1. Laurea was appointed as a Centre of
Excel­lence in Education for 2010-2012
based on the Learning by Developing
(LbD) Operating Model for the fifth
time
Ensuring Graduates Have the Skills to Succeed
in the Workplace
Learning by Developing (LBD) Operating Model and
Quality Learning in Living Laboratories
Skills and Post-Secondary Education Summit 2013: Developing the Talent We Need for a
Competitive Nation, Toronto, November 6, 2013
Tuija Hirvikoski, PhD (Industrial Management) | MSc (Public Administration) | MSc (Physical Education)
Director | Laurea University of Applied Sciences | www.laurea.fi |
ENoLL council member | http://www.openlivinglabs.eu/
Uusimaa Regional Coordination Committee Member
Session Chair: Dr. Noreen Golfman, President, Canadian Association of Graduate
Schools and Dean, Graduate Studies, Memorial University

2. Laurea with multiple Centre of
Excellence awards
in the Helsinki Metropolitan
Area
Global Best in Post-Secondary Education: How the World’s
Top-Ranked Countries are Making Post-Secondary Education
a Priority and Succeeding as a Result
Skills and Post-Secondary Education Summit 2013: Developing the Talent We Need for
a Competitive Nation
Toronto, November 6, 2013
Tuija Hirvikoski, PhD (Industrial Management) | MSc (Public Administration) | MSc (Physical Education)
Director | Laurea University of Applied Sciences | www.laurea.fi |
ENoLL council member | http://www.openlivinglabs.eu/
Uusimaa Regional Coordination Committee Member

3. About Finland, its position in global economic and
educatianal context
06.11.13
Laurea University of Applied Sciences
3

4. Finland in a Nutshell
•The second northernmost country in the
world, land frontiers: 586 km with
Sweden, 727 km with Norway, 1269 km
with Russia
•Total area 338,145 km2
•Population 5,4 million
•Population density 17 inhabitants / km2
•Capital city: Helsinki
•Member of the European Union since
1995
•Two official languages: Finnish and
Swedish
• 85 % Lutheran, 1% Orthodox
•Republic
•GDP per capita (US$) .49,350
•Finnish Nature: 4 seasons, 30 000
islands, 200 000 lakes, 2/3 of the area is
covered by forests

5. “Why Finland's Unorthodox Education
System Is The Best In The World”
“A new global league table,
produced by the Economist
Intelligence Unit for Pearson, has
found Finland to be the best
education system in the world.”
“is a wonderful case study. Kids
start school later; school hours are
shorter than most others; they don’t
assign homework; their teachers are
in front of
kids less
http://www.businessinsider.com/finlands-education-system-best-in-world-2012-11?op=1#ixzz2jPtKWdld
http://thelearningc
urve.pearson.com/
the-report

7. From “The developing country of Europe”…..
Picture Eero Järnefelt Raatajat rahanalaiset, 1893.
http://fi.wikipedia.org/wiki/Eero_J%C3%A4rnefelt
Innovation Union Scoreboard 2013
….towards
“The world’s best country?”
“World’s Innovation Hub”
“one of the most innovative and
Competitive countries”
John Kao (2009 )Tapping the
World’s Innovation Hot Spots, HBR
http://www.newsweek.com/feature/2010/the-world-s-best-countries.html

8. GCI Finland
Finland occupies the top position both in the health and
primary education pillar as well as the higher education
and training pillar, the result of a strong focus on education over
recent decades. This has provided the workforce with the skills
needed to adapt rapidly to a changing environment and has laid the
groundwork for high levels of technological adoption and
innovation. Finland is one of the most innovative
countries in Europe, ranking 2nd, behind only Switzerland, on
the related pillar. Improving the country’s capacity to adopt the
latest technologies (ranked 25th) could lead to important synergies
that in turn could corroborate the country’s position as one of the
world’s most innovative economies. Finland’s macroeconomic
environment weakens slightly on the back of rising inflation (above
3 percent), but fares comparatively well when contrasted with
other euro-area economies.

10. The Global
Competitiveness Report
2012–2013
As in previous
years, this year’s
top 10 remain
dominated by a
number of
European
countries, with
Switzerland,
Finland, Sweden,
the Netherlands,
Germany, and the
United Kingdom
confirming their
place among the
most competitive
economies

11. Triple Helix

12. GCI – Global Competitiveness Index 2012-13
-
-
-
Finland Overall 3rd
Basic requirements 4th
- Institutions 3rd
- Infrastructure 23rd
- Macro economic environment 2th
- Health and primary education 1st
Efficiency enhancers 9th
- Higher education and training 1st
- Goods market efficiency 18th
- Labour market efficiency 15th
- Financial market development 4th
- Technological readiness 10th
- Market size 54th
Innovation and sophistication factors 3rd
- Business sophistication 7th
- Innovation 2nd

14. Finnish success based on many
interrelated factors - some keywords
•
•
•
•
•
•
•
•
•
•
Equal opportunities
Value of education, engagement and motivation for
studies, high work morality
Trust & collaboration & complementarity
Spirit & inspiration (management by vision)
Professionalism and public respect
Cultivate creativity and learn from innovation,
experiment with the traditions of good teaching
Flexibility & tolerance of failures
Top down and bottom up,
Human centric, self-organising and self-renewal systems
Building organisation for change and teaching leadership
Sustainable leadership linked to other public policy
sectors - education is a long term mission
11/06/13
Laurea University of Applied Sciences
- Class-room based
teaching
- Competition
- Testing
- Privatisation
- Hybrids
Your definition:” A skilled
person is a person who, through
education, training and
experience, makes a useful
contribution to the economy and
society.”
http://www.conferenceboard.ca/sp
14

15. Policy integration: Systemic and open innovation oriented
and HEIs operate in congruence with
a competitive knowledge society
Laurea University of Applied Sciences
15

16. Finland’s Innovation System
Finland has uniquely created a
virtuous circle out of its
information society and welfare
state, through the continuous
finance from successful
information society. (Castells
and Himanen (2002))
The state creates well-educated
people in good shape for the
information society’s continuous
success (Sabel and Saxenian
(2008))
Sabel and Saxenian (2008):
This success may be sustained
for the future, only if the
industries could concentrate
in innovating radically.
=> EDUCATE
INNOVATORS!

17. Finland’s
innovation
strategy
.. is zooming in and zooming
out…
highlights human centric,
self-organising and selfrenewal systems
The strategy suggests interaction between
top down (“a national level definition of
needs”) and bottom up (“operator-level
customer-oriented preparation of
implementation”) systems, since that
would provide better opportunities for
systemic and sectors crosscutting
innovations.
“Innovation steered by demand, paying
attention to the needs of customers,
consumers and citizens in the operations of
the public and private sectors alike,
requires a market with incentives and
shared innovation processes between users
and developers.”
=> APPLY OPEN INNOVATION METHODS
http://www.tem.fi/files/21010/National_Innovation_Strategy_March_2009.pd

18. The Global Competitiveness
Report 12–2013
WEF GCI (The Global Competitiveness Report 2012–2013)
Higher education and training Quality higher education and training is particularly
crucial for economies that want to move up the value chain beyond simple production
processes and products.
In particular, today’s globalizing economy requires countries to nurture pools of welleducated workers who are able to perform complex tasks and adapt rapidly to their
changing environment and the evolving needs of the economy. This pillar measures
secondary and tertiary enrollment rates as well as the quality of education as evaluated
by the business community. The extent of staff training is also taken into consideration
because of the importance of vocational and continuous on-the-job training—which is
neglected in many economies—for ensuring a constant upgrading of workers’ skills .
http://www3.weforum.org/docs/WEF_GlobalCompetitivenessReport_2012-13.pdf

19. Don’t discard routines,
challenge them
and creatively explore
new ones!
Science and technology
driven innovation 4%
Practice
based
innovation
96%
From coproduction
to CoCreation
The positive effects of co-creation activities:
1. A broader understanding of stakeholders’ processes and their value creation conducting capability to deliver
value for them (e.g. Liedtka & Ogilvie, 2011; Prahalad & Ramaswamy, 2004),
2. To monitor future possibilities and the landscape of competition (e.g. Prahalad & Ramaswamy, 2004),
3. To innovate more efficiently (e.g. Liedtka & Ogilvie, 2011; Ramaswamy & Gouillart, 2010).

20. How to maintain and improve quality teaching
and impact of HE at a time of mass higher
education ?
Ahola, Sakari and Hoffman, David M. (2012)
Higher Education Research in Finland – Emerging
Structures and Contemporary Issues
Laurea University of Applied Sciences
20

21. Since 1989
UAS
AU
148 000
students
DESCRIPT
ION OF
FINNISH
HIGHER
EDUCATI
ON
Parliament votes about
Peruskoulu 22.11.1963
DEGREES
The new school is born
1972-1978
University of Applied
Sciences
Master’s degrees
University of Applied
Sciences
Bachelor’s degrees
132 000
students
Mass higher education in Finland
In Finland, the expansion of HE is
closely related to the welfare-state
agenda (egalitarian policy aims with an
emphasis on regional policy). About 65%
of the relevant age cohorts study in
HEIs.
This policy (Triple Helix) has been successful
in promoting national development: E.g. in
The Global Competitiveness Report 20122013 Finland is in third position. Moreover,
Finland had earned the Eurozone’s best
credit ratings (AAA))
Higher education is provided by 16
academic universities (AU) and 25
universities of applied sciences (UAS).
Laurea University of Applied Sciences | Tuija Hirvikoski

22. The mission of AU and UAS
Finnish HEIs are responsible for their own quality management
The mission of
universities (AU) is to
promote free research
and academic and artistic
education, to provide
education based on
research, and to educate
students to serve their
country and humanity.
The UASs have the responsibility
•to provide and support the
development of a professional
workforce,
•carry out applied research and
development and
•support regional development and
lifelong learning
•develop adult learning and
provide vocational teacher training
Finnish Higher Education Evaluation Council (FINHEEC) to support quality work of HEIs and disseminate
good practices
Laurea University of Applied Sciences | Tuija Hirvikoski
22

23. What the quality teaching of higher education might be in
the future of mass higher education?
06.11.13
Laurea University of Applied Sciences
23

24. Measured by student numbers, the higher education
in Finland became a mass higher education system
during the 1970s (Välimaa 2012) with the highest
entry rates (OECD 2009)
However, in 2009 and 2010, a
radical change took place;
previously “Finnish Universities (AU)
have been defined as national
cultural institutions, whereas now
the aim is to create status hierarchy
in Finnish HE system with the
establishment of a ‘world class
university’ in Helsinki, known as
Aalto University.” (Välimaa 2012)
“The Finnish university system
may take some steps towards AngloSaxon model, in which elite and
mass sections are side by side both
in the system and institution
levels.” (Kivistö&Tirronen, 2012)
“New elitism” in Finnish
higher education (Kivistö&Tirronen,
2012)
Tuija Hirvikoski
24

25. Balancing between two cultures; the traditional
academic culture and the culture of the free
market (Rinne&Jauhiainen, 2012)
•
•
•
•
•
•
•
•
The entrepreneurial university,
The manageristic university
Academic capitalism
Mode 2
Interactive models of innovation
Triple Helix
Knowledge Triangle
Living labs
Transformation is taking place
in the ways university
research is carried out and
how science-society
contract is defined
06.11.13
Global policy and NPM are not
processes that change
everything simultaneously,
buy we are looking at complex
and phased processes
Laurea University of Applied Sciences| Tuija Hirvikoski
25

26. Framework for Understanding
Curriculum in HE
(Mäkinen & Annala (2012) based on Barnett and Coate (2005) and Bernstain (1996)
Domain
External
Internal
Knowing
Curriculum implementing
knowledge-intensive education
Curriculum representing disciplinary
knowledge
Acting
Curriculum producing competencies
in employment market and society
Curriculum supporting growth of
academic expertise
Being
Curriculum providing individual
career success
Curriculum contributing
06.11.13
Laurea University of Applied Sciences
identity formation
process
26

27. Balancing between the needed
competences contributing academia, world
of work, society and individual’s identity
06.11.13
Laurea University of Applied Sciences | Tuija Hirvikoski
27

28. Learning by Developing (LbD) together with the LivingLabs (LL)
model exemplify the changes and mechanisms HEIs face in
practice.
06.11.13
Laurea University of Applied Sciences
28

29. We have to understand
what‘s going on within ourselves
and in the world
Zooming in (micro level)
Zooming out (macro
level)
21.03.2013 Chuncheon Tuija Hirvikoski
SCALE
People,
Teams
Networks
Organisations
Environments
- The built and natural surroundings
Cities
Regions
Europe

30. Laurea in figures -LbD is an economically sustainable
model with high impact on employment rate and student
initiated start ups
•Turnover, total
54,2 M€
• Of which RDI
12,5 M€
•Total amount of students 7800
•
No tuition fees
˜ 99%
•Average study time
•
•
Young students
Adult students
•Staff (man year)
•
Teaching staff
4,18 years
3,27 years
518
297
•Graduate employment rate
2011 graduated
98,2%
•RDI credits/student
10,41
•Student initiated firms 29
•Students/lecturer
•Degrees/lecturer
19,88
4,56
(12,5% hold PhD, 8,4% licentiates,
73% Masters)
•
•
06.11.13
Others
RDI involved
222
323
Laurea University of Applied Sciences Tuija Hirvikoski
30

31. Laurea’s Operating Environment
• the Greater Helsinki Metropolitan Area produces
approximately 50% of Finland’s gross domestic
product
• Uusimaa region consists of urban and rural areas
•
The social and health care sector is strongly influenced by demographic changes and
struggling with the challenge of ensuring equal services for rural and urban areas with
limited budgetary conditions. The ageing population, long distances and the possible
lack of qualified work force are common challenges in particularly in the archipelago
• In its operating environment, Laurea is specializing
in service innovations and focusing on regional
development of the metropolitan area
Helsinki Smart City Showcase
http://vimeo.com/16424693
06.11.13
Laurea University of Applied Sciences
31

32. Laurea University of Applied Sciences
Case Laurea: Strategic Choices and Central Measures for 20102015
1. LbD: Generating Future Expertise and Service
Innovations and Promoting Student
Entrepreneurship
• Strengthening the student-oriented learning culture
based on creativity, which brings together teaching
and R&D&I.
• Promoting the commercialization of ideas and
innovations.
06.11.13
Laurea University of Applied Sciences
32

33. Laurea University of Applied Sciences
Case Laurea: Strategic Choices and Central Measures for 2010-2015
2. Developing the
Greater Helsinki
Metropolitan Area
• Participating in world
class networks that
develop the
metropolitan area.
• Promoting multistakeholder functional
entities that develop the
metropolitan area.
06.11.13
Laurea University of Applied Sciences
33

34. Laurea University of Applied Sciences
Case Laurea: Strategic Choices and Central Measures for 2010-2015
3. Internationally
Recognized and
Productive R&D&I
• Increasing Laurea’s
international
recognition, reputation
and influence.
• Increasing international
competence transfer
that enriches Laurea’s
partners and the region.
06.11.13
Laurea University of Applied Sciences
34

36. Kanter (1988): Innovation is most likely in
organizations that
(a) have integrative structures,
(b) emphasize diversity,
(c) have multiple structural linkages inside and outside the organization,
(d) have intersecting territories,
(e) have collective pride and faith in people’s talent, and
(f) emphasize collaboration and teamwork.
Thank You!
Tuija.Hirvikoski@laurea.fi

37. LbD Action Model by Laurea UAS
“The LbD action model views
learning as a tool for
achieving competence, which
in turn is demonstrated as
new ways of action. LbD
provides students and
lecturers with genuine
encounters with the changing
requirements of working life
and a collaboration model for
functioning as innovative
partners” (Raij et NiinistöSivuranta, 2011, 6).

38. LbD as pedagogical
innovation
Summary of international evaluation
of LbD 2007;
“LbD is a value-based model, where
student is more comprehensively
considered than in other models
(which have problems or projects in
the centre). LbD model focuses to
ensure that students can do – instead
of only being able to answer exam
questions. Laurea has succeeded in
creating a model that works in
practice, not only in theory”
Competence development
in the Community
Outcomes:
New knowledge, developed
competences, innovations for all
stakeholders
Stronger sense of community and
partnership; transparency and
communal development of LbD
Regional development
Development in the workplace
R&D projects
carried out by staff
Student centric r&d&i (LbD)
Study unit
implementation
12.1.2010
Individual’s learning
Practical
Hirvikoski & Diz @ NTU INSIGHT relevance of constructive problem (2001 – 2007)
Traditional case-study-based
teaching
38

39. Living Labs are Self-renewal Human-centric,
Multi-stakeholder Ecosystems for Joint Value
Creation
“What is needed?”
multilevel
governance
Enablers
MNS,
SMES
Public sector
third sector
cross-sector
co-operation
“What is possible?”
 Science, technology, innovation (STI) 4%
 Doing, using, interacting (DUI) (96%) (Harmaakorpi)
We need to learn to innovate!

40. What is a Living Lab?
Westerlund and Leminen
(2012) “living labs as physical
regions or virtual realities, or
interaction spaces, in which
stakeholders form publicprivate-people partnerships
(4Ps) of companies, public
agencies, universities, users,
and other stakeholders, all
collaborating for creation,
prototyping, validating, and
testing of new technologies,
services, products, and
systems in real-life contexts.
They are used for the
development of communities
for the use of innovation.”
According to the European Network of Living
Labs (ENoLL), the Living Labs are citizendriven open innovation ecosystems in
real-life settings in which innovation is
fully integrated into the co-creative, codesign processes for new technologies,
products, services, and societal
infrastructures
First developed by William J. Mitchell at MIT
in 2003 to study people and their
interaction with new technologies in a
living environment, the Living Lab model
was introduced to Europe by Nokia and
adapted to the needs of ICT research and
development. From there, the method
spread, gaining a specifically European
version as a user-centric development of
the Open Innovation paradigm, based on
the co-design of innovative ICT
applications in local, often rural,
communities.

41. What is a LivingLab
Bergvall-Kåreborn et al, 2009
A Living Lab is a user-centric
innovation milieu built on
every-day practice and
research, with an approach
that facilitates user influence
in open and distributed
innovation processes engaging
all relevant partners in reallife contexts, aiming to create
sustainable values.

42. The “users” can be either individuals,
organisations, firms, authorities, cities, or
regions – anything from the micro to the
most macro level
From
micro
Zoom in
&
Zoom out
..to the
Most
Macro
Level
http://www.dexigner.com/directory/detail/19311.html
Helsinki Design Lab is an initiative by Sitra, The Finnish Innovation Fund, to
advance strategic design as a way to re-examine, re-think, and re-design
the systems we've inherited from the past. We assist decision-makers to view
challenges from a big-picture perspective, and provide guidance toward more
complete solutions that consider all aspects of a problem

43. Applying Design Studio Model:
Although current dropout rates are modest by international standards,
Finland cannot afford to wait to see if this is an early indicator
of a growing trend.
“A successful education system
in the future will be defined by
how well it handles diversity and
enables all students to
participate
and thrive.”
Dropouts are a leading indicator
that reveals a significant
challenge and opportunity for
education: how to serve all
students in an ever-changing,
diversifying world.
The main concern is to expand
the learning environment to
reach everyone, including those
individuals who learn best in
different ways, in different
environments and with different
skills, interests or intelligences.
http://www.dexigner.com/directory/detail/19311.html

45. The LbD model, in conjunction with the LivingLab
approach is based on…
…innovation co-creation among various stakeholders
within the Helsinki Metropolitan area and
internationally. Or, as Pirinen (2012) defines it: “the
integrative model refers to the student-centred
integration of higher education, research and
development (R&D) and regional development in the
viewpoint of actualizations of study units with
funded R&D projects and within regional R&D actors
such as regional innovation system and clusters.”

46. Innovation ecosystems
According to Wessner (2007),
innovation ecosystems capture
actors like large and small
businesses, universities, research
institutes and laboratories,
intermediating organisations, as
well as venture capital firms and
financial markets. In the innovation
ecosystems, knowledge and
innovation are created and brought
to market with the help of public
policies that strengthen the links
within the innovation ecosystem
and improve innovation-led growth.
Also rules, regulations, and
incentives as well as shared
social norms and value systems
are crucial variables of
innovation ecosystems.
In Laurea, the Living Lab
approach has been developed
and implemented from micro
level to the most extreme
macro-level in parallel to the
practice-based LbD action
model enhancement.

47. THE COLLABORATIVE LBD PROJECT AS A
REGIONAL LEARNING LIVING LABORATORY
OR AN “ORCHESTRATION TABLE”

48. Collaborative LbD projects operate as a regional
learning living laboratory and an orchestration table
(1)
Laurea has played a crucial role…
.. in formulating and
implementing regional
innovation strategies in
partnership with the
local authorities,
businesses and citizens
… in attracting public,
academic, corporate
and third-sector actors,
together with end-users
to swarm around the
common phenomena
and problems

49. Orchestration table (2)
An integrative LbD process
consists of:
▶
▶
▶
▶
▶
RDI work,
the social interaction,
knowledge sharing,
collective intelligence,
learning and problem
solving, and
▶ the build-up of related
sheared meanings
In the Living Labs, the cocreation of innovation and
innovative activities bring
the concepts of science
close to citizens and the
users’ real-life expertise
close to researchers,
designers and politicians.
Stakeholders’ roles as
designers, researchers,
enablers, or users vary.

50. Orchestration table (3)
Throughout the feedback loops…
… between the
collaboration stages of
interlinked university and
UAS-driven RDI projects,
commercialisation and
innovation policy,
additional, systemic
learning and changes may
follow both in the wider
society or industrial
clusters.

51. Orchestration table (4),
The students are equal partners,
… developing and creating new
professional knowledge and skills
whilst growing towards their own
fullest potential as human beings.
As there is a constant demand for selforganising actions, the model fosters
creativity, entrepreneurial
competences and critical thinking.
Consequently, together they form the
bases for learning regional Living labs
and people-driven dynamic societies
that do not shy away from the
challenges but rather organise
themselves around them. (Kantola et
Hirvikoski, 2012)
http://www.laurea.fi/fi/tutkimus_ja_kehitys/julkaisut/Erilliset_julkaisut/Documents/LbD_Guide_041020
11_ENG_lowres.pdf

52. Through internationally funded
projects and by operating as an
orchestration table
…Laurea can offer its best cooperation capability also to the
international partners and
consequently an access to one of
the world’s most competitive and
advanced metropolitan areas.
As a result of these principles and
in accordance with the regional
Smart Specialisation strategy,
HEIs in various countries can
foster the enriching and mutual
cooperation between their
regions and their regional
learning Living Labs.

53. Laurea Living Labs and the LbD
action model
Laurea University of Applied Sciences
has optimised both educational and
RDI impacts by integrating its
awarded educational innovation,
Learning by Developing (LbD), with
the LivingLabs (LL) model. Together,
they provide new mechanisms and
interfaces for collaboration among
various regional stakeholders and
improve citizens’ innovation
competences, i.e. grasping the
essence of a problem, exploring the
problem at hand in wider contexts,
drawing conclusions from
observations, visualising the possible
solutions so that others can follow,
and acting on them.
21032013 Hallym Univeristy Tuija Hirvikoski
During the last twenty years Laurea has
been involved in several, both
national and international usercentric RDI projects aimed at
developing new services for the
elderly.
Project examples
- CaringTv, Express to Connect,
Encounter Art, COM’ON, the Senior
Trainer Programme, SATCHEL
Facilities
- Active life Village
- Active Home; SmartHome
- Smart Hospital
- Medical and Care simulation center
53

54. Laurea aspires, together with its regional and
international partners,
…to construct better RDI
results and improve their
commercialisation and usage in
organisations and within
society.
The RDI results, co-created within the
frame of LdD, may be turned into
innovative marketable products and
services by the corporate sector, whereas
the public sector may utilise them in their
strategies and operations.
http://www.oecd.org/edu/imhe/QT%20policies%20and%20practices.pdf

55. Scaling up the PPPP model: Europe as a dynamic, multilayered and multi-dimensional Innovation Ecosystem Consequences
- involves creative and motivated professionals and citizens to the
development of Active and Healthy Ageing solutions and the
transformation of behaviour
- creates innovative solutions from the micro to the most macro
level of the Active and Healthy Ageing systems
- decreases innovation obstacles
- boosts Europe as a lead market of Active and Healthy Aging
- boosts new spin-offs and supports growth companies
- gives companies an opportunity to grow in the emerging Asian
(global) markets
- generates meaningful new jobs
11/06/13
Laurea University of Applied Sciences
55

56. Open and user-driven innovation
Many Laurea LbD projects fall into the category of open
innovation (Chesbrough, 2006) or demand- and user-driven
innovations (von Hippel, 2005), where firms and public
organisations develop, experiment and pilot with customers
for new products, services and businesses and citizens
improve their living conditions (e.g. Loppukiri in Helsinki)
In the open and user-driven RDI, LbD applies e.g. action
research, ethnographical methods, service design,
participatory observation, interviews and focus group
methods. Laurea researchers have also widely
contributed to theoretical and methodological
development in this field.

57. As a consequence of open and user-driven innovation
processes, each and every individual can also learn to
innovate
in the era of innovation
democratisation calling for a
variety of complementary
innovations, there is no
monopoly but many innovations
have seen daylight thanks to
everyday laymen actions.
the Innovation Europe survey (2004): only some 4%
of innovations are based on academic research
whilst the most significant sources of innovation
are customer contacts, company networks and
the like.
an on-going survey by Von Hippel (2010, in Kulkki
2012) indicates that 70% of innovations come
from the markets and customers.

58. Based on Rogers’ (2003) innovation
adopter categorization (1)
Learning to innovate may also be vital for
generating new markets and behavioural
patterns in the civic society, as those who
learned to innovate, may either become the
“leader-users” that create new ways of
consuming and solving problems, or they may
join the “early majority” adopting novelties.
Models like LbD might help the HEIs not only to
produce a high level of education but also
improve citizens’ innovation competences,
i.e.
▶
▶
▶
▶
grasping the essence of a problem,
exploring the problem at hand in wider contexts,
drawing conclusions from observations,
visualising the possible solutions so that others
can follow, and
▶ acting on them.

59. generation of energy
about the process;
generation of energy
innovation calls for tangible energy, like
financial resources, juridical support and
capital goods, however, the most successful
systems have a capacity to produce
cognitive and emotional energy
cognitive energy based on the holistic and
interactive approaches and it provides the rationale
to understand the requisite inconveniences and their
temporary role in the progress of innovation
proactive innovation intellects empower themselves
and others emotionally; they also receive emotional
energy from the others
“Culture create passion, passion inspire
doing, using and interaction”
12.1.2010
Hirvikoski & Diz @ NTU INSIGHT
59

60. Helsinki Metropolitan Area’s Innovation
Hubs Living Laboratories and Enriching
Learning Environments
Laurea operates in the Greater
Helsinki Metropolitan Area, which
produces approximately 50% of
Finland’s gross domestic
product.
Helsinki
In its operating environment, Laurea is
specializing in service innovations
and focusing on regional
development of the metropolitan
area.
Laurea University of Applied Sciences Tuija Hirvikoski
60

61. Laurea’s Profile in the Finnish
Higher Education System
1.
2.
Service innovations and value networks
Internationally acknowledged and
productive research, development and
innovation activity
3. An operating model that
promotes the development of
working life by integrating
learning and R&D (Learning by
Developing)
06.11.13
Laurea University of Applied Sciences
61

62. How has your institution tackled the challenges raised by
mass higher education with respect to maintaining and
improving teaching and learning?
06.11.13
Laurea University of Applied Sciences
62

63. Fostering Quality Teaching in Higher Education: Policies
and practices IMHE-OECD (Hénard, 2012)
Quality teaching is the use of
pedagogical techniques to produce
learning outcomes for students. It involves
several dimensions, including the effective
design of curriculum and course content, a
variety of learning contexts (including
guided independent study, project-based
learning, collaborative learning,
experimentation, etc.), soliciting and using
feedback, and effective assessment of
learning outcomes. It also involves welladapted learning environments and
student support services.
06.11.13
•Raising awareness of quality
teaching
•Developing excellent teachers
•Engaging students
•Building organisation for change
and teaching leadership
•Aligning institutional policies to
foster quality teaching
•Highlighting innovation as a driver
for change
•Assessing impacts
Laurea University of Applied Sciences | Tuija Hirvikoski
63

64. Fostering Quality Teaching in Higher Education: Policies
and practices IMHE-OECD (Henard, 2012)
Covered by Laurea Learning by Developing (LBD) Operating
Model
Quality teaching is the use of
pedagogical techniques to produce
learning outcomes for students. It involves
several dimensions, including the effective
design of curriculum and course content, a
variety of learning contexts (including
guided independent study, project-based
learning, collaborative learning,
experimentation, etc.), soliciting and using
feedback, and effective assessment of
learning outcomes. It also involves welladapted learning environments and
student support services.
06.11.13
Laurea University of Applied Sciences
•Raising awareness of quality
teaching
•Developing excellent teachers
•Engaging students
•Building organisation for change
and teaching leadership
•Aligning institutional policies to
foster quality teaching
•Highlighting innovation as a driver
for change
•Assessing impacts
64

65. Fostering Quality in HE “takes place at three interdependent levels” (IMHE-OECD 2012)
National level: HEIs’ central role in building
Europe, measured in terms of social and
economic progress
The Laurea
LbD
Elements
Fostering
Quality
Learning
06.11.13
Laurea University of Applied Sciences | Tuija Hirvikoski
65

66. Human
centricity!
Learning by
Developing is
a Unique way
for Life Long
Learning in
Living
Laboratories
Image thh
06.11.13
Laurea University of Applied Sciences
!
66

67. Laurea’s strategy 2010-2015;
Promoting Students’ Professional Growth
Strategic Choices
1.LbD: Generating Future
Expertise and Service
Innovations and Promoting
Student intiated and Growth
Entrepreneurship
2.Developing the Greater
Helsinki Metropolitan Area
3.Internationally Acknowledged,
Productive R&D&I
06.11.13
Laurea University of Applied Sciences
•Laurea’s strategic choice is
to integrate its three main
tasks: education, regional
development and R&D.
•Learning by Developing (LbD)
is an innovative operating
model based on authenticity,
creativity, partnership and
experimental approach.
67

68. Quality assurance system
Laurea University of Applied Sciences
68

69. CHECK, Operation monitoring and evaluation
Laurea University of Applied Sciences
69

70. The feedback system in relation to professional
development
Alumni
questionnaire
Graduation
questionnaire
Quality
quiestionnaire of
education and
learning
International
student mobility
feedback
questionnaire
Internship
feedback
questionnaire
Instant feedback
Study unit
feedback
questionnaire
forward

71. Joint Regional Competence Development Continuum
Competence
PhD
PhD
Competences
Theses M
M
B
B
PhD
PhD
RDI
project
1
Theses
B
B
PhD
PhD
Failed
RDI
applicati Failed RDI
on application
B
B
M
M
B
B
Theses
B
B
B
B
B
B
M
M
B
B
RDI
project 3
development
PhD
PhD
Failed RDI
application
RDI
project 2
RDI
project n
LbD = co-creation of new knowledge, skills and innovation with multiple stakeholders
Dissemination (national and international innovation diffusion and export of knowledge)
Commercialization, entrepreneurship, Spin-offs
Aika

72. Case Example Helsinki
Metropolitan area
Knowledge Triangle and Horison2020
Aalto & Laurea the cornerstones for Living Labs
Laurea University of Applied Sciences
72

73. EU 2020  Implementation by Seven Flagships
Knowledge Triangle: Create Synergy between Research, Education
and Innovation
Special need to focus on:
A. Value creation based on better use of intangible assets
B. New processes and methods for university-industry collaboration
C. Systemic change and societal innovations
Co
-
or
rW
lo p
ve
De
fo
rF
or
es
igh
if e
gL
ki n
t&
fo
cr e
rm
ati
on
t fo
Pl a
Innovation
Pla
t
nt
me
fo
rm
Orchestration
Benefits are evident:
For students
For teaching staff
For researchers
For working life professionals
Research
Education
Platform for Blended Learning
© Markku Markkula

74. Future? Local Digital Agenda for the Helsinki Region
based on Smart Specialisation. The discussion is going on.
We will pioneer solutions to tackle Grand Societal Challenges. We will focus on:
1. Smart Urban Design
2. Active and Healthy Ageing
3. Low Carbon Economy
This means especially fueling Industrial Leadership by focusing on:
1. Regional Service Architecture and Modeling
2. Digitalization of System Processes, especially Services
3. Mindset and Environment for Start-up and Growth Companies
And this means on global level science excellence focusing on:
1. Open Innovation Interlinked Ecosystems
2. Integrating Real and Virtual Reality
3. Future and Emerging Technologies
This is the proposal made by Markku Markkula on 6 May 2012
based on the CoR Horizon 2020 draft opinion, Vanguard Group LDA activities,
the EUE/RIE plans and the EU Smart Specialisation Mirror Group.

75. Laurea management system is based on
shared leadership in a self-organising
system, operating as a flock of geese
“Spontaneous harmony”,
“order without careful
crafting”
“Watch a flock of geese turning and swooping in flight, undeterred by wind,
obstacles and distance. There is no grand vizier goose, no chairman of the
gaggle. They can’t call ahead for a weather report. They can’t predict what
obstacles they will meet. They don’t know which of their number will expire in
flight. Yet their course is true. And they are a flock.”
Hamel ((2002),253) Leading the revolution
The Country Brand Delegation
”the unbiased, solution-focused approach to problems which derivers from our
history and culture. When faced with impossible situation we roll up our sleeves
and double the speed.”