Kaija Collin | University of Jyväskylä (original) (raw)

Papers by Kaija Collin

Asia Pacific Journal of Education

Learning organization/The Learning organisation, Feb 5, 2024

Sosiaalipedagoginen aikakauskirja

Tutkimuksen tavoitteena oli tarkastella työntekijöiden kuvauksia ja havaintoja siitä, miten ohjat... more Tutkimuksen tavoitteena oli tarkastella työntekijöiden kuvauksia ja havaintoja siitä, miten ohjatussa äiti–lapsi-vertaisryhmässä tuetaan vanhemmuutta ja selviytymiskykyisyyttä. Tutkimuksen viitekehyksenä sovellettiin resilienssitutkimuksen ja Seligmanin (2011) PERMA-hyvinvointiteorian käsitteitä. Tutkimuksen kontekstina oli matalan kynnyksen perhekeskustoiminta ja kohteena äiti–lapsi-vertaisryhmä. Lähestymistapana sovellettiin tapaustutkimusta, ja menetelminä olivat työntekijöiden (N=2) parihaastattelut tutkimusjakson alussa ja lopussa sekä puolistrukturoidut päiväkirjat, joihin työntekijät kirjasivat huomioitaan omista toimintatavoistaan ja vuorovaikutustilanteista äitien ja lasten ryhmätapaamisista kolmelta ajanjaksolta. Aineisto analysoitiin temaattisen sisällönanalyysin avulla. Tutkimuksen tuloksena tunnistettiin neljä selviytymiskykyä ja vanhemmuutta vahvistavaa työntekijän toimintatapaa: yhteisen tekemisen järjestäminen ja toiminnan sanoittaminen, kannustaminen ja vahvuuksien ...

Professions and Professionalism

When external requirements conflict with teachers’ personal beliefs and values, the resulting int... more When external requirements conflict with teachers’ personal beliefs and values, the resulting internal struggles can lead to identity tensions. Contributing to discussion on teachers’ identity development in a challenging context, this study investigated teacher identity tensions and related coping strategies in Hong Kong. We conducted 21 semi-structured interviews with qualified teachers and then performed a deductive thematic analysis of the data. We categorised the identity tensions as positioned on the micro or macro level, and distinguished the coping strategies as emotion-focused or problem-focused behaviours. The identity tensions and related coping strategies seemed to be associated with teachers’ career stages. We further found identity tensions to be related to the school’s sociocultural environment and to the specific political and societal forces in the region. The study demonstrated the need for continuous and differentiated support catering for teachers’ needs, and hig...

Academy of Management Proceedings, 2016

The aim of this paper is to investigate the meaning of leadership (or its imagined absence) for c... more The aim of this paper is to investigate the meaning of leadership (or its imagined absence) for creativity and professional agency in two Finnish information technology organizations. Professional agency and creativity are approached as strongly intertwined in a socio-cultural framework. Our interest is in how professional agency and creativity are exercised in practice and how they are supported or/and constrained by leadership. Two differing IT organizations (by their structure, operations and leadership practices) were purposefully selected for more detailed investigation and ethnography was utilized as a research strategy. The data comprise 33 interviews that were analyzed with qualitative content analysis. On the basis of our preliminary findings, we suggest that issues framing agency and creativity are strongly context- bound. In one organization, agency and creativity were constrained by global, overloaded bureaucracy but supported by respectful middle management. In the other organization, agency ...

Academy of Management Proceedings, 2019

Pedagogy, Culture & Society

Springer eBooks, 2022

Self-direction refers to an individual's responsibility and active role in relation to their own ... more Self-direction refers to an individual's responsibility and active role in relation to their own activities. It has largely been considered from the perspective of the individual, with self-direction being seen as a characteristic of the person, a linear process, or a feature influenced by the factors surrounding the individual. It is understood as a positive activity that promotes creativity and learning (See Anderson, 2020: "creative learning" in this book). However, the possibilities for self-direction have been less explored. The theme of self-direction and its possibilities comprise a topical and important perspective in the research on self-direction.

Merits

Workplace learning (WPL) is a complex phenomenon involving the intertwined processes of working a... more Workplace learning (WPL) is a complex phenomenon involving the intertwined processes of working and learning. Recent studies have shown the importance of sustainable perspectives in WPL situations. In the literature, sustainable development is still predominantly referred to environmental, economic and social sustainability. In this study, sustainable perspectives denote the widespread use of previous knowledge, the rapid application of new knowledge and the effects of this knowledge on well-being, thus leaning on human sustainability. The purpose of this study is to examine conceptions of WPL among Finnish police supervisors and to reveal whether sustainable learning perspectives manifest. Eight thematic interviews were analysed using phenomenographic and theory-driven content analyses. The analysis produced six main categories of WPL, and sustainable learning perspectives manifested in all categories. This study confirms previous findings regarding WPL and presents similarities in...

Creativity and Learning, 2021

The original version of Chapters 1 and 6 were inadvertently published as non-open access, which h... more The original version of Chapters 1 and 6 were inadvertently published as non-open access, which has now been changed to open access under a CC BY 4.0 license, and the copyright holder has been updated to 'The Author(s)'. The corrections to the chapter have been updated with the changes.

Collin, Kaija Experience and shared practice – Design engineers’ learning at work Jyvaskyla: Univ... more Collin, Kaija Experience and shared practice – Design engineers’ learning at work Jyvaskyla: University of Jyvaskyla, 2005, 124 p. (Jyvaskyla Studies in Education, Psychology and Social Research, ISSN 0075-4625; 261) ISBN 951-39-2188-3 Finnish summary Diss. The study investigates design engineers’ and product developers’ learning through their work. The aim was to approach designers’ work practice and their learning in the course of it as perceived by the designers themselves. The aim was also to examine their learning through the various individual and social processes which take place in the workplace. The study thus addressed three major questions: 1) What conceptions do engineers have of learning at work? 2) What role do previous work experiences have in on-the-job learning in the domain of design work? and 3) How do engineers learn through shared practices of design and development work? The report is based on five articles published in 2002–2005. The ethnographic approach with...

Sustainability

The association between sustainability and learning in organizations and workplaces represents a ... more The association between sustainability and learning in organizations and workplaces represents a current articulated grand challenge for human resource development (HRD) and learning studies and practice, which calls for integrated inquiries. However, studies of learning in organizations and workplaces deal with sustainability in scattered and diverse ways that promote calls for more integrated understandings of the different approaches and associations. This article outlines the results from a scoping thematic review mapping out leading perspectives within the research fields of HRD, organizational learning (OL) and workplace learning (WPL). This article thus explores the perspectives that have been used in approaching sustainability in OL and WPL studies. The analysis of the identified studies shows that OL and WPL research has utilized four different perspectives in the approach to sustainability associated with learning: (1) balance perspective, (2) dimensional perspective, (3) ...

The Palgrave Encyclopedia of the Possible, 2020

Self-direction refers to an individual’s responsibility and active role in relation to their own ... more Self-direction refers to an individual’s responsibility and active role in relation to their own activities. It has largely been considered from the perspective of the individual, with self-direction being seen as a characteristic of the person, a linear process, or a feature influenced by the factors surrounding the individual. It is understood as a positive activity that promotes creativity and learning. However, the possibilities for self-direction have been less explored. The theme of self-direction and its possibilities comprise a topical and important perspective in the research on self-direction.peerReviewe

Adult Learning

Adult’s self-direction and self-directed learning (SDL) have become topics in the discussion of w... more Adult’s self-direction and self-directed learning (SDL) have become topics in the discussion of work-related adult learning and an autonomous approach, emphasizing responsibility and independence, has received increasing attention in studies of learning. In the context of SDL, in contrast, the importance of the learning environment and community has received less empirical attention. The aim of this article is to increase the understanding of the co-occurrence of sociocultural elements and self-direction in learning situations at work. From a practical viewpoint, it is important to understand both, the sociocultural and self-directed nature of different learning situations at daily work, so that organizations and workplaces can develop the practices that support learning and self-directedness in the work environment and create appropriate expectations for individual self-direction. In this study, we examined the elements of sociocultural learning and self-direction in police organiz...