Tekijä/Author: Markku Markkula TEKNILLINEN KORKEAKOULU HELSINKI UNIVERSITY OF TECHNOLOGY Koulutuskeskus Dipoli TKK – UNIVERSITY OF EXCELLENCE

1Tekijä/Author: Markku Markkula TEKNILLINEN KORKEAKOULUHELSINKI UNIVERSITY OF TECHNOLOGY

Koulutuskeskus Dipoliwww.dipoli.tkk.fi

TKK – UNIVERSITY OF EXCELLENCE IN ADULT EDUCATION 20072009

Presentation for the Hungarian Lifelong Learning Network

MARKKU MARKKULADirector of Lifelong Learning Institute Dipoli, Helsinki University of Technology TKK

– Secretary General of IACEE 1989-2001

– Member of Finnish Parliament 1995-2003

- Committee for the Future

- Committee for Science, Education and Culture

– Chairman of the Board of TEK, the Finnish Association of Graduate Engineers 1993-2005

– President of the University Continuing Education Network Finland 2003 – 2006

– Chairman of the Board of the Finnish Information Society Development Centre TIEKE

– Chairman of the SEFI CEE Working Group

– Chairman of the Board of EuroPACE

[email protected]




Defining the Critical Success Factors

1. What does university level mean for UCE? Is UCE at the forefront of development?

2. What is the role of UCE in degree education? Does UCE provide degrees, certificates and/or diplomas?

3. What is the role of UCE in regional development? Does UCE have a strong contribution to make in the local and regional innovation policy?

4. What is the role of UCE in developing working life in general (learning organisation, learning society)? Is UCE an active organiser of tailor-made professional development programmes of work organisations?

5. What is the importance of quality in UCE? How do we as UCE actors meet the competence requirements and other challenges we are facing? How do we become learning organisations?




University Continuing Education in Finland UCEF

• UCEF is the network of university adult education in Finland• All Finnish universities are represented• We regard UCE as a core activity of universities• We aspire to lifelong learning in university level education• We emphasise UCE in dissemination of university research

and innovation• We enhance regional, national and global policies of

knowledge society• We provide models and methodologies of professional

developed by our member universities




What do we mean by UCE Operations?

• Continuing professional education

• Employment training

• Open University Studies/ODL

• Regional development projects

• International projects

• Conferences

• Study counseling

• Research

• Publishing




TKK DipoliTKK Dipoli provides university level continuing education and training to support and develop Finnish business, industry and the public sector.

TKK Dipoli is a separate institute of the Helsinki University of Technology, reporting to the rector, with 100 of staff and an annual turnover 10 M€.




TKK’s personnel working full-timein adult education (=continuing education and its development) is 170 and the annual turnover is 17 million euros.

TKK Dipoli being the main unit with about 70 % of all TKK adult education. Other units are: TKK Lahti Centre, YTK the Centre for Urban and Regional Studies and TKK Executive School of Business Ltd.

The financing of training programmes and other learning services is based on fees and contracts. Development is partly funded by EU and other sources based on competition.

TKK = University of Excellence in Adult Education 2007 – 2009




TKK Not Just Traditional Adult Education TKK has been nominated an Awarded Quality University in

adult education for 2007-2009 (= A University of Excellence in Continuing Education)

According to the feedback received from the Ministry of Education & the Finnish Higher Education Evaluation Council:

– Versatile and interesting development work in education and regional progress is being done in TKK’s adult education by participating actively in different networks.

– Cooperation with working life and interest groups is strong and diversified, both in Finland and abroad.

– Predicting the changes in working environments and in competence needs is active and versatile.

– TKK’s adult education strategy is closely linked to the University’s general strategy and the action plan deriving from it.




• Radical innovations - from Technology to Product and Service Ideas

• Global ICT Professional - internationalization programmes

• Master of Project Management• Producer of Network Services – How to Manage Production Entities

• Information management• From Product Idea to a Commercial Product• Usage Security and Acquisition of Information Systems’ Services

• Management of Business Operations’ Continuity

• Diploma in Operations Management• Diploma in Project Development• MOB - Changing Business Operationsof a Mobile Operator

• ChangePro - Niche Training for ICT Competence Needs

• OTAe - e-Learning as a Success Factorin the Networking Business Environment

• Building Developer Programme (R28)• Refining of Geoinformatics• Tailored Management Training Programmes

TKK Dipoli is an international meeting point and an

innovative developer of working life.

Here are listed some of our education and training

activities in spring 2006.

TKK Continuing Education – Examples




The basic missions of universities: scientific research and the related education

Masters and Doctoral Theses

Regional development

projects

Researchprojects

on demand

Traditional means of universities to handle the 3rd mission




Services and Solutions- Open University- Tailored Training for Companies- Individual Development- Organisational Development

Training Content DesignExecution of Training Services

Changes in Business Environment and Knowledge / Skill Requirements

Feedback and Demand

Technology Services

Experience and CompetenceUp-to-Date Research Based Information

TKK Dipoli Operational Model

TKK

PARTNERS

TKK DIPOLI

CUSTOMERS AND

NETWORKS




TKK Dipoli – Innovative Learning




TKK Dipoli Services for Customers

Categories of Professional Development Services for Companies and Other Customer Organizations

Portfolio of TKK Dipoli Services

KnowledgeIntensive

WorkSupport

HumanResources

DevelopmentSupport

Teaching,Learning and

StudySupport

Organizing traditional CE Programmes is a core, but not enough:

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Models andProcesses forContinuingProfessionalDevelopment




The basic missions of universities: scientific research and the related education

Masters and Doctoral Theses

Regional development

projects

Researchprojects

on demand

Additional Means of Universities to Handle the 3rd Mission

Joint knowledge creation & dissemination

processes

Continuing educationprogrammes

Facilitated work based learning

University – Industry cooperation. Universities need to have:1. High level knowledge and know-how on competence development,

2. Deep understanding of ICT & industrial productivity,3. Effective knowledge management & project management




Businessplans for different

activity areas:- training,

-other forms of learning services,

- regional innovationpolicy activities,

- other forms of the3rd mission

Vision

Strategic Frame for University Continuing Education

Changes in the business environment: needs of working life, operating under the university umbrella,

competition with the other CE-providers …

Sta

te-o

f-th

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naly

sis CE provider’s

strategy

Mission

Unique advantages

Critical successfactors

University’s general strategy & Lifelong learning strategy

Str

ate

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part

ners

hip

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Criteria for measuringthe operations




TKK STRATEGY 2015 STRATEGIC DEVELOPMENT - Policy outlines for action

The university develops innovation activities and services in cooperation with industry with the aim of promoting the creation of technological innovations based on research and their flexible conversion into industrial products and services.

Cooperation with the Otaniemi science community and the cities in the Helsinki Metropolitan Area will be enhanced.

The university will also develop its continuing education services in the field of technology in order to meet the needs of graduates to acquire new areas of expertise.




TKK Lifelong Learning Strategy 2007

TKK’s aim is to align all institutional policies and activities in a logical continuum supporting the education of engineers in such a way that attracts best students, ensures them as a result of diligent studying a high motivation and readiness for LLL supporting their sustained professional development and high employability throughout their career.




TKK LLL Strategic Principles

Policy Guidelines:

TKK will direct its activities so that it will also be forerunner and recognized developer of lifelong learning and hence continuing education.

TKK’s strategy 2015 aims in its education policy at in-depth learning, promotion of students’ active role, linking research and teaching, and having the whole work community participate in pedagogic development and creating new learning environments and curricula.

Spanning cross all these themes, TKK will recognize working life development needs and derive actions from them. With these selected reciprocating actions continuing education that develops working life will pool its strength from TKK’s teaching and research and in turn support strengthening TKK’s position in the forefront of lifelong learning.




TKK Adult Education Model Based on Lifelong Learning

Personal PerspectiveInstitutional & Structural LLL Perspective

”lifelong learninglife-line”

with 3 phases

TKK Model

Attracting secondary level students to TKK

Collaboration with schools

Motivating TKK Students to ”lifelong learnerhood”

Collaboration between continuing education, departments and industry

Initiating and recruiting to ”alumnihood”Tailoring services to meet personal career needsScaffolding professional and academic competence developmentIntegrating with one’s professional communities

Seamless professional development systemCollaboration with regional & global organizations




TKK’s Strategic LLL Development Targets1. TKK will increase the readiness and motivation of degree students for lifelong

learning.

2. TKK will introduce an adult education model and develop its continuing education so that most of it will fit into the credit system and that the supply will be accordant with the model.

3. TKK will develop its continuing education so that it will be, distinctively, producer of professional development services demanded by the graduate engineers and their organisations.

4. The role of continuing education as cooperation platform between working life, TKK’s and international research community will be concretized.

5. TKK will selectively strengthen its role in international R&D of lifelong learning and, along with this, increase the volume of continuing education, and improve its quality.

6. TKK will develop, together with TEKES (Finnish Funding Agency for Technology and Innovation), other authorities and industrial organisations, foresigthing of working life development so that the TKK community will reach a comprehensive view of possibilities brought by technological development, and can better direct the training programmes to the needs of working life.

7. TKK will develop the cooperation and role division between the units involved in adult education, and define the financial footing of adult education, keeping in mind the universities’ 3rd mission and other obligations set by the Ministry of Education.




IACEE EFQM Self-Assessment Model for CEEMain Panel

1 Leadership1 Leadership 5 Processes5 Processes9 Key

PerformanceResults

9 KeyPerformance

Results

3 People3 People

2 Policyand Strategy

2 Policyand Strategy

4 Partnershipsand Resources4 Partnershipsand Resources

7 PeopleResults

7 PeopleResults

6 Customer OrientedResults

6 Customer OrientedResults

8 SocietyResults

8 SocietyResults

ENABLERSENABLERS RESULTSRESULTS

INNOVATION AND LEARNINGINNOVATION AND LEARNING

Navigation Panel

This presentation tool includes TKK Dipoli evidence of different assessment areas




1 Leadership

The vision and the mission of TKK Dipoli is developed and formulated according to the vision defined in the Helsinki University of Technology (TKK) education strategy, in 2010 TKK will be among the best technical universities in Europe organising adult education in conformity with lifelong learning principles.

TKK Dipoli is a lifelong learning expert organisation at the forefront of development foreseeing the changes of society and companies. It offers high-quality adult education and learning services meeting the needs of its customers.

The management group has established a value framework and codes of conduct “TKK Dipoli handbook”. The whole staff has participated in handbook workshops.

The vision is and mission is translated into strategic and operational objectives and actions through TKK Dipoli Balanced Scorecard framework. The Metro Map Model (MMM©) developed in TKK Dipoli is used as framework in managing owner expectation into real results.

Relevant stakeholders are involved in the development of the vision, mission, value framework, strategic and operational objectives in the way described in the handbook.

The vision, mission and values are adjusted on yearly basis to changes in the external environment. Every employee participates in strategy workshops at least once every year.

The managers communicate the vision, mission, values, strategic and operational objectives to all employees in the organisation and to other stakeholders regularly using methods described in the handbook.

Definition text from IACEE DAETE Model:“Excellent leaders develop and facilitate the achievement of the mission and vision. They develop organisational values and systems required for sustainable success and implement these via their actions and behaviours.During periods of change they retain a constancy of purpose. Where required, such leaders are able to change the direction of the organisation and inspire others to follow.”

Navigation Panel




Line D SustainabilityReport in Miskolc 3 July 2007Line Promoter: Markku Markkula

The overall target of line D has been to review the European and global initiatives focusing on the impacts of technological development on teaching and learning, as well as on the new methodologies in technology enhanced learning and continuing

education in order to develop concepts and tools for universities in managing effectively the on-going educational change.

Sustainability of Engineering Competencies




Line D: Sustainability

D6: Ethical issues in EE

D2: New ICT based forms

of CPD

D1: Managing CEE

effectively D7: Adult education model

for European universities

D8: Work-Based Learning

D4: Virtual University

Collaboration

D5: EFQM concept for managing

university change

D9: Active Learning

D3: Changing work-culture, foresight & innovation

The picture describes the focus of SIGs. SIGs have interests to influence several sectors and cooperate across the borders.



TKK – UNIVERSITY OF EXCELLENCE IN ADULT EDUCATION 20072009TREE final document Chapter 6 Sub-tittles:

Sustainability of Engineering Competencies through Continuing Education

Draft

Report

1. Megatrends effecting work culture and education

2. Benchmarking concepts for Knowledge Society development

3. Foresight and roadmapping processes

4. Changing university culture towards Knowledge Universities

5. EFQM Quality Management in continuing education

6. Managing change through learning

7. Globalization and ICT changing the work culture

8. Successful ICT-based continuing professional development

9. Challenges for university continuing education

10.Active learning and continuing education

11.Work Based Learning and Facilitated Work Based Learning

12.The European Qualifications Framework




Competence Areas Needed for:

The 3rd Mission of Universities

Each of these 12 competence areas includes as an average 4 x 3 more detailed competence areas. This means that in the detailed Mind Map we have defined

approximately 150 competence areas which need to be covered in organizing effective CEE in answering the challenges of the 3rd mission of universities. ©

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Example




Megatrends That Impact Adult Education (1)

1. Companies and communities operate more and more in global markets. Increasing part of their activities involves global value networks.

2. Labour markets become world-wide, particularly information work becomes multidimensional and network-based.

3. Bologna process, Lisbon strategy EU i2010, eEurope…in other words, EU-level policies have an increasing impact.

4. Complex systems become basis of top products and production. Reaching the international top requires even greater investments than before. Quality is available, but its price is considerably higher.

5. Innovation is one of the few growing fields. Exploitation of technology and innovation becomes more and more important for success.

Example

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Megatrends That Impact Adult Education (2)

6. Differences grow. The global field has numerous sectors where top level can be reached. Achieving results requires perseverance. It is based on quality, specialisation, innovations and ability to genuine working and learning together.

7. Society emphasises the ageing citizens’ motivation for working and learning.

8. Use of mobile information network, global digitalising media, leisure industry, simulators, open information sources, etc. gain ground in teaching and learning.

9. ICT increases information flow, but also enables high quality profitable knowledge management

10. Learner dreams of new experiences, and it becomes easier to do extraordinary things.

Example

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Rovaniemi, Lapland: SEFI – FEANI - IGIP

TKK Lifelong Learning Strategy and other useful information can be found on:

www.dipoli.tkk.fi/english

www.ceeforum2007.fi

Documents

Tekijä/Author: Markku Markkula TEKNILLINEN KORKEAKOULU HELSINKI UNIVERSITY OF TECHNOLOGY Koulutuskeskus Dipoli TKK – UNIVERSITY OF EXCELLENCE