Competence Management for Higher Game Education in KAMK
Muhonen, Joonas (2025)
2025
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Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:amk-2025051612355
https://urn.fi/URN:NBN:fi:amk-2025051612355
Tiivistelmä
This thesis focuses on research how higher game educators’ substance expertise can be sustained and updated systematically to meet the expectations of the evolving industry, and how to develop a model suiting that need. The study focuses on Kajaani university of applied sciences (KAMK), where growing need for refined competence management has become relevant. The research stems from the author’s experience of practical full-time lecturer needs and is supported by theory and internal documentation.
The study follows a constructive research strategy with an inductive approach. The data for the research was gathered using a document review, semi-structured interviews with Finnish game companies, discipline-specific questionnaires, and five collaborative workshops held with educators and industry professionals. The data revealed for example recurring needs for technical and interdisciplinary competence, awareness of live-service workflows, business understanding, and greater collaboration between companies and educational institutes.
The findings highlight a recurring need for both technical and meta-competencies in students, especially interdisciplinary collaboration, project-based experience, and adaptability to rapid change. Key gaps were identified in business understanding, live-service workflows, and emerging technologies. These insights feed on the outcome of the thesis: a lightweight competence management framework that fits into existing yearly competence development structures at KAMK. It includes a self-assessment tool, a team-level template for self-development and a yearly industry feedback system. The model is designed to be simple enough for regular use, while also aligning with national-level recommendations for universities of applied sciences. The thesis concludes with a recommendation to allocate dedicated time for yearly substance development, ensuring that educators can stay updated and deliver relevant education in a rapidly evolving field.
The study follows a constructive research strategy with an inductive approach. The data for the research was gathered using a document review, semi-structured interviews with Finnish game companies, discipline-specific questionnaires, and five collaborative workshops held with educators and industry professionals. The data revealed for example recurring needs for technical and interdisciplinary competence, awareness of live-service workflows, business understanding, and greater collaboration between companies and educational institutes.
The findings highlight a recurring need for both technical and meta-competencies in students, especially interdisciplinary collaboration, project-based experience, and adaptability to rapid change. Key gaps were identified in business understanding, live-service workflows, and emerging technologies. These insights feed on the outcome of the thesis: a lightweight competence management framework that fits into existing yearly competence development structures at KAMK. It includes a self-assessment tool, a team-level template for self-development and a yearly industry feedback system. The model is designed to be simple enough for regular use, while also aligning with national-level recommendations for universities of applied sciences. The thesis concludes with a recommendation to allocate dedicated time for yearly substance development, ensuring that educators can stay updated and deliver relevant education in a rapidly evolving field.