Abstract:

Introduction:
A close connection with working life is one of the main emphases in universities of applied sciences in Finland. This goal can be achieved e.g. by developing the contacts between research, development work and innovation (RDI) and teaching.
Creating a strong RDI profile for Master's degree programmes Finnish Ministry of Education and Culture launched a nationwide project in 2013-2015. The aims of the project are, for example, to bring teaching and workplaces closer together, to support networking and to transfer knowledge and competence between higher education institutions and workplaces. The tripartite model, which means partnership of students, teachers and representatives of working life, is a framework for all research and development.

This paper presents the results of one study which was done in this project.

The main focus is:
1) to describe and forecast how the role of the teachers will be shared with students and workplace experts in the future, and
2) to clarify the new roles and characteristics of future teachers as an important part of intensifying many-sided cooperation.

The theoretical background and literature review of that study consist of partnership, cooperation and network.
Methodology and results

Four Finnish universities of applied sciences participated in the research project collecting data by using Mill Model, innovation and co-creation method working in five workshops. The basic idea of the Idea Mill Model is to gather a general summary of ideas written down in the groups finding common answers to the questions about future teachership.

The informants participating in the workshops had gained several years of experience in Master’s degree program, RDI activities or teaching. They had been invited to paying attention to a tripartite model forms from cooperation of student, mentor and teacher tutor. The themes based on research questions were discussed in the workshops. The data were analysed with content analysis. The number of participants in different workshops was between 12-26 persons.

The teacher of Master programme should have, for example, good knowledge and know-how in partnership, work experience as well as a multidisciplinary approach. The teacher has to be flexible, international and he/she should have the willingness and ability to use technical tools. The teacher’s role and competences will vary depending on different situations in partnership.

The research produces multifaceted and deep new information about a cooperative teacher who is working closer with working life and building bridges between education in universities and in industry. In our article we will present the results of the study which will show what are the competences, knowledge and know-how of a master´s programme teacher to act as a teacher as bridge builder connecting teaching and RDI. The results could be used to develop cooperation between universities and working life.

Keywords:

Teachership, tripartite model, cooperation, partnership.