Model for Effective Integration between Research, Work Life and

Higher Education in International Security Studies

Kirsi Hyttinen

1,2

, Harri Ruoslahti

2,3

and Jorma Jokela

Research, Development and Innovation Unit, Laurea University of Applied Sciences,

Vanha maantie 9, 02650, Espoo, Finland

Information Technology (Cognitive Science), University of Jyväskylä, Jyväskylä, Finland

Security Management, Laurea University of Applied Sciences, Vanha maantie 9, 02650 Espoo, Finland

Keywords: International Security Studies, Innovative Learning Environment, Systematic Integration Approaches, Higher

Education, Research, Learning, Work Life, Knowledge Co-creation, Collaboration.

Abstract: This is an introduction about building an innovative learning environment for the integration of research, work

life and higher education. The current international security education facilitates higher education studies

through innovative, research integration and collaborative learning activities. Similarly, the education and

training faces challenges and new technology trends in learning delivery. It has been recognised that an

integration between research, work life and education studies may benefit each other in knowledge creation.

The research group completed a desk research and studied four different cases where the integration between

research, work life and higher education was implemented during years 2016 and 2017. According to the

findings of the desk research and case studies, the researchers build a model of innovative learning

environment in order to ensure successful integration processes in the international security management

studies.

1 INTRODUCTION

This paper introduces the understanding of building

systematic and competence-based integration

between research, work life and education to meet

with current global challenges in learning and

education delivery. We must ensure that future

experts will gain high level of education in the real

life setting in order to successfully be employed.

This paper is based on four different cases during

three years where systematic tools for integration of

research and projects were facilitated in course

implementation with the view of lifelong learning and

Learning by Developing (LbD) -concepts (Raij,

2014) in higher education security management

studies. The overall goals of the courses were to

ensure the learning according to set objectives for the

courses.

Earlier research has mainly focused on how to

integrate the higher education to research and

development activities (Ojasalo et al; Pirinen 2008,

2013). Our approach is to focus on studying how to

successfully integrate research and projects to higher

education programs or independent courses. Beyond

the systematic tools for integration, our focus was

mainly on how the integration of research and

projects can benefit the course implementation and

learning in higher education. Before doing so, we aim

to review the current state of art on integration

between higher education and research. Moreover we

provide analysis of different learning approaches to

support the integration process.

2 THE HIGHER EDUCATION

SETTING

2.1 Integration of Research and Work

Life with Higher Education

Higher education aims to meet with the work life

needs and is tasked to have a societal role nationally

and internationally. Universities are expected to

interact with the surrounding society so that their

research findings better impact society (Raij, 2014).

A systemic and competence-based approach to

integrate the work life and EU –projects is highly

Hyttinen K., Ruoslahti H. and Jokela J.

Model for Effective Integration between Research, Work Life and Higher Education in International Security Studies.

DOI: 10.5220/0006588102990306

In Proceedings of the 9th International Joint Conference on Knowledge Discovery, Knowledge Engineering and Knowledge Management (KMIS 2017), pages 299-306

ISBN: 978-989-758-273-8

needed to ensure successful transfer of knowledge

and research findings in large collaboration research

projects.

Earlier research identifies the term “integrative”

as a perspective within research and development and

education strategies that are recognized collectively.

The focus of integrative education has been in the

participation of students in projects and in achieving

advanced results and impact for the research and

development projects. (Pirinen, 2013, 8-26). Pirinen

(2008) announced the importance of learning

activities producing a sustainable drive for the

integration of research and development with higher

education. Beyond the research and development, the

meaning of well-structured work life connections are

seen crucial in order for students be successfully

employed after higher education studies in the

universities of applied sciences (Kirjalainen, 2010, 2).

Work life-oriented education includes a set of

definitions that clarify the competences needed in

today’s work life. The definitions are

comprehensiveness, internationality, research touch,

communication competences, change management

and entrepreneurship. (Salonen, 2010, 3). Also

Tynjälä & Virtanen (2013) address how higher

education students hope more work life competences

during their master level studies in universities.

Universities of Applied Sciences and current

higher education institutes aim to provide learning

possibilities for humans throughout their life-cycle.

Lifelong learning is considered an important part of

the Lisbon strategy of the European Union, whereas

the European Union aims to be the most competitive

and dynamic knowledge-based area as well as a more

cohesive and inclusive society (Eurostat, 2009). The

concept of lifelong learning is developed into a

broader concept from the everyday life learning of

people with its aim of improving knowledge, skills

and competences (Tissot, 2004, 102) in knowledge

societies (Boutsiouki, 2010). Learning is related to

politics, ideologies, knowledge employment, and

different creative and interactive ways of living

(Aspin & Chapman, 2007; Jarvis, 1998). Today the

lifelong learning is described as high-individualized

way of learning which is guided by the changes and

new ways of life (Field, 2006, 77).

2.2 Technology in a Higher Education

Setting

Technology has re-organized human life,

communication and learning. (Siemens, 2004), and

century theoretical insights have raised the

collaborative practices in online learning. Thus

education is in a changing position and technology

brings new opportunities and challenges for teaching

and learning. Based on earlier theories, learning can

happen through one’s own experiences (see Kolb,

1984), through critical reflection (see Mezirow, 1981)

and as problem based solving (see Poikela & Poikela

1991). The theoretical background for online learning

has concentrated on behaviourism, cognitive and

constructivism learning theories. Furthermore, most

of the current online education tools and

environments are developed based on these theories.

Behaviourism answers to the question “what”,

cognitive to the question “how” and constructivism to

the question “why”. Researchers have raised criticism

regarding the theoretical background of online

learning technology.

E-learning can be implemented as distance

learning, where learners and teachers do not see each

other, and learners may be geographically distant

from one another. Moreover, e-learning is highly

appreciated worldwide because of its cost-effective

possibilities. An online training environment

provides a variety of opportunities: teaching can be

organized and the online learning environment can be

utilized in many different ways. Online teaching can

be divided into guided e-learning, self-study online

learning and multiform learning, in which classroom

training and e-learning are combined.

The new terminology of multiform teaching has

begun to use the term “blended learning”. When the

classroom based learning is more structured and

formal, informal learning is not typically classroom

based or structured and the learning is in the hands of

the learner (Marsick & Watkins, 2001). Furthermore,

the learning experiences provided by education

technology and applied in appropriate ways have

been show to enable positive learning experiences

and improve learning outcomes. (Carlson, 2013). The

challenges in learning in online setting and

technology supported may be raise when the

constructivist pedagogy is aimed to be implemented.

2.3 Learning by Developing and

Co-creative Approaches in Higher

Education

From philosophical stance, it has found out that

students learn by working collaboratively with social

impacts and influence and as a definition we discuss

about constructivist pedagogy (Vygotsky, 1978).

Moreover, the social constructivism is not seen as

method but as a view of learning which leds to

decision making about pedagogy and curriculum

(Oldfather & West 1999, p.91). Ruoslahti (2017)

finds that there are cyclical connections between

value co-creation networks: cooperation platforms

and active facilitation are needed for co-creative

innovation and knowledge sharing. Active

stakeholder participation stems from common aims

that promise benefits for all collaborators, resulting in

an active drive for co-creation of knowledge and

change.

Innovation environments and collaboration

technology are widely discussed in literature as ways

to facilitate active and open collaboration, which in

turn is the key to successful co-creation. First there

should be a need for collaboration, all collaborators

must feel that they benefit from the co-creation

process and its outcomes, and that the collaboration

becomes jointly constructed and lead. Any one

organization cannot be in charge alone. A common

problem and goals guide the co-creation process, and

just identifying these common problems may be a co-

creation process. These processes take time and are

not without challenges.

These principles also apply to the co-creative

processes of higher education. Ruoslahti, et. al.

(2011) note that, when learning becomes integrated to

projects, it becomes important to also actively

manage networks. First, on a teaching level the

teacher follows student learning and personal

curricula, as well as student specific project

advancement and competences. Second, on a project

management level a teacher may manage projects and

project resources. Third, on a network management

level a teacher manages partners and possible partner

registers. “To be able to genuinely and individually

follow and manage the learning of each student is no

easy task” (p. 12). A forth level for teachers to

manage, may be considered being the level of co-

creation. Ruoslahti (2017) notes that a value network

that aims at the co-creation of knowledge and its

cooperation platforms, which may be electronic or

traditional, require facilitation by the teacher, in order

to achieve the active stakeholder participation, which

is needed to co-create knowledge and innovation.

“Active and open collaboration is the key to

successful co-creation.” (p. 14).

Cost-effective highly interactive higher education

level learning can be achieved, when partners

collaborate to first define a problem worth their

combined efforts, and then they develop dialogues

with their strategic partners to improve knowledge

sharing and develop collaborative processes. The

search for opportunities for the mutual benefit of the

partners serves to unlock the talents of the diverse

groups working together in co-creation (Powell,

2012).

Doyle (2010) identifies that awareness is needed

to clarify meanings between partners, when

universities’ engage with the regions that they are in.

Complex and pervasive cooperation can promote

economic and social inclusion, and community

development. But there is a need to facilitate this

development of mutual understanding, which calls for

both mutual expectations and a common language, so

that universities may become drivers of creative

change.

Ruoslahti & Hyttinen (2017) promote the creation

of education programs that provide learning

possibilities, which are not tied to time or place.

Flexible approaches enable students across these

collaborative networks to choose a learning

curriculum matching its content to one’s individual

interest. They suggest that a co-created network

community could award higher levels of post post-

graduate and post-doctoral education, with a

specifically defined scope and focus on security, and

safety. “This should provide an opportunity to

experience a multi-disciplinary approach toward

security and safety of activities” (p. 10).

Raij (2014) finds that research and development

projects, which are directly based on real working

life, form a learning environment that motivate

students to develop new ways of action as

competences. The ability and preparedness for both

students and teachers to engage and interact with the

ever changing surrounding society becomes crucial in

building new knowledge and competences. The

impact of changes on the character of learning in

projects was first recognized. This in turn “led to the

recognition of the characteristics and stages of the

Learning by Developing action model” (Raij, 2014,

p. 13)

3 CASES OF INTEGRATION IN

INTERNATIONAL SECURITY

MANAGEMENT EDUCATION

3.1 Case 1: An International Approach

to Leadership in Crisis, Conflicts

and Disasters

The master level higher education “International

Approach to leadership in crisis, conflicts and

disasters” – course (5 credits) at Laurea University of

Applied Sciences was implemented with a strong

integration to European Commission Horizon 2020

funded project IECEU (Improving the Effectiveness

of Capabilities in EU conflict prevention) in the

Autumn 2016. In total, 32 students, a principal

lecturer, a group of lecturers, and three external

experts attended to the implementation process of this

course. The process included planning, execution and

evaluation phases. Most of the learners were adults

with bachelor level knowledge, competences and own

work life experiences. The approaches of adult

education, especially lifelong learning, and Learning

by Developing were used as basis of course

implementation.

Hybrid learning methods were applied in the

course implementation. Different influences such as

reading (the background material of project

deliverables), watching (video material from the

conflict, crisis and fragile areas), peer discussions

(working groups), self-reflection (learning diaries),

writing (theory together with experiences) in and exit

tests (evaluation) and online learning tools (LMS and

social media) were used as teaching and learning

methods. Finally the grades were given as a

combination of different learning outputs.

The feedback of the students addressed that the

possibility to attend H2020 IECEU –project network

community, and be involved in latest research, raised

their motivation towards the external security and

international approach of conflict prevention and

peacebuilding. The external experts working with

crisis management and peacebuilding were seen as

very important figures in receiving the latest

information from the field and future work

employment possibilities.

3.2 Case 2: Humanitarian Aid and

Crisis Management

The master level higher education "Humanitarian Aid

and Crisis Management" course (5 credits) by Laurea

University of Applied Sciences was implemented in

a strong integration with different humanitarian

programs and experiences. Experts have shared their

experiences and discussed with students how to lead

humanitarian work in crisis areas, such as in the

International Committee for Red Cross (ICRC), the

European Union Monitoring Mission (EUMM) in

Georgia, the Organisation for Security, Co-operation

in Europe (OSCE) Special Monitoring Mission

(SMM) to Ukraine and in Kosovo, and The Finnish

Defence Forces International Centre (FINCENT)

peace keeping missions.

Training and deployment of Finnish experts to

humanitarian leadership and management missions

and humanitarian aid was the basis of the study unit.

The process included planning, execution and

evaluation phases. The majority of the learners were

adults with bachelor level knowledge or competences

and strong work life experiences of their own.

Approaches of adult education, such as lifelong

learning, and Learning by Developing (LbD) the

basis of the course implementation. The hybrid

learning methods were applied in the course

implementation.

Assignments of the master level course were to (1)

raise the awareness in terms of international agencies

and organisations (students picked a national,

regional or international humanitarian aid agency that

they studied further); (2) practical methods giving a

guidance on “packing your “go-pack”; (3) plan an

international humanitarian architecture based on

response need.

The general course feedback of students included

several feedback on motivating learning content and

getting familiar on interesting topic through external

speakers and professionals. This was also identified

as one of the key factor in an individual learning

process. Several earlier adult education research

supports the approach where the motivation of the

learner can be very crucial role in learning process.

3.3 Case 3: Student Integration and

Co-creation of a Guide of Practices

for Greater Social Responsibility

toward Immigrants

Project Antura was a co-creative project, funded by

the Finnish ministry of justice, which involved active

members of an independent citizens’ forum, area

neighbourhood associations, and active student

integration, based on the learning method Learning

by Developing at the Laurea University of Applied

Sciences (Raij, 2014). The project promoted active

cooperation between area actors, neighbourhood and

immigrant associations, researchers, and students of

both higher education and secondary level

institutions. This was realized in the spirit of open co-

creation.

The aim of project Antura was to evaluate the

effects of immigration themed citizens’ forums,

coordinated by the Greater Leppävaara Citizens’

Forum, a voluntarily coordinated arena for citizens’

participation in Espoo, Finland. Antura’s network

partners co-created forms to smoothen the integration

of immigrants by more open interaction, where all

actors are encouraged to ‘be on the same side’”

(Ruoslahti & Meristö, 2017).

The project was integrated to the Laurea

University of Applied Sciences bachelor level study

unit “Research and Development Methods (5 credit

points) in the fall of 2016. 17 students took the class.

The study unit was in Finnish, so all students were

Finns. The students formed three teams and each team

was responsible, under a student project manager and

senior lecturer supervision, of completing task 2, 3 or

4: student research team observation of the

immigration themed citizens’ forum discussion event,

observation of Finnish language discussion groups at

the local Library, or interviews of local

neighbourhood association representatives,

respectively. The aim of project Antura was to pave

the way to finding best practices, and development

suggestions for a better future with shared vision

towards greater social responsibility and better

integration between people, be they immigrants or

born in Finland. This was also the focus of the student

work completed.

The studies conducted as student integration

promote, on a very practical level, understanding of

the factors that facilitate immigration challenges, and

identify examples of positive co-existence and social

responsibility, while at the same time promoting

higher education level learning. But also the study

unit addressed the main learning objectives of the

study unit, where students are able to choose the

proper methods for development project and give

reasons for these choices, collect empirical data and

analyse it, interpret empirical results, make

conclusions based on empirical results, recognize the

ethical point of view of the research and development

work, and evaluate the reliability and validity of

research. They did all these on a very practical level.

3.4 Case 4: An Integration between

IECEU –Project and

“Organisational Management and

Leadeship”-Course

An integration process between IECEU –project

conceptual framework and security management

programme’s “Organisational management and

leadership” –course (5 credits) was implemented in

Laurea UAS from September to December 2016. In

total, a group of 31 students, 3 IECEU –project

researchers and 2 course lecturers participated to

integration process.

The IECEU –project (funded by the European

Commission H2020 programme) published

multidisciplinary methodological framework for

analysing the effectiveness of the capabilities of EU

crisis management and peacebuilding with use of

comparative methods. The process of collaborative

creation of the conceptual framework included a

workshop of researchers in June 2015. Organisational

theories identifies capabilities as resources and

competences and in the context of IECEU –project

research, the researchers apply the six different

capabilities in total. The capabilities were planning

capacity, organisational capacities, interoperability,

competences (skills and knowledge),

comprehensiveness and technologies. The conceptual

framework allows the use in a variety of contexts and

situations because of modularity. (IECEU –project,

2016).

In terms of piloting the methodology in different

contexts, the conceptual framework of IECEU was

tested by the students in the research studies in

analysing the effectiveness of the capabilities in

private sector organisations. The implementation of

the student research part of integration process

included several steps; (1) Firstly, the IECEU

researcher and lecturers of the course produced in

collaboration a tailored model for bachelor students

with specific research methodology to meet with

course objectives and timespan. (2) Secondly, the

IECEU project researcher participated to teaching

seminar in the early phase of course implementation

in order to understand the course setting and

objectives in practice as well as to build the trust

among the students, lecturers and project. (3) Thirdly,

the students applied the IECEU conceptual

framework (incl. mixed methods such as interviews

and surveys in selected organisation) in their specific

course study in analysing the effectiveness of

capabilities in selected private sector organisation. (4)

Fourthly, the guidance was given twice a month in

small student group workshops by lecturers and

IECEU project researchers. These collaborative

workshops implemented the co-creation between

students (=peers), lecturers and researchers (=were

seen in a role of mentors). (5) Finally, the students

introduced their findings of their research studies in

seminar in order to ensure knowledge sharing, raising

the presenting skills as well as receiving the feedback.

The students gained competences how to apply a

research concept and different research methods

(interviews, surveys, desk research) practically.

Finally, the use of IECEU conceptual framework in

student research task ensured the possibility to

compare the findings. From the learning perspective,

the students gained especially professional research

skills and competences. An integration of higher

education with work life is seen crucial especially for

polytechnic and applied sciences. Therefore, the

connections and activities between students and work

life representatives can bring added value for learning

and reaching the set goals. The implementation of

IECEU Conceptual Framework in student task

enabled real life contacts with work life

representatives in different private sector

organisations. The research competences of the

students were seen rather limited in bachelor level

studies. Therefore the implementation of research

concepts from H2020 projects was required a tailor-

made guidance for the course participants.

In order to ensure systematic approaches in the

integration, the students, lectures and researchers

identified challenges in piloting the IECEU

conceptual framework in student research. The

guidance by researchers and lecturers was seen

crucial to ensure the progress of research process.

Students identified challenges in finding joint time

among each other, whereas the project management

skills were seen crucial in the implementation of the

task. Students also felt collaborative practices with

researcher raising their motivation and involvement

to larger research communication. As a conclusion,

the integration process was time consuming and the

tailoring of IECEU framework to meet with bachelor

student course objectives required several

collaborative interaction cycles among researchers

and lecturers. The process reached the set goals and

student work reports gained valuable findings also for

the H2020 research project. The IECEU –project also

met one of its dissemination goals to integrate key

research findings to higher education.

4 RESULTS

The successful integration of research and projects to

higher education programs and courses is seen to

raise the motivation of students towards the learning

topics and themes. A good motivation can help reach

the set learning objectives as well as increases the

knowledge creation within the topic. Group and

community level learning can raise the socio-

constructivism in life-long learning. Integration

should be embedded with a systematic approach

where the research will primarily benefit the learning

objectives and later, if needed, can influence towards

the process of development of courses and programs

in higher education. The integration of international

research projects to higher education may benefit the

level of knowledge when the external experts are

giving lectures and provide current research results

for bachelor and master level students. A research

project can be a very useful platform for knowledge

creation and the students get opportunities to access

larger expert communities. Integrating project tasks

with studies serves both project and curriculum goals

very well. The co-creative approach involves

students, teachers, citizens, and outside experts

creating shared excitement and commitment. This in

turn facilitates reaching these shared goals.

At the same time, there have been challenges in

the integration of research projects and work life to

higher education studies in the context of

international security. The integration does not often

follow systematic processes and it often requires

time-consuming collaborative practices among

lecturers, researchers, work life representatives and

students. Moreover, the integration may need to apply

of new methods and strategies for the teaching in

collaborative activities. These activities may be time-

consuming although they may serve better in

problem-based and constructivist learning processes.

It was also identified that online tools are only used

as one method during course implementation. The

online implementation still happens mainly in

information sharing between lecturer and students

and social media tools were not actively used part of

learning practices by the institution.

The implementation of integration of work-life

and research requires that the educator has

competences to facilitate blended learning activities.

The role of networking in projects is much greater

than in the traditional teaching paradigm, where the

teacher mainly shares one’s knowledge with the

students. The implementation of integration of work-

life and research requires that the educator becomes a

guide and facilitator to ways of finding and creating

knowledge.

The case studies identified that the integration

practices may include both, content and competence

related, learning taxonomies. The case studies

showed that the awareness of professional knowledge

finally led to analysing and producing professional

knowledge in constructive frames as required EQF7-

8 levels. Overall, the integration between research,

work life and education requires new systematic

collaboration skills and competences among

personnel in higher education. As a final result, based

on the literature review (Ruoslahti, 2017) and the

findings of the case studies presented in this paper,

the model of innovative learning environment in

order to facilitate integration between research, work

and higher education studies in the international

security studies with actors and practices was created.

The purpose of the model is also to meet with

European Qualification Framework (EQF) standards

and lifelong learning practices in the integration

processes.

The model identifies the key actors, practices and

sets requirements to key competences to facilitate the

innovative learning environment in integration

between research, work life and higher education.

The key actors identified are 1) Educators, teachers

and lecturers, 2) Researchers and project

professionals, 3) Work life representatives and

professionals, 4) International higher education

students which are already enrolled for Higher

Education Institute (HEI). The systematic practices in

integration were found out as 1) traditional face-to-

face lecturing, seminars and workshops, 2)

knowledge creation through collaborative expert

groups among students as peers, mentors and

professionals, 3) guidance and mentoring, 4)

documented inputs and outputs (e.g. assignments), 5)

professional knowledge and information sharing in

online setting, 6) professional knowledge analysing

and co-creation by students in online setting. The

innovative learning environment requires

competences for facilitating the collaboration among

actors and practices successfully. This study supports

the findings by Ruoslahti, et. al., 2011, who identified

teacher competences needed in project and

networking based learning. A teacher should be able

to understand and manage both learning and the

required collaborative process, but also understand

project management in order to manage the co-

creation process, when integrating teaching into

project work.

5 CONCLUSIONS

The role of higher education is in changing position

and a need for new methods is identified. The

research and development projects may benefit also

with these future needs in co-creation of knowledge

in innovative environments. The integration between

research, work life and higher education supports the

perspectives of lifelong learning in Europe. The

social collaborative practices between higher

education students, researchers, lecturers and work

life representatives ensure constructivism and

effective information sharing among different

communities of interests. The innovative learning

environment may facilitate the experience

possibilities for social constructivism. Jarvis (1998,

p.199) addresses the experience as necessity in

learning process.

It is important to make sure that primarily the

learning objectives of the course or study unit in

question are met. But this not enough, also the work

done on the course or study unit must benefit the

project in some way. This can be reached through

selection of actors and practices in an innovative

learning environment. At the same time, the effective

integration practices have been time-consuming and

require more resources. To support the integration,

the implementation can address systematic process in

an innovative environment but especially it may bring

benefits for different groups and professionals. There

is a growing pressure to higher education teachers’

competences. This shift in teaching and learning

paradigm adds further pressure towards the

management if projects, networks, and co-creation

activities. Furthermore, the professionals

collaborating with higher education and their

institutional professionals must further improve their

knowledge regarding degree and programme

requirements and EQF objectives.

The teaching profession is changing. Teaching

professionals need a more varied set of skills and

competences to manage network-based co-creative

integration. Students need teachers to guide them to

discover learning. Projects provide an excellent basis

for learning. The teacher is required to have the skills

to make this connection between benefitting both the

students learning and the accumulation of knowledge

for the project. The teacher needs competences to

identify what are the best ways to apply this in

practice. One way of making sure that the learning

objectives and project aims meet can be achieved by

setting a specific set of macro learning objectives for

the integration tasks. One possible direction to further

enhance students’ learning could be to encourage

them to publish as part of professional knowledge

creation. As it is now students produce a variety of

different level research papers, such thesis.

Institutions could develop paths, where these papers

could be further developed into both professional and

academic articles. Teachers can provide the needed

support and if needed be co-authors. Since the higher

education setting requires better practices in online

basis, the use of technology in collaborative

information creation and knowledge sharing must be

addressed. The technology may benefit different

groups and brings new tools for social activities. The

use of social media and open source tools should be

better piloted and studied especially among

international security professionals and other

communities of interest. Universities should follow

and foster closely at the networks that they have. Just

as one example, Laurea University of Applied

Sciences is implementing a Partner Relationship

Management (PRM) System as online tool for

network management. With PRM students and

teachers will have a better access to the university

contacts and the university can better follow and

quantify the network contacts made and facilitate

their online connections.

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