Redefining the concept of ‘summer schools’: from a simple trip to a complex journey of self-discovery in the service of students
Ruiz Coll, Juan Carlos (2025)
2025
Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:amk-2025122338894
https://urn.fi/URN:NBN:fi:amk-2025122338894
Tiivistelmä
A summer school is a short-term academic programme traditionally viewed as a tool for student recruitment and university marketing. However, the fundamental argument behind this research project is that a summer school holds the potential to become much more than a simple trip. Such a programme can turn into a transformative experience that supports students in their personal and academic growth, as well as an opportunity for further career and university guidance. This master’s thesis explores how the outcomes of summer school programmes can be maximised by rethinking their purpose and design.
Drawing inspiration from Ivan Illich’s philosophy that meaningful learning may also occur through active participation in significant environments rather than through formal instruction, this research investigates how summer schools can be reimagined to foster self-discovery, skill development, and guidance.
The study is guided by the framework proposed by Poderyté (2020) and the SumHEIs Project (2020), which positions the design of summer schools at the intersection of academic content, business, and entertainment. Using elements of action research and service design, the research analyses several existing summer school models and incorporates the perspectives of school counsellors. This group of education professionals possess deep insight into student needs and parental expectations. Through a questionnaire and interviews, the study identifies opportunities to enrich summer school experiences and to position them as more than outreach initiatives.
The findings, which are delivered in the form of design considerations for a future programme, suggest that summer schools can play a pivotal role in reducing career uncertainty, helping students clarify their academic aspirations, and developing essential soft and socioemotional skills. Ultimately, this thesis proposes that when thoughtfully designed, combined with, and supported by the practice of reflection, a summer school programme can be more than just a trip. It can become a meaningful journey of learning, self-exploration, and long-term personal impact.
Drawing inspiration from Ivan Illich’s philosophy that meaningful learning may also occur through active participation in significant environments rather than through formal instruction, this research investigates how summer schools can be reimagined to foster self-discovery, skill development, and guidance.
The study is guided by the framework proposed by Poderyté (2020) and the SumHEIs Project (2020), which positions the design of summer schools at the intersection of academic content, business, and entertainment. Using elements of action research and service design, the research analyses several existing summer school models and incorporates the perspectives of school counsellors. This group of education professionals possess deep insight into student needs and parental expectations. Through a questionnaire and interviews, the study identifies opportunities to enrich summer school experiences and to position them as more than outreach initiatives.
The findings, which are delivered in the form of design considerations for a future programme, suggest that summer schools can play a pivotal role in reducing career uncertainty, helping students clarify their academic aspirations, and developing essential soft and socioemotional skills. Ultimately, this thesis proposes that when thoughtfully designed, combined with, and supported by the practice of reflection, a summer school programme can be more than just a trip. It can become a meaningful journey of learning, self-exploration, and long-term personal impact.