Haaga-Helia: new opportunities for flexible study
Mäkelä, Marjaana (2020)
Facultas Verlags- und Buchhandels AG
2020
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Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi-fe2020051127153
https://urn.fi/URN:NBN:fi-fe2020051127153
Tiivistelmä
Higher education institutions currently face an increasing number of challenges, and expectations of flexibility are one of the most up-to-date among these. However, the concept of flexibility needs to be defined in function of the context and the counterparts: for students, “flexible studies” might signify liberty of choice and stretching of deadlines, whilst on the institutional level flexibility should be perceived in a wider perspective. As stated in the
AQ Austria 2019 conference programme, there are both structural, organisational and didactic components in flexibilisation.
Topics raised for the 2019 AQ Austria conference included e. g. questions on how flexibility in higher education can be achieved, and what options can be found for diverse study formats. Moreover, processes of teaching and learning should be under scrutiny, without compromising the requirements of quality assurance in the HE sector. In this paper, the author’s stance is that to be able to address these issues, the status quo of higher education must be disrupted – we simply cannot continue to operate as if the society and the students hadn’t changed. The paper describes, with a pragmatic approach, the contextual changes that have led to the need of a significantly profound reform of the current study offer at Haaga-Helia University of Applied Sciences (UAS), and the planning and initial implementation phases of this reform.
AQ Austria 2019 conference programme, there are both structural, organisational and didactic components in flexibilisation.
Topics raised for the 2019 AQ Austria conference included e. g. questions on how flexibility in higher education can be achieved, and what options can be found for diverse study formats. Moreover, processes of teaching and learning should be under scrutiny, without compromising the requirements of quality assurance in the HE sector. In this paper, the author’s stance is that to be able to address these issues, the status quo of higher education must be disrupted – we simply cannot continue to operate as if the society and the students hadn’t changed. The paper describes, with a pragmatic approach, the contextual changes that have led to the need of a significantly profound reform of the current study offer at Haaga-Helia University of Applied Sciences (UAS), and the planning and initial implementation phases of this reform.