingredients necessary to effectively prepare and enable students for thinking, acting and working creatively. Specific techniques and instruments for teaching and assessment can be developed and reviewed by a model-matrix that relates the phases of the creative process (Thagards HTC-Model, Thagard 1998, 2002, 2003, 2005; Suomala et al. 2006) to Rhodes (1964) systematization of creativity into person, product, process and environment (press). For each of the resulting matrix cells requirements and conditions are derived from the literature so that a clear catalogue of criteria can be discerned. These criteria and the resulting implications specify needs that have to be regarded by a teacher to encompass demands put upon the student through the whole process of acting creatively. Resulting exercises can address one or several of the matrix cells and specific examples will be given how development and assessment can be conducted. Special attention is also given to the teaching environment as an important precursor and condition of successful teaching of creativity.

Holger Berg is managing director of the Institute for Entrepreneurship and Innovations Research and member of the Chair for Entrepreneurship and Economic Development, UNESCO Chair of Entrepreneurship and Intercultural Management. His research interests focus on creativity in entrepreneurship and innovation, renewable energies  specifically with regard to the industries evolution and entrepreneurship, the Peak-Oil hypothesis, the Emergence and Evolution of Energy Regimes, and succession in SMEs. He is visiting lecturer at the ASE Bucharest (Executive Master MBA Romano Germana) and at the Technical University of Kosice. Holger Berg is member of international and regional networks which focus on entrepreneurship, start-ups, and innovation and is involved with knowledge transfer, urban development and voluntary work. He is also a consultant to Start-ups companies.

Vesa Taatila (Ph.D.) works as a Special Advisor at Laurea University of Applied Sciences. His tasks include development of Laureas international strategy as well as support of entrepreneurial learning initiatives. Before starting in this position Dr. Taatila worked for eight years as the principal lecturer of innovation management supporting the learning of his students in entrepreneurship, innovation, pedagogy and leadership. He has published several text books and articles on these topics, focusing mainly on creative and innovative learning processes. Previously Dr. Taatila has made a long industry career in executive positions in Metso, Talent Partners and Sonera.


ICT Support for Creative Teaching of Mathematical Disciplines

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The article is focused on the issue of teaching mathematical disciplines in an environment of Czech Universities. The narrower focus of the article is situated in an environment of teaching at the Faculty of Business and Management at the Brno University of Technology.  Conclusions of authors are based on the survey, which is regularly carried out among students and focuses on issues of attitude and use of information and communication technology, mathematical and statistical methods.  The authors identify the use of information and communication technologies, together with cognitive approach as a way to consolidate and strengthen the position of mathematical and statistical disciplines in teaching and developing students' creativity in solving practical problems in their field of study. The main question of the article is therefore how to prepare for teaching mathematics in the areas designated for other fields (nonmathematical) as the subject for students to facilitate its perception and above all show that mathematics can play an important role in their life. That it is the discipline that brings a variety of tools for practical use, as well as the discipline that cultivates a systematic and logical thinking and ability to develop an objective perception of reality and facts, and ultimately contributes to a creative approach in solving problems of everyday life.

Ing. Jan Luhan is an assistant of the Department of Informatics at the Faculty of Business and Management, Brno University of Technology. He holds a Masters degree in Corporate Finances and Business and, Bachelors degree in Tax advisory. His research interest is in E-business with specialization in web development, database systems, artificial intelligence and strategic management. He is currently finishing PhD study in the field of Company Management and Economics.

Ing. Jiri Kriz, Ph.D. is a Head of the Department of Informatics at the Faculty of Business and Management, Brno University of Technology. He holds a PhD degree in the field of Company Management and Economics. He is expert in the fields of database system and use of analytical function of SQL Server with support for soft computing in the economic sphere.

Mgr. Veronika Novotna, Ph.D. is an Assistant Professor of the Department of Informatics at the Faculty of Business and Management, Brno University of Technology. She holds a Masters degree in Mathematics and Economics and PhD degree in the field of Company Management and Economics. She is expert in the fields of statistic, data mining and artificial Intelligence.


Entrepreneurship course implementation into curricula: enhancing creativity and entrepreneurial mind-set among future engineers

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All together 67 students from four different groups of Tallinn Univeristy of Applied Sciences participated in the entrepreneurship course pilot. The groups were formed from students from different curricula  Automotive Engineering and Resource Management in the Field of Clothing and Textile. Course was developed using Problem-Solving Approach (PSA), using theoretical framework of Garders (5 entrepreneurial minds), and its aim was to implement entrepreneurship single subject course within all curriculas across the TTK. The course was supported with e-learning environment. The challenge for each team was to develop a new venture concept and present a business plan/portfolio. Students were divided into teams of five to six by facilitators of the course. Instructions and criteria   for challenges were presented in a structured business start-up process simulation, simulating real life situations. The goal of the course was formation of students entrepreneurial knowledge, skills and attitudes by growing their attributes of self-efficacy, leadership and creativity. Current curricula development contributes added value for engineering student education in TTK.

Marge Täks is working as a senior lecturer at Tallinn University of Applied Sciences for 3 years (Entrepreneurship, Marketing), after working in a business sector for almost 20 years. Previous work experience is connected to marketing, working for Saku Brewery Ltd, the biggest brewery in Estonia, as a Pepsi products brand manager and project manager for Carbonated Soft Drinks, and for Estonian Post as a head of Marketing department, and others.  Starting 2010 Marge Täks has started doctoral studies in University of Tartu, Faculty of Education, and her field of research is entrepreneurial learning.

Martin Toding is working as a lecturer at Tallinn University of Applied Sciences for 3 years (Entrepreneurship, Economic Analysis), after working in a business sector for more than 3 years. Previous work experience is connected to marketing and management, working for Avis car Rental Company, as a rental department manager and member of board. Years since 2007 has Martin entrepreneur, the company produces school notebooks for Baltic market. Starting 2010 Martin Toding has started doctoral studies in Tallinn University of Technology, Faculty of Economics, and her field of research is entrepreneurial learning.


Creative Confusion

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An excerpt from Elizabeth Alexander's poem, 'Praise Song for the Day'  'In today's sharp sparkle, this winter air, any thing can be made, any sentence begun. On the brink, on the brim, on the cusp, praise song for walking forward in that light.'

Presentation Outline:
The presentation is itself an innovative application of significant concepts that may be unfamiliar at the start of my session but will get the conference participants thinking about their own learning, and how they can be more effective learners, and so become even more effective teachers. I will model in this session the innovative curriculum I have promoted and delivered on my University programmes.  Last century I heard a definition of innovation that has stuck with me ever since. 'Innovation is the successful exploitation of new ideas.' It was mooted at a seminar for continuing vocational education organized by the UK government Department for Trade and Industry. The reason it stuck is because a type of meaningful education is about doing; exploiting the new idea, not merely having the thought. I will share what has worked less well for me over my long career -my failures and my risk taking- and demonstrate how these have indeed lead to the successful exploitation of new ideas. Our respective roles and responsibilities as teachers in Higher Education have shifted even further due to technology, but Heidegger's aphorism holds true today even more than when he wrote it, "Teaching is more difficult than learning because what teaching calls for is this: to let learn." I would add it is also about possibility and anything goes.  To demonstrate this key point, my conference session will involve participants in relevant creative exercises, all with a pedagogical aspect. My model includes alterity, andragogy radically adapted, and is a rhizomatic model of learning. The session will challenge existing shibboleths around learning and teaching in Higher Education, based on my experience, having adapted the model in the University of London and through consultancies and projects. There will be time for lively discussion since my presentation will be more of a "provocative conversation"  and not a mere presenting of information. I want to metaphorically walk forward in a positive light,  and will encourage others to not merely follow me, and not even just to lead their learners in new ways. It is about the learners themselves leading in directions previously unthought-of; the successful exploitation of *new ideas.  Samuel Beckett urged, 'go ahead and try again, fail better'. That is my message, too.

MARY CLAIRE HALVORSON  BEd MSc MA MBA Dip Lib Dip Marketing Director of Professional Development, Goldsmiths University of London Awards: Peake Teaching Excellence Award Recipient 2008 (one of five ) Goldsmiths Centre for the Enhancement of Learning and Teaching Fellowship 2003-2004 Goldsmiths Centre for the Enhancement of Learning and Teaching Fellowship 2002-2003  Worked in the University of London since March 1978. Include academic staff development and  bespoke work. Deputy Head of Goldsmiths Learning Enhancement Unit.  As leader PG Certificate/Diploma/MA Management of Learning and Teaching in Higher Education, she has written a chapter about accrediting prior experiential learning for the book called Recognising Learning. Institutional Coordinator for Erasmus. In 2005, became College representative on the St Gabriel's Trust. Since 2001 on Editorial Board of the Journal Life Long Learning in Europe. § ALPINE project leader Curriculum Group.  § Grundtvig 4 Equipe- European Quality in Individualised Pathways in Education partner (2002-2005) Equipe Plus consultant 2005-2008  § ADD LIFE Full partner Adding Quality Through Inter- Generational Learning Universities  § ALLUME EU Learning project Full partner 2009-2012.



Presentation slides (pdf)

From the perspective of HE, the ongoing globalisation process challenges institutions to strengthen contents and methods in order to promote international students´ integration into Finnish society and also to carry out their studies. In HAMK, the main principle in internationalisation is responsibility. This means not only the good quality of teaching and learning but the holistic care of students´ welfare.  One option for the foreign students to understand Finnishness is the course Seeing Finland through Culture (3 credits) which, during this academic year, will be presented for the third time. The aim of the course is to support the foreign students, especially the new degree students, so that they can integrate into Finnish society by getting familiar with culture. The theoretical background is based on the concept of cultural identity. The applied theories emphasize identity both as a continuous process and a series of reflections with others. The course can be seen as a context where there is place, space and time for reflections, questions, interpretations and opportunities to create comprehensibility and unders tanding in interaction with the teacher and other students.  The process includes ideas of the traditions and values which strongly influence Finnish life. In the course, culture is seen from a wide perspective - history, nature, man-made material and immaterial artefacts. The lectures (10 x 3h) are embedded in Finnish classical music which is heard both live and recorded  consequently, the lectures are strong emotional experiences. The topics are nature, history, literature, fine arts, design, and traditions in Finnish life. When these themes are reflected in daily life, as Finns attitudes to nature, taste of music or enthusiasm in sports, they become more understandable and also visible. It was decided that the starting points of the ongoing course would be the reasons and pre-expectations the students had concerning Finland. Number one was absolutely Metal Music - among young people Finland is the Mecca of MM. So, how to use this cultural orientation as the bridge to wider and deeper knowledge about Finnish culture is a challenge for a middle-aged teacher. Another topic for students choosing Finland was the uniqueness of Finnish nature: coldness, snow, freezing temperatures, darkness, and bright nights. Students can rather easily experience nature themselves but they were eager to take part in common excursions to see Nordic lights or blue moments. A challenge again. In the feedback of earlier courses, the students had given thanks to opportunities to participate in concerts, visit museums etc. Therefore, one of the targets of this course is to make it possible for them to take part in easy access cultural celebrations. The first one already was the concert of the Hämeenlinna Orchestra and the next will be the Independence Day Fantasy in the Ice Hockey Hall. Using local cultural services integrates students into the region and also, hopefully, gives them new networks outside the university. At the end of the course (April 2012) we will gather the feedback data concerning the content and methods of the course. The preliminary analysis will be presented at the LbD conference.

Mervi Friman, Ph. D. (Educ.), works at HAMK University of Applied Sciences as a Head of Development (Quality Assurance) and as a teacher of Professional Ethics. Her research interests focus on moral problems
in higher education, ethics in teaching and learning, and professional ethics. She has co-edited several publications and written articles in national publications and journals. Mervi Friman has worked as a
researcher in EU projects concerning vocational education. She is the chief editor of a national UAS Journal.

Pianist and conductor Erkki Korhonen graduated from the Sibelius Academy in 1983. In 1997 he was appointed the head of the International Opera Studio in Zurich and in 2001 he became the general director of the Finnish National Opera until 2007. Nowadays he is managing of the Sibelius Birthtown Society and working as artistic advisor and board member of various festivals and music organisations.

M. Ed. Marja Räikkönen has worked as the Head of International Affairs in HAMK University of Applied Sciences since 2003. She has participated in many international projects and evaluations.



















Presentation slides (pdf)

In this paper, creativity is conceptualized as a process whereby a person creates something new that has value. For a person it is a tendency to generate or recognize ideas, alternatives, or possibilities that may be useful in solving problems, communicating with others, and entertaining ourselves and others (Franken 2001: 396). Within business the value of creativity in product or service development lies foremost as value for customers, then also for company, stakeholders and/or society. Indeed, innovativeness is argued to be a prerequisite for the economy and thus creative problem-solving and the ability to invent new products and customer experiences should be emphasized also in teaching (Vogel, Cagan & Boatwright 2005). However, there are barriers to express creativity such as fear of failure, fear of doing something different and fear of taking risks (Anderson 2006).  Contemporary approach to deep learning in higher education has enhanced students learning and thus knowledge and skills needed in future life. For example new learning environments, cross-functional teamwork, simulated working environments, real life cases and cooperation with  working life all aim at developing better knowledge and skills for future professionals. However, sometimes we teachers face difficulties in assessing these new ways of learning and teaching.  But the assessment is crucial. It is argued that what and how students learn depends greatly on how they think they will be assessed (Biggs & Tang 2006:163). Thus assessment practices should send the right signals to students about what they should be learning and how they should be learning it. So the question is: if we aim at teaching creativity in business concept development, how could or should we assess it? This paper has a context of master level studies in marketing in higher business education in Finland. The cases for this paper are gathered from an ongoing project that focuses on different aspects of teaching and learning concept management and fuzzy front end in real life contexts. The teaching in cases is based on experiential learning that emphasize deep learning in real life contexts. During last five years we have run the course six times, three times with marketing students and three times with cross-functional teams, first with designers and then with communication students. In each course students are divided into teams and they are given a real life development challenge. They work with the projects over a period of four months; the process has varied during the years, the students have followed business planning, innovation, design or integrated marketing communication processes depending on the real life contexts. Creativity and innovativeness has played a crucial role each year, however, the emphasis of creativity alters from implicit expectations to explicit methods used in multidisciplinary teams.   This paper attempts to first, present case examples on how to include creative methods into students toolbox in real life development cases and second, present a model of assessing creativity based on these cases. Finally the challenge of assessing creativity is discussed and suggestions for teachers are made.

Minna-Maarit Jaskari (Lic.of Science, bus & adm) teaches creative problem solving in marketing and concept management. In her teaching the user centered approach is emphasized. At the moment her own research focuses on teaching and learning.


International cooperation and competition in fostering creativity in teaching business statistics

Presentation slides (pdf)

Teaching statistics and data analysis subjects to non-specialists usually face the challenge of relating course material to their real world uses and educating students to become intelligent consumers of statistics. Many educators and researchers have developed and proposed different techniques for delivering teaching materials. The right combination or choice of these techniques depend on the the audience, material, and existing teaching infrastructure available for the teaching task. All of this needs creativity, and we try to achieve this by developing and maintaining a multinational cooperative teaching medium to facilitate learning that also avoids the one size fits all approach across three different universities in Europe.  In this study, we look more specifically into the effects of applying cooperation and competition among teachers and students in three universities from Finland, Spain, and Turkey in the course of Business Statistics which is targeted to freshman bachelor students in Business Administration Degree. The overall aim is to enhance students learning processes through international resource sharing and creating a monitored project competition among students at international level. In the given common project groups of students compete first at national level with their peers in their universities and then the national champions compete at international level. All group presentations are video recorded and jointly assessed by the three course teachers from the three universities, and the best ones are shared with all the students. Both the students and teachers are interviewed during the process for their insights about this creative method of teaching, and the results are shared in the paper.

Murat Akpinar holds Ph.D. in international business. He is currently a principal lecturer in international business management at JAMK University of Applied Sciences in Finland. He teaches a variety of courses in the international business degree programs at both master and bachelor levels. His current research interests lie in internationalization of firms, growth strategies, clusters, stakeholders, European Union, automotive industry and bioenergy industry.

Cristina del Campo, Master in Statistics and Ph.D. in Computer Science, is currently an Assistant Professor at the Statistics and Operational Research Department at the Business School of the Universidad Complutense of Madrid (Spain). She has held long-term research visiting appointments at Harvard University (USA) and Exeter University (UK). She is co-author of several books. Her main research area is Multivariate Analysis applied to the socioeconomic description of local and regional economies, and she has published several articles on the economic structure of Spanish and European regions. She has also published various articles on fuzzy implications, which is her secondary area of interest.

Enes Eryarsoy is an assistant professor in the School of Management at Sabanci University in Turkey. He received his Ph.D from the University of Florida in 2005. He taught statistics and data analysis both for undergraduate management students, as well as MBA students. Recently he also jointly developed a Business Data Analysis course for undergraduate students in 2010. His research focuses on applications of OR and machine learning/data mining techniques on problems that are important from business point of view.














Presentation slides (pdf)

This well-being development pilot (Green Oasis) was part of Koulii project. There are two schools, Laurea University of applied sciences and Omnia Beaty Center who are involved in Koulii. Aim of Koulii is to find a concept to provide cooperation and study for projects between higher education and vocational education. The other aim is to develop services in Suurpelto area together with residents. Development pilot involved students from Degree Program Beauty and Cosmetics from Laurea University of applied sciences as well as Beauty Therapist students from Omnia Vocational College.  All students worked as one group. There were four teachers (two from both schools) and fifty students working together.  Only one third of students were working in this pilot, and others had their case elsewhere. Teachers were all together with whole student group. Project started by teachers meetings. There were many things to be solved like meeting places, student motivation, team sharing, different rules and evaluation. Project started with students by kick-off meeting in Laurea. Two projects were presented to students. Teachers had divided teams beforehand: students were mixed to be in same team with students from the other school. Each team consisted of 6-7 students. Also tasks of the teams were given by teachers.  Teams had to plan themselves how to manage the tasks. Every team needed to have a contact person/project manager, who knew everything what happened in the team. In practice teams kept in touch by meetings, e-mail and social media. Three teams who were working in Koulii project planned wellbeing afternoons in Suurpelto (skinn care, make up, food and wellbeing). Contact persons of teams informed teachers how project was proceeding. Teachers gave guidance when needed. Afternoons were successful although there could have been even more customers.  After all projects had completed the final meeting took place. Teams presented their project to others and gave their self-evaluation. Whole student group and teachers discussed about projects. Teams also wrote report of their project and reflected on the project.  Every student also wrote their own reflection.  As conclusion this part on Koulii project succeeded better than teachers expected. Because students needed to arrange well-being activities they really had to work together even they did not know each other forehand. Instead students in other project, were they needed to wrote to website, did not work so well together. Students from Laurea and Omnia worked parallel but not tightly integrated. In the end they only put their written materials as one report and contact person made sure that the style was same in the wholereport. Student’s oral feedback was positive and they found this kind of convention of working very fresh and exuberant. Expected results from the written feedback are parallel, but hopefully more exact. With this method is possible to do other kind of projects between two different study degrees. Also development on this method is important.

Nina Lahtinen Senior Lecturer M.A. (educ) Laurea University of Applied Sciences

Auli Hietanen Senior Lecturer M.Sc.(econ) Laurea University of Applied Sciences

Tanja Peuranpää Adult educator Beaty Center, Omnia












A creative teacher: Come loose your students' creative potential and let your control down

Presentation slides (pdf)

The university teacher has come to an awkward point in history. The mechanistic and control-oriented way of teaching top-down is not favored anymore. At the same time technological changes are strongly shaping the environment in which higher education institutions are functioning. To mention but a few, blended/hybrid learning, virtual learning platforms, social media and other extensions of physical space and time have widened the possibilities of carrying out teaching in the 21st century. Moreover, the demand of a present days working life skills are very different from what they use to be. Many times, the amount of knowledge is not seen as the main asset alone but abilities such as good communication skills, creative problem solving, collaborating, facilitation and technological fluency are also seen important.  Although technological innovations are thoroughly permeating our daily lives, they have been leisurely adopted within the higher education institutions. Our claim is that the slow rate of adoption is not caused only by a structural rigidity on institutional level, but is also influenced by the attitudes and lack of skills within the university-level teachers and lecturers. These attitudes are still based largely on an old assumption of teachinglearning-process and thus implicitly reflecting control orientation and knowledge creation as a top-down, transferring process. Our suggestion is that the university teacher needs to give up on the need of control and comes loose the creativity of students.  

In this article, we will discuss on the potentiality of creativity for higher education teaching and learning. We will address topics such as learning from others experiences, learning as a socially creative process, the use of social media and virtual platforms, the blending of on- and offline learning environments, the role of facilitation, the role of working life collaboration, and the assessment of learning process.  The article will be structured as follows. First, we will lay down the basic assumptions behind the changes in the present learning environment and consider the role of ICT has on it. Secondly, we will to briefly present underlying paradigms of teaching and learning by using the different schools of communication research  information transmission, meaning making, and cultural school as our theoretical framework. Then we will suggest a new school of communication for the teachers of the present time, namely, that of a complex communicative learning. This schools main idea is that learning is a complex and creative process, most effectively attained by the collaborative efforts of teachers and learners together. After outlining out theoretical standpoint, we will briefly discuss on the use of social media, virtual platforms and the assessment of learning process with related research hypothesis.

Olli Parviainen is a PhD Candidate in Communication at the University of Helsinki. His research is focused on the effects of communicational social networks on well-being at work, efficiency and creativity. He is especially interested in social network analysis and its practical applications. More information about him at: and

Petro Poutanen is a PhD Candidate in Communication at the University of Helsinki. His research is currently focusing on organizational communication, creativity and innovativeness. He is particularly interested in complexity theory and its applications to social and organizational issues. More information about him at: and



















Magic Mud, Metaphors, and Mindmaps

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This presentation addresses the track of how to teach creatively and  discusses a variety of instructional strategies that can be used in hybrid environments to engage undergraduate and graduate nursing students. Strategies are carefully selected to support and enhance learning outcomes. The presentation will address a new approach - Concept Capture- that has been used to encourage students to take responsibility for their own learning and to assist with co-creation of a living syllabus and course content. In addition, student assessment techniques will be addressed.

Dr. Sandra Bassendowski is a professor with the College of Nursing, University of Saskatchewan. Her research focuses on the integration of technology in teaching and learning environments.



Learning by doing: Developing team skills in a Multimedia Integrated Learning Environment (MILE) in a Malaysian classroom

Presentation slides (pdf)

The tertiary education in Malaysia like many countries in the  South-east Asia region has gone through a huge transformation since  the enhancement of web technologies. With the easy access of Web 2.0 tools, learners are able to engage in meaningful social interaction that can be harness into the educational context. The shift towards active student-centred learning strategies has allowed educators to continuously transform their classroom into a more active and interactive learning environment. With the increased emphasis of social constructivist approaches, the need for team-based skills has become increasingly more important for students to acquire. Many studies have indicated that by having students work in groups and participate in project-based activities provide a more active approach to their learning process.  One such social constructivist approach to learning is the use of cooperative learning, where it is a group-initiated mode that attempts to establish individual accountability within a group. It allows the learners to become responsible for their learning and take ownership for their actions and outcomes while learning to be a better team player.  

The aim of this paper is to study the Malaysian students learning experiences in a Multimedia Integrated Learning Environment or MILE. This learning environment integrates the  use of multimedia as well as web 2.0 applications into media-rich and interactive learning environment. The MILE was designed to provide the students the opportunity to utilise ICT tools to facilitate their learning process. Students were required to use the MILE to learn the necessary course content in a media-rich environment as well as to cooperate and coordinate their team effort to complete their required project which was to develop a multimedia-based website. They were to utilise their creativity as well as their team-skills to complete their project while working cooperatively in small groups.  In order to ascertain the students attitudes in this environment, a mixed method approach was used in this project.  A set of tests as well as open-ended and close-ended surveys were administered to the students to gauge their learning experience in this blended environment. A paired t-test was performed on their learning outcome in the MILE and the result was significant. In addition, survey results indicated that the students were motivated to learn in this environment. They enjoyed developing their project and managed to learn the required content while doing so. They were also able to use the MILE to enhance their cooperation and coordination with one another in teams while enhancing their team-based skills to complete their assignment. Overall, the students stated they had a good learning experience in the MILE, proving that learning by doing is a viable alternative to the conventional classroom.

Dr. Tse-Kian Neo is an Associate Professor in the Faculty of Creative Multimedia, Multimedia University. His area of interest includes multimedia learning, constructivists learning environments, cooperative learning as well as problem-based learning. He is currently the project leader of the MICE-MILE@Home project which is funded by Telekom Malaysia (TM) R&D. He is also the leader of the Special Interest Group, SMILE,
which concentrates on using technology in student-centred learning environments.
















'You are crazy!': A classroom experiment to enhance creativity among management students

Presentation slides (pdf)

The acquisition of managerial competences for fulfilling high-responsibility roles in business strategy require a high degree of practical training or learning by doing. Unfortunately, fully practical activities and training complements around these aspects are rather scarce in the university curricula (and particularly in the social-economic context of Spain and the Valencia region in particular), and the few ones that exist hardly help develop the expected competences. Certainly, the effective development of strategic managerial skills and capabilities is needed not only for the success of Spanish (and Valencian) higher education in the management field but, more importantly and in the longer term, for helping overcome chronic economic stagnation through a genuine transformation of the social-economic environment led by high-value, knowledge-based activities. In this paper, we present our experience in designing and implementing an active and experiential learning method to develop creativity-related skills among management students. Our main goal is to foster alternative teaching-learning actions that complement existing mainstream courses, focusing on developing strategic management skills that are extremely relevant in nowadays increasingly dynamic, complex and uncertain business environments. We also aim at developing self-learning skills in students. This experiment starts by approaching students from different (management related) masters and bachelor’s degrees, so a variety of profiles are combined, somehow replicating real-life workplace diversity. Student participation is voluntary and the activity is developed under a non-academic, informal environment. Trust, free and open communication, and commitment to the activity, are essential requirements. Specific managerial competences are pre-established, such as analytic skills, leadership, target orientation, team work, flexibility, etc. Student teams are requested to propose creative, even crazy ideas to be implemented in the workplace, that help solve real business challenges and require an effective application of some of the previously defined (above mentioned) managerial competences. These ideas must be highly innovative and as much fun as possible more fun always leads to more motivation! (see a very interesting example of a fun idea that has successfully changed behaviour at: Students first work within their teams to draft the ideas, and then they present them to the rest of the class. Each student team must persuade the others about the relevance and feasibility of their ideas; the key point is to be able to satisfactorily achieve the difficult balance between the craziness of the idea and the possibility of its practical implementation (see some examples in the Out of your mind committee developed by Semco: Furthermore, students are expected to explain why their idea may be particularly interesting for a specific type of organization (with e.g. a given strategy and structure and overall business approach) in a specific context (e.g. culture or country or industry), so it can successfully complement existing business practices. A class discussion is developed, promoting student freedom to argue for and against the different proposals. Combining peer and teacher assessment, a prize can be given to the best idea, and (ideally) funding may be obtained for implementing it by the students themselves.

Victor Oltra is an associate professor of management at the University of Valencia (Spain). Dr. Oltra has extensive teaching experience in different management related courses, especially around business strategy. He is currently highly involved in the process of design and implementation of the new, English-tuition Degree in International Business at the University of Valencia. Dr. Oltra has taught at all higher education levels (bachelor’s, master’s and doctoral), including regular teaching at foreign universities (e.g. Finland and Colombia). He likes to experiment with innovative teaching approaches, emphasizing experiential learning and creativity-enhancing dynamics. Dr. Oltra is also an active researcher; his main research interests revolve around human resource management, knowledge management, and business ethics and corporate social responsibility, especially in an international context. He regularly presents his research in leading international conferences, has published research outcomes in relevant academic journals, and has also won some (national and international) research awards.

Alejandro Escribá is an associate professor of management at the University of Valencia (Spain) since 2002. His teaching activities are related to strategic management courses, strategic analysis as well as corporate strategy courses at all higher education levels (degree, master and doctoral programs). He has been member of the expert group responsible for the design of the new Business Administration Degree at the University of Valencia, and has been selected by other Spanish universities to evaluate the proposals of new degrees in management. Prof. Escribá regularly teaches strategy courses at several universities (e.g. Italy and Canada). With regard to research, his papers have been published in international journals (e.g. British Journal of Management, International Small Business Journal, Journal of Knowledge Management, Business Services, International Marketing Review...). He regularly co-chairs the track on Top Management Teams at EURAM and the EIASM series of Workshops on Top Management Teams & Business Strategy.























InnoVilla - a business preincubator as a creative and innovative learning environment

Presentation slides (pdf)

In this paper we present the business preincubator InnoVilla which is a creative and innovative learning environment. InnoVilla is a diversified business preincubator within an activity built learning environment at Laurea University of Applied Sciences in Hyvinkää, Finland.  InnoVilla is a student-driven operation which promotes entrepreneurship and innovation by providing the students with the opportunity to develop their own ideas.  Products and business ideas are developed and enhanced in multidisciplinary teams. In InnoVilla the whole development process is strongly based on student activity. In the process students, teachers and experts work together in multidisciplinary teams. Team members are selected according to the project area and their own expertise.  At every stage of the process students receive support and guidance from both teachers and subject experts. Additionally, specialized external legal consultants assist with protection issues such as patents, agreements etc.  As examples of the learning process in InnoVilla we will present two product development projects called Konkkaronkka and Muistatko vielä&   Konkkaronkka is a board game that responds to social-emotional challenges of children aged four to eight. The game was developed through joint co-operation involving Social Services students and Business Management students. Also Industrial Design students and IT students have taken part in the product development process.  Muistatko vielä& is a board game for the elderly. The questions in the game are based on the 1930s, 1940s and 1950s: the game enables seniors to go back in time and remember their youth years. This game was also developed through joint co-operation with students from Social Services, Business Management, Industrial Design, and IT.  Through these cases we want to describe the learning process and different roles in it. Also the importance of networking and team working skills as essential elements in the learning process is clarified.

Maija Huhta is a senior lecturer in Business Management, and Development Manager of InnoVilla at Laurea University of Applied Sciences, Hyvinkää. Her expertise lies in supporting students in innovation, entrepreneurship and starting businesses.

Laura Oksanen is a Research Intern at Innovilla.


Developing and delivering creative learning activities in higher education

Creativity as such has been associated with arts and creative industries. Indeed, creativity and innovation are at the heart of business growth and prosperity. Therefore, higher education institutions play an important role is producing a new generation of specialists capable of offering creative yet plausible solutions that fulfil the needs of today's business world.

Using a Latvian private business school as a practical example, this paper aims to illustrate the lessons learnt in using creative methods and techniques in the development and delivery of innovative study courses and programmes emphasizing an interdisciplinary approach to creativity, innovation, entrepreneurship and creative industries.

The authors propose to investigate the role of creative learning activities in the development of meaningful innovations by blending design, technology and business through creative activities and synthesis of diverse perspectives, experiences and skills.

The paper demonstrates the importance of blending individual academics, disciplines, programmes, and European universities in the process of development and delivery of creative learning activities. It also presents students' projects carried out for real business clients, thus offering not only powerful learning experience for students, but also adding value to both academic and business communities.

Keywords: creativity, innovation, creative methods, higher education, interdisciplinary approach

Arthur E. Lindemanis,, Head of Entrepreneurship Department, Riga International School of Economics and Business Administration,


Case study: using social media for promoting CAL4INO project for creative learning

Present work is the case study of CAL4INO project's on-line promotion, using social media. Main objective of this project is to investigate the role of creative learning activities to enhance innovation using as its frame of reference that people as teams, not lone "geniuses", develop meaningful innovations by blending design, technology and business through creative activities synthesizing diverse perspectives, experiences and skills.

Social media are developing rapidly, simultaneously with features of Web 2.0, and are of great interest for researchers and business application. This work is aimed to clarify social media application principles. The main advantage of social media is possibility to significantly decrease promotional costs and reach wide coverage of potential users, in short period of time. Complexity of this task is lack of clear guidelines.

Jennifer Aaker the General Atlantic Professor of Marketing at Stanford University's Graduate School of Business, together with Andy Smith tech marketer and Principal of Vonavona Ventures, summarized examples of best practices for social media application, where most outstanding was election campaign of US President, Barack Obama, in 2008, which success was secured by young voters, inspired by social media. Aaker and Smith developed model for social media application, and called it "Dragonfly effect". This case study scrutinizes application of this model for CAL4INO project's needs, using concept of crowdsourcing, according to which is attracted big, unidentified group of internet users, not only for promotion of this project, but also for content creation, assessment, editing, but most important realizing it in practice, for creative learning. Honorable creativity researcher Teresa M. Amabile determined that one of the main factors enhancing creativity is creative thinking skills, which is obtainable through education and training. Creativity is fundamental for innovations, which are vital for sustainable development.

During development of CAL4INO project, virtues and shortcomings of "dragonfly effect" was detected, as well defined future development of social media application and crowdsourcing for both socially important and business initiatives.

Aleksejs Busarovs


The impact of interactive teaching methods on development of students creativity

Presentation slides (pdf)

In the modern world development of creativity has become an essential part of entrepreneurial education as it is considered to be a starting point and a process leading to innovation. Creative thinking and ability to generate new ideas are included into learning outcomes of various educational modules and teaching professionals are experimenting with the variety of interactive teaching methods trying to achieve the required results. However, although interactive teaching is a powerful educational tool it does not necessarily facilitates development of creativity in students. When selecting interactive methods academics quite frequently do not specify or do not realise the objectives of the use of a specific approach.

The objective of the given research is to provide an overview of the interactive teaching methods, identify those which facilitate creative thinking and measure their impact on the development of students creativity. The results are based on the survey of teachers and students from various educational disciplines across Europe and Russia. It has been decided not to limit oneself with only entrepreneurial or business and management programmes, but also look at seemingly unrelated disciplines, like arts and architecture where creativity is the basis of professional essence. Preliminary results show that creativity can be found across different disciplines and methods like theatre and music performance, arts, design, etc. are applicable for business studies to facilitate creative growth.

Galina Zilgalve, (RISEBA, Latvia)


Creative management in a Higher Education Institution

A sundial model for efficient blended learning environments

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In this paper presentation we discuss the sundial model we developed to finance blended learning in the Health and Technology Department at University College Leuven, Belgium.  We will at first explain the educational framework we chose for implementing  blended learning. This framework is based upon the principles of Instructional Design and Technology in which learning and student performance are both (1)the starting point for (re)design and realization of the learning environment and (2) a key performance indicator for the department: learning should pass off student centered, goal centered, authentic and if possible cooperative. This interpretation of blended learning serves several goals (e.g. increasing students’ and lecturers motivation, heading for new  target groups, integrating research and education&) and permits us to aim for efficient education. We translate efficient education in our blended learning context to a sundial model, a model to estimate the financial return after redesigned education. This model takes the following parameters into account: number of students, number of ECTS credits, extent of the blend, preparing time and features of the learning environment. It also assumes that the work load for lecturers is identical in face-to-face education as in blended learning environments. This means that the hours made available by reducing the face-to-face education will be fully used for coaching the students. This assumption is reasonable but, what if the student group is very small? What if the lecturers (re)design consists of authentic tasks with guidance provided by external partners? What if students work intensively together and deliver a common result?... These what ifs are defined as parameters of the financial model and of the quality features of the intended learning environment. These parameters can be used as arguments to adjust the actual work load of lecturers.  Starting from the idea - taken into account in the sundial model - that the more the department/ lecturer invests in blended learning, the greater the impact, the value and the return is, we defined a target number for the blends, in particular 50/50. The model shows that in a 50/50 blend a maximum financial return of 25% can be realized. This maximum return depends on preconditions related to organizational modalities and features of blended learning environments. The released work load (return) will be invested in new motivating, challenging tasks, which  benefits all. In the paper presentation we explain how we stimulate lecturers to (re)design their courses creatively by translating educational choices into a financial model. We outline the development  of the sundial model and the model itself in relation to the intended blended learning environment. We discuss the main preconditions for meticulous use.  We share some simulations.

Jetske Strijbos, Staffmember innovation in education, University College Leuven













Common Criteria for quality assessment of the Danish UAS knowledge production

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In Denmark, the UAS Rectors’ Conference has on a national scale approved a framework for quality assessment of knowledge production in perspective of Mode2. The framework includes 7 criteria covering Mode1 and Mode2: Reliability, Consistency, Validity, Originality, Robustness, Relevance and Innovation. The framework includes criteria for the knowledge products relevant for an UAS: Projects, Teaching, Written and Non-written products, Activities and Consultancy services.  From 2011, the framework is implemented for all product shown on a common web-based knowledge platform for the Danish UAS.

Through 3 presentations, the Quality Assessment Framework will be introduced regarding:

  1. The general concept of a Mode2-based quality assessment framework in a common web-based knowledge platform for the Danish UAS
  2. The use of the quality assessment framework in the health sector knowledge production and professional development
  3. The implementation of the quality framework in the bachelor program for radiography

Jørgen Thorslund, Director of Academic Affairs, dr.phil. University College Lillebaelt,.

Charlotte Greve, Project manager of the implementation of the national knowledge platform, PhD, VIA University College

Jeanne Debess, Head of Centre for Radiography, PhD University College of Northern Denmark   

Britta Hørdam,  Projectmanager, PhD, MSN, RN University College Sjælland

Marianne Gellert, Head of Radiography Education, MLP, University College Lillebaelt








Creative sport events in shaping the image of a higher school (on example of the Jerzy Kukuczka Academy of Physical Education in Katowice, Poland)

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Introduction HEIs creativity can be defined as its ability to develop new ideas, values, relationships, projects, solutions in the fields of education, scientific research, administration and organisation. Schools expose their creativity in these of fields that are important for shaping the desired image in the environment. One of the appreciated PR tools for shaping an schools image is organising various special events such as conferences, shows, exhibitions, sport, cultural, charitable e.a. events. The aim of this paper is to analyse of the use a creative sports event to change the schools image in its internal and external environment (on example of the Academy of Physical Education in Katowice). Academy of Physical Education in Katowice was founded in 1970, since 2008 it bears the name of born in Katowice Polish famous mountaineer Jerzy Kukuczka. To celebrate this fact, since 2008 there has been organised a unique running sport event named The Kukuczkas Running. Currently, it has the form of year-round sporting event consisting of: 1.The Katowices Running Festival which is held once a year, it includes: " The Kukuczkas Running - a distance of 42,195 meters, " The Children Relay Running at a distance of 115km 876m  a distance is the sum of all eightthousanders on the Earth, which were taken by Kukuczka, " The VIP Running over a distance of 2 km, " The Polish Championships in 24 Hours Run 24 and The 48 Hours Run. 2.The monthly running events: Speed Crown of the Himalayas, Wild Panewnicki Halfmarathon. All events are subject to the patronage of the city and voivodeship authorities. The events were attended by Polish and foreign athletes, officials, olympic athletes (eg. J.Kowalczyk), Silesia companies authorities and Academy staff and students. During sport events are organised charities, social campaigns and concerts. Methods The study aim was to analyse the impact of organised sport event to change the image of Academy of Physical Education in Katowice. In the study the following research problem was formulated: Did creation of a unique, cyclic, international sporting event help to change and build positive Academy image in its internal and external environment? Presented hypothesis stated that: the creative sports event is an effective tool in shaping and improving the school image in the environment. There were following research questions formulated: 1. Has the sport event organisation changed the Academys image and improved its relationships with its external environment? 2. Has sporting event changed the Academys image in the eyes of employees and students? Methods of desk research and technics of questionnaire and observation were used in these researches. Discussion The initial results of analysis allows to conclude that running events organized by the Academy helped to improve primarily the school's relationships with the city and province authorities, integrated sports clubs, distinguished the Academy on regional, national and international levels - the evidence of that is having granted by International Association of Ultrarunners the organisation of the IX World Championships in the 24-hour race and the XVIII European Championships in the 24 - hour race in 2012.

Justyna Maciag possesses  Doctorate in Business Administration, is a Master of Economics in specialisations: education and accountancy (Karol Adamiecki’s University of Economics in Katowice, Poland), Professional Experience: Research-didactic position in the Department of Business Administration, Rector’s Representative for Quality of Education and Accreditation in Academy of Physical Education in Katowice, (Poland).  Her current research interests are the effectiveness and efficiency of quality assurance system in HE institutions.

Agnieszka Smykla is a Master of Physiotherapy (The Jerzy Kukuczka Academy of Physical Education in Katowice in Poland), Postgraduate studies: Sport and Tourism Management and Educational Studies. Professional Experience: Academic teacher (field of Physical Therapy), Organization of sport and culture events.

Radoslaw Folga is Master of Economics, specializations: urban and regional economy, administration and public relations (Karol Adamiecki University of Economics in Katowice, Poland). Professional experience: didactic position in Institute of Management in W. Pilecki State School of Higher Education in Oswiecim (Poland). Current resaearch interests: procces of creating the image of cities, regions and public organizations.


A new method for developing true partnership in universities

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Learning by Developing is a pedagogical model that assumes a working relationship with various organizations. In order to produce the desired learning outcomes, particularly, authenticity, a functional partnership with another organization is necessary.  Without a partnership organization, the authenticity of learning is at risk. The partner organization is necessary for providing a real world setting for students development projects and learning tasks. This is particularly true in business studies, where in addition to the learning context, a central theoretical theme concerns partnership theory.  Universities in applied sciences have placed a strategic emphasis on the development of deep partnerships. One of the goals behind this is deepening of cooperation and collaboration between the university and partner organizations.  However, despite the strategic goal, development of deep partnerships with LbD-critical actors appears rather sporadic to many of the teaching staff. Lack of centralized partnership management and internal conflicts in ownership of the partnerships has lead to a situation quite converse of the strategic goal.  In far too many cases, a universitys partnerships are not a strategic resource as intended. They have become the personal property of educators, professors, and researchers.   We will draw on the theory on Learning by Development, experiential learning, and praxis-based learning to establish the necessity of true partnerships for an authentic experiential-based learning context.  To amplify, we will draw on the theory on partnership management, concerning the ownership of partners within an organization and the internal conflicts that may arise.  The Lohja unit of Laurea University of Applied Sciences, Finland, is developing a pilot model that will alleviate at least some of the problems raised in this paper. The preliminary results are encouraging.  A new team within the unit, called the Business Lab, has started managing a partnership program for local businesses. These partnerships can be used as the learning context for any relevant course in the unit. Since the partnerships are systematically nurtured, over time cooperation will become more strategic.  The partnership program is run by business students, who as a part of their training, are responsible for contacting their customers, selling them the idea of continuous cooperation, and following up on them. This results in improved learning and deeper partnerships.  From a pragmatic standpoint, the solution supports the LbD-philosophy, as it is operated in a learning environment. It is not intended to replace the conventional, deep-rooted partnerships of individual educators. Rather, it is an additional, partly overlapping system. This is part of the attraction of the Business Lab: it provides willing educators a centralized partnership resource bank, without unnecessarily unnerving those educators who do not want to participate.  From a theoretical standpoint, the Lab represents a hybrid model of partnership management something that is not often mentioned in the literature. Business and marketing research has largely ignored the conflicts concerning who owns a particular partnership. For an educational organization, however, we claim handling these conflicts is a necessary step on the road to the strategic goal of deeper partnerships.

Teemu Ylikoski is Principal Lecturer at the Laurea University of Applied Sciences. He has a Ph.D. in Marketing and has previously written on various customer related topics, loyalty, e-commerce, and online buying behavior. He is an active participant in several ongoing development projects focusing on facilitating learning in education.

Mika J. Kortelainen is Senior Lecturer at the Laurea University of Applied Sciences. He is also a doctoral student at the Turku School of Economics. His research interests are focused on customer relationships, relationship marketing and business models as well consumer and business-to-business markets. He is part of a Tekes-funded Living Lab research group.


Managing Creative Learning Processes in TAMK Proacademy

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A learning organization is a place where people are continually discovering how they create their reality. And how they can change it." Peter Senge (2006). Fifth Discipline. Proacademy is an entrepreneurship education unit of Tampere University of Applied Sciences (TAMK). Current Proacademy training activities include a BBA and MBA Programmes in Entrepreneurship, a Capacity Building Programme in Entrepreneurship And Business Development, as well as specialised entrepreneurship modules targeted at students in other TAMK study programmes. Our paper will concentrate on the management of creative learning process in Proacademy BBA programme in Entrepreneurship, where all coaching, learning and business development activities are focused on facilitating the entrepreneurial path which consists of the five core value-activities: trust, courage, actions, learning and success. The shared decision-making in Proacademy allows for student-entrepreneurs to take a more active and responsible role in the management of the study programme and it leaves enough room for creativity and innovation in practice. The European Qualifications Framework (EQF) carries within itself recommendations for the knowledge, skills and competence the students should possess after going through different levels of education in schools and universities. We argue that the EQF level 6 which corresponds to bachelor-level university studies includes recommendations for the knowledge, skills and competences that require the students to take a more active role in managing their own learning processes, and also in making important decisions concerning their learning environments and communities. For this, new structures that support a more active co-operation between the university staff and the students are needed. Proacademy team learning approach is based on the practice of self-managed learning (Cunningham, 2000), where student-entrepreneurs take active responsibility of their own learning and that of their team members. This responsibility is reflected throughout the structure of the Proacademy BBA programme. The main responsibilities of the Proacademy staff include supporting the long-term development of the study programme and the curricula, implementing the curriculum, and to facilitate the development of the team and the individuals, together with the Assistant Coaches, Business Leaders, and other team members. Coaches work is based on the entrepreneurial values path: building trust through open feedback and dialogue within the team and with the individual entrepreneur-students, encouraging students to explore the limits of their abilities in real projects (and to make mistakes because they are often the best learning opportunities), facilitating the entrepreneur-students learning by doing, as well as through reflection before, in and after action, often through open-ended questions.

Niina Ahlgren is a young and eager team entrepreneur and a BBA student in Tampere University of Applied Sciences (TAMK). Her main interests are leadership and marketing. Niina has started her studies at Proacademy last fall and has been involved in different marketing and sales projects, been a content provider and taken some Project Manager jobs already. She has made an effort developing Proacademy by being a part of its marketing team and leading Roadshow project. With Roadshow Niina got Proacademy the most student applications in schools history.  In future after the graduation she would like to work in a team and do big projects as a Project Manager. The focus at her studies and projects is to improve herself as a leader and a coach. She also wants to take new and innovative ways of learning and doing to working life.

Miia Maijala is a Team Entrepreneur and a BBA student in Tampere University of Applied Sciences (TAMK) Proacademy. Her previous studies include a Bachelor's degree in Hospitality Management (Rovaniemi) and tourism studies in Université Laval (Québec, Canada). She has worked in various tourism enterprises in Finnish Lapland with a special interest in experience management. At Proacademy, she has been involved in various projects in the fields of marketing, B2B sales and developing study environments. Her focus at her studies and projects in Proacademy lies especially in entrepreneurship education and questions such as how we can encourage young people to explore entrepreneurship, how companies could cooperate with learning institutions, and how the educational system can implement learning-by-doing methods. She is interested in different aspects of leadership, coaching and self-management.

















What do we mean when we call creativity as a social or systemic phenomenon?

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It has become interestingly popular to apply systemic or social/collaborative frameworks to understand human creativity. Creativity and innovations are seen to be given a raise through a complex interplay of multiple social and contextual factors, such as other people and/or organizational and cultural structures. However, there seems to be no shared understanding of what the factors are, whether they are contingent of social context and what the nature of social and environmental relations is. This might has a confusing influence on an already wide and multidisciplinary field of creativity research and the management of organizational creativity. Clearly, creativity is a social and systemic topic, since people are living in a social and organized world. Being very general and extensive, the perspectives do not, however,help us to see what could be the mechanics through which creativity can be fostered and nurtured in a specific context. What we need to enhance our understanding of a systemic nature of creativity and to keep the new approach in line with old research is a systematic framework. This papers purpose is to construct such framework for understanding creativity as a social and communicational phenomenon.  We have come to know in the past 20 years what what we think is individual creativity is often at least partly caused by multiple and intertwined web of social connections and steeped in environmental factors. From the individual psychological theories of creativity we have evolved to see creativity more as a systemic phenomenon, taking place as a result of multiple interrelated parts (e.g.Csikszentmihalyi, 1988; Hennessey & Amabile 2010; Puccio & Cabra, 2010). This shift has occurred especially in the theories and investigations of organizational creativity.  The basic argument of system theorists was that creativity should be defined as a socially constructed label used to describe actions embedded within particular contexts (Ford & Gioia, 2000, 707). However, there are several problems in the way we conceptualize the current systemicapproach: 1) there is a danger of falling into an extreme contextualism and see creativity as discursive activity purely. 2) Neither general nor local explanations are possible, as there is not only one judging community but a bunch of them interrelated to each others in an nonlinear way; 3) the current approach does not account sufficiently for the role of collaboration and collaborative creative
outcomes.  I will argue in this paper that creativity in social context is best understood as a complex communication process in which meanings are created, elaborated, and reformulated in a way which is both novel and valuable in the context of a given state of process. The dynamic definition of creativity takes into account the dimensions of time, the level of processing (individual, social, structural), and
a contextual interpretation related to a state of creative process. In this article I will inspect the previous literature and recognize various ways of applying and interpreting the systemic approach to creativity research. I will also provide practical advices and applications for knowledge-based organizations and institutions.

Petro Poutanen is a PhD Candidate in Communication at the University of Helsinki. His research is currently focusing on organizational communication, creativity and innovativeness. He is particularly interested in complexity theory and its applications to social and organizational issues.

















Organisational determinants of students' creativity stimulation in a higher school

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Introduction The aim of this paper is to analyse organisational determinants which stimulate the  students creativity in HEIs and to present results of researches performed in this area. Permanent change becomes the challenge, which must be met by  managers of the XXIst century. The managers need to acquire attributes such as  ability to think creatively, independently and critically. Thus higher school must  organise the process of education properly  to ensure  these attributes are actively pursued by students. For the purposes of this paper it has been assumed that creativity represents state or property of being ingenious, ability to create. The students creativity is determined by ones individual psychosocial characteristics and organisation of educational process in HEIs. In the studies of creativity in higher education mostly aspects close related to teaching process are undertaken - creativity of teachers and students. However, there is lack of studies on how to organise the educational process, in order to encourage and stimulate students creativity by appropriate organisational structures and activities. Methods  The questionnaire studies were performed among fulltime students of management in four HEIs in Poland. In the study the following research problem was formulated: Do universities effectively stimulate the creativity of students in the educational process? Presented hypothesis states that organisational forms and activities used by HEIs in order to stimulate students creativity are insufficient and inadequate in relation to their expectations. There were following research questions  formulated: 1. Which schools organisational forms and activities are used to stimulate students creativity? 2. Which organisational forms and activities students are participating in? 3. In students opinion, does the school stimulate them?  4. What are the barriers and restrictions in stimulating students' creativity? Discussion  Observation of higher education sector indicates that schools take various activities to stimulate students creativity. HEIs stimulate the development of organisational forms like student organisations, scientific groups, sport organisations, support the work in forms of voluntary services, enable participation in training events and others activities. The initial analysis of the test results indicates low interest in these forms of student activities during the studies. The majority of students have estimated that the higher school stimulates their creativity mainly in the teaching process (by the means of  projects, analyses, presentations performance etc.). Students think of themselves as creative people. In this study the students indicated also barriers of their creativity: objective, subjective and psychosocial. The first group is of objective nature and does not depend on the student (financial, material, technical, informational barriers). Subjective barriers are connected to people whom the student contacts during the study (teachers, university administrators, etc.). The third group of barriers are the student's psycho-social barriers (fear of criticism and making oneself ridicule, self-censorship, fear of bearing the costs connected with creativity). Obtained results allow to confirm the hypothesis formulated in this research. Tested higher schools take various actions in order to stimulate students creativity, but these are often insufficient and inadequate to their expectations. Schools do not take actions aimed at removing barriers of students creativity.

Justyna Maciag possesses  Doctorate in Business Administration, is a Master of Economics in specialisations: education and accountancy (Karol Adamiecki’s University of Economics in Katowice, Poland), Professional Experience: Research-didactic position in the Department of Business Administration, Rector’s Representative for Quality of Education and Accreditation in Academy of Physical Education in Katowice, (Poland).  Her current research interests are the effectiveness and efficiency of quality assurance system in HE institutions.

Luiza MaDkowska-Wróbel is Master of Economics, specializations: finances and investment, candidate for a doctors degree (Karol Adamiecki University of Economics in Katowice, Poland). Professional Experience: didactic position in Institute of Business Administration (Witold Pilecki The State School of Higher Education in O[wicim, Poland). Her current research interests are the sustainable development and water and waste water economy.

By profession Krzysztof DziurzyDski is a political scientist and educationalist. He is a graduate from University of Warsaw at the Journalism and Political Science Department. He received his doctor's degree at the Educational Research Institute in Warsaw. His scientific interests are: methodology of social research, teachers' professional development, quality of teachers' education. From October 2011 he is a Dean at Pedagogical Department at Alcide De Gasperi University of Euroregional Economy in Józefów.


Measuring Creative Learning Activities

This session looks at the instrument that has been designed as part of a European-wide project to investigate the role of creative learning activities to enhance innovation. The focus here is on the methodology of designing and setting up such an instrument, specifically the problems and issues raised by such a task. The survey based instrument aims to identify specific conditions and factors that enable or inhibit creative learning. The web-based survey works through looking at individuals creative and innovative self-efficacy (ES) and the methodology is based on measuring changes in ES before (pre) and after (post) a learning activity or programme. Researchers have repeatedly demonstrated that ES is an excellent predictor of future activity and therefore a desirable measure in itself as well as an excellent proxy measure for skills. The survey is designed to be applicable to various different courses of very different natures across Europe. The design of the survey is based on theoretical findings from a number of previous studies. The instrument will be able to measure the impact of different courses across different factors making it possible to benchmark a wide variety of different learning activities.  During the design of the instrument many different methodological issues were tackled. This session focuses on the many issues in using and designing such a measurement tool: ranging from issues in tackling the many different  socio-cultural dimensions of this study to more practical issues, like the dissemination of the survey to target an adequate number of individuals.  It is hoped that this session will show how it is possible to measure specific creative learning activities over a wide remit and open a dialogue for possible future research into understanding how creative learning activities can be used to enhance innovation.

Shima Barakat, CFEL, University of Cambridge

Monique Boddington, CfEL, University of Cambridge


Creativity in Building up the Quality System

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Finnish universities of applied sciences (UAS) are under pressure to merge their units. Therefore, three UASs, situated in southern Finland, have chosen to build a federation, which means close practical co-operation both in strategic and daily work but at the same time they are able to remain as individual units. Beside the common strategy, the shared quality system will be the key element of the federation administration which has been constructed since 2008 and which is partly already in action. The homogenisation of the quality assurance systems is in the beginning stages. This study is the description and analysis of the first steps of this process. Our own positions (three persons, responsible of this process) have been as action researchers.   We have chosen three basic elements in our quality work: participation, reflection and research-orientation. In the following we will shortly argue our decision and describe the concepts as they exist in our everyday work.    Participation is the key element because the size of the federation is over 2,000 staff members and 20,000 students, and they represent three different units. By taking into the process representatives from different groups of actors it is possible to get them involved in the new system and to use them as experts to plan the relevant quality system (as e.g. measurements, feedback practices). We have organized group meetings and made visits to different groups (e.g. part-time education, R&D managers). Also some surveys have been done in order to gather data from bigger groups of actors. Reflection means both self-reflection inside the units and reflection between the units. By self-reflection in one unit it is possible to find the strong and weak points of its own practices which are useful when the new system is under the process. The reflection between the units has been presented e.g. by thematic cross-evaluations (3 seminars). In these seminars the partners have, based on the pre-material, discussed, compared, and benchmarked their different focus areas (management, internationalisation, stakeholder relations etc.). The results of the cross-evaluations have paved the way for a common understanding and it has been possible to create a common understanding which will concrete in quality system.  Research-orientation is the attribute of our own work with the process in the building of the common quality system. The context and situation in which the quality system is being built is hectic and complex. The demands are huge and they differ according to the members of the UAS federation. A research-oriented way of working means that we are systematically following plans, gathering data, analysing it and writing down the results. By using this method it is possible to make reliable conclusions about the results, improve the working methods and reflect own work. We have also found it very valuable to present the process in seminars and conferences and to get feedback from colleagues.

Jaana Ignatius, M. Sc., works at Laurea University of Applied Sciences as a Quality Manager. Her interests focus on quality management, quality culture and the developing of the quality system.

Marjo-Riitta Järvinen, Ph. D. (Educ.), works at LAMK University of Applied Sciences as a Head of Quality Assurance and Evaluation. Her interests focus on quality management, quality culture and the developing of the quality systems. She has been the member in many national audits by FINHEEC.

Mervi Friman, Ph. D. (Educ.), works at HAMK University of Applied Sciences as a Head of Development (Quality Assurance). Her research interests focus on moral problems in higher education, ethics in teaching and learning, and professional ethics. She has co-edited several publications and written articles in national publications and journals. Mervi Friman has worked as a researcher in EU projects concerning vocational education. She is the chief-editor of the Finnish national UAS Journal.


















Sustainable development paradigm: implications to university development

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The Bologna Process has affected higher education (HE) in Europe stimulating significant changes of national policies including the paradigm shift towards student-centred learning, research and innovation as well as commitment in promoting development of societies. The corresponding action lines for the decade of 2010-2020 were defined in the Leuven/Louvain-la-Neuve Communiqué (2009). These require qualitative changes in the strategy and ultimately in the entire culture of university.  The paradigm of sustainable development and action programme - United Nations (UN) Agenda 21 (1992) was launched by the joint efforts of politicians, scientists, and society leaders to meet the challenges of late modernity. The UN Decade of Education for Sustainable Development (ESD) since 2005 seeks to integrate the principles and practices of sustainable development into all levels of education and learning.    While ESD is considered as an initiative for quality education, it is not widely recognized and referenced in the Bologna Process as an important factor in facilitating HE reforms. The presentation is dedicated to discussing interplay between the Strategy for ESD by the UN Commission for Europe (2005) and the Bologna action lines.   Linked to different needs and living conditions of people as well as to local cultures, ESD at the same time promotes universal values and competences based on systemic and integrated approach. ESD implies corresponding principles such as value-orientation; dealing with complexities and a holistic approach; reflexivity and future-oriented thinking; contextuality; multi-stakeholder cooperation and partnerships.   Quality assurance was recognized a key element of the Bologna Process bringing a consensus on how quality assurance should be conducted and organized. It serves the needs for accountability of the university to stakeholders and wider public, and at the same time should play a developmental role in enhancing academic quality. ESD philosophy and principles bring a new insight to the quality assurance including all spheres of university activities as well as strategic leadership. Comparative analysis of university appraisal schemes implemented in Lithuania, Estonia, Ireland and Catalunya (Spain) based on ESD criteria will be presented.

Laima Galkute, PhD (natural sciences), currently working as a research manager at the Research and Higher Education Monitoring and Analysis Centre in Vinius; the UNECE expert in education for sustainable development since 2004.


Developing a creative region

Development of Knowledge Capital and Innovation Culture in Suurpelto during the Project Koulii

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Presentation describes the role of Koulii project in developing a creative growing city center Suurpelto in Espoo. Koulii project is a joint project of the Vocational College Omnia and Laurea University of Applied Sciences (2010-2012, funding European Social Fund by the Centre for Economic Development, Transport and the Environment)  The vision of Suurpelto is to reach for comfortability, ecological sustainability and smooth integration of working life, family and free time activities. Suurpelto serves as a Living Lab learning environment, where teachers, students and other innovators develop services suitable for different lifestyles and situations. Innovation work is based on service design principles. Suurpelto inhabitants and other Suurpelto actors have active role in innovation work. Suurpelto actors include inhabitants and service providers and developers of public, private and third sector.  The presentation examines and observes the development of Suurpelto during Koulii project. Emphasize will be put on projects role and practices in the evolution of knowledge capital. Examination and assessing is based on practice-based innovation activity model. Professor Vesa Harmaakorpi defines practice-based innovation as an innovation activity within multi-actor and multi-disciplinary innovation networks. The innovation arena model involves different actors in a growing and deepening process which benefits and uses weak ties and interests of people in those networks.   The presentation also describes regional development from structural and symbolic perspectives. Creation and development of the innovation culture of Omnia and Laurea and in Suurpelto will be examined. The presentation will discuss about valorization achieved or in horizon with accomplishments and results during the innovation project at Suurpelto.

Pekka Räsänen has graduated in engineering and works as a Project Manager at Omnia's development services, InnoOmnia, currently in the Koulii project. He is studying MBA degree of Leadership in Education at the University of Jyväskylä.










presentations 2012