TRIPARTITE MODEL IN MASTER DEGREE PROGRAMMES AT TURKU UNIVERSITY OF APPLIED SCIENCES – TEACHERS' INDIVIDUAL KEY COMPETENCIES AT MASTER LEVEL FACING THE RDI WITH A TRIPARTITE MODEL

Background:
The Finnish higher education system has been developed as a dual system. A close connection with working life is one of the main emphases in universities of applied sciences. This goal can be achieved e.g. by developing the contacts between research, development work and innovation (RDI) and teaching. To connect RDI projects with the studies as a whole, but especially to master’s theses, was one of the most important innovations in regard to the master’s degree studies at the Faculty of Health Care at Turku University of Applied Sciences. Since 2005 the model has been implemented to all master´s degree programmes at the Faculty of Health.

Ministry of Education and Culture has funded a national project (2013-2015) in order to integrate RDI work to all master´s degree programmes at Universities of Applied Sciences in Finland. In WP 4 “ Teachers at master´s level as bridge builders between education and working life“ the tripartite model operates as a framework for all research and development. A tripartite model means a way of producing master’s theses as working life related projects. The model forms from cooperation of student, mentor and teacher tutor. The student acts as a project manager and is guided by a mentor from working life and a teacher tutor. The supporting project group and authoritative steering group are constituted for the project. The model acts as an expertise improving learning environment; it supports not only the development of each individual student but also increases innovations in social networks and in different organizations and communities.

Aim:
Firstly, this paper asks which individual key competencies are crucial for teachers for understanding central challenges in the RDI (activities) and the tripartite model especially when facilitating its development processes towards more sustainability from future perspective. Thus, it identifies those competencies which should be fostered through university of applied science teaching and learning. Secondly, this paper asks what individual key competencies means to the tripartite model what operates as a framework for all research and development. Thirdly, this paper describe the ideally working tripartite model for the future.

Method:
The empirical design of the study is related to realist evaluation approach in which sustainability key competencies and the tripartite model for the future are defined by the results of Innovation capabilities analysis (n=349), Ideally working tripartite model inquiry (n=145), Focus Group working (n= 12) and at last selected experts (n= 10) from education, research, development work and innovation.

Results:
The results show that the most relevant key competencies for sustainable development are systematic thinking, proactive thinking and management, innovative thinking and management, and team and transformation leadership. These key competencies seem to have a significant role in the creation of innovations by user communities. To function ideally, a future tripartite model requires a responsible commitment and the user community objectives. These will depend largely on how the reform, collaboration and ability to learn are fulfilled, and what kind of interaction and learning processes different communities and people have.