Abstract:

Background and aim:
UASes train professionals in response to labor market needs and conduct development work and innovation (RDI) which supports instruction and promotes regional development in particular. UAS-teacher acts in a triangle which corners are education, RDI and labor market each holding their particular knowledge base varying from practical to research based knowledge. This article investigates the role of a UAS teacher as a bridge builder between education, RDI and labor market institutions. A tripartite model (cooperation of student, mentor and teacher tutor) operates as a framework for all RDI development. Ministry of Education and Culture (MEC) 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. These goals can be achieved e.g. by developing the contacts between these three institutions.

The Finnish research and innovation system and UASes as a part of it is facing radical reform. A new national innovation strategy, a university reform and a number of adjustments in the research and funding system are changing the direction of the Finnish innovation and research policy: The restructuring of the higher education sector (HEI), creating clearer roles for UASes and universities, and decreasing the fragmentation of the HEI system. The new Polytechnics Act entered into force in 2015. Current development targets for UASes are interaction between education and RDI, staff development and networking between UASes, universities and research institutes aiming to improve the effectiveness and efficiency of the UAS masters’ education at the local level and the capability of HEI students to create new innovations in their work-environment and in society.

UAS hold a crucial role in developing students’ and their partners’ innovation capabilities (ICs). ICs analysis tool (rubric) was developed in 2009-2011 EU-project (Proactive Management and Proactive Business Law) in order improve the development and assessment of education of business students. ICs rubric specifies the level of performance expected for several capability areas and levels of quality. Four capability descriptors were found to be important for the 21st century: creative thinking (CR), cross-professional communication and networking (CPCN), multidisciplinary analysis (MA) and outcome orientation (OO). The tool was used in “UAS-teacher as bridge builder” –MEC funded project in the fields of health care, business and technical education.

Method:
Each indicator of the rubric was translated into opinion poll. Survey was sent to 376 Master’s degree students and staff in three UASes in Finland, including 85 teachers. 254 responded, of which 65 teachers. Respondents were polled on perceptions of their innovation capabilities.

Results:
Room for improvement was found out in contributing original, practical and implementable ideas, (IC:CR), in establishing dialoguing relationships and shared understanding (IC:CPCN), addressing complex situations in collaboration with others (IC:MA) and effective pursuing of objective and goals (IC:OO).

Results contribute to understanding the development needs for UAS-teachers in new dynamic market environment.