Abstract:

Higher education institutions (HEIs) have an important role in educating social and health care managers, who are able to put focus on human resources management and development of knowledge and skills for health and social work professionals. This paper presents an Erasmus Intensive programme (IP) with the theme Human Resource and Knowledge Management in Social and Health Care. The IP has been planned jointly with five European universities. The pedagogical and didactical approach of the IP was based on socio-constructive learning. It means that knowledge was be built jointly by common international collaborative small groups and discussions between the participating students, lecturers, educators and practitioners from social and health care organizations. Health and social care organizations are the largest employers in Europe and the impact of such transparency and compatibility is significant. Human resource management role has become more strategic and at the same time its role in delivery of care is not always clear to professionals (Bolton & Way 2007). As HRM practices can create high performance work climate (Boselie 2010; Harris et al. 2007) it is important that managers to be have studied HR theory and practice in order to understand the impact of human resources.

This paper presents an action research process that has been going on for over three years (three cycles). The data were collected in the end of each Erasmus Intensive Programme in 2012, 2013 and 2014 with an electronic questionnaire sent to each year’s participating students (31, 34 and 36 respondents). In addition the data also contains open data collected during the IPs. Qualitative data were analysed after each IP with conventional qualitative content analysis. A concrete action to promote the IP model was then created together by teachers from five different universities.

According to results, HRM IP was beneficial for students and they enhanced their knowledge and skills on HR and knowledge management. They were most satisfied in multicultural and international approach towards HR. They learned diversity management in practice as they worked in international learning groups. Mostly the students were motivated to participate because of academic and cultural factors. Also the practice of foreign language had an important role in their motivation to participate. In addition, the students were motivated to enhance their career plans and get European experience in human resource and knowledge management in participating countries. Almost all the students gained recognition for the IP in their personal study plan. In reference to the academic outcomes of the IP most students found them to be excellent or good. The students were satisfied with the capabilities and expertise of the professors/teachers (very much or quite much satisfied 93 %) and the overall quality of the teaching (90 %). The expected learning outcomes were evaluated very of quite satisfactory (88 %). Most of the students taught that the IP will help them in further studies and career (85 %), but only half of the students taught the IP was helpful in finding a new job. The action research approach and feedback collection helped the organizing teachers to reflect and change the way the IP was organized. The changes focused on the structure of the days and also student involvement was strengthened.

Keywords:

Human resource management, socio-constructive learning.