Gothóni, R. Kolkka, M., Hyväri, S., Vuokila-Oikkonen, P. (2018) Working life oriented participatory development. In M. Kivirinta, M. Nylund & O. Vesterinen (Eds.), Community-Based Participatory Research (CBPR): Guide. (Diak Opetus 4). Helsinki: Diakonia-ammattikorkeakoulu. Retrieved from https://libguides.diak.fi/CBPR. Retrieved from http://libguides.diak.fi/c.php?g=656123&p=4611980
Raili Gothóni, Marjo Kolkka, Susanna Hyväri ja Päivi Vuokila-Oikkonen
Starting points for Community-Based Participatory Research (CBPR)
Theses and studying in working life development projects are part of the regional influence and research and development (R&D) activity of a university of applied sciences. Universities of applied sciences are, as R&D actors, contributors to regional competitiveness and renovators of working life. The research activity is close to practice, applied, and the aim is to meet the development needs of cooperation partners and to contribute to the development and wellbeing of the region (Ammattikorkeakoulujen rehtorineuvosto 2015a, 2015b; Suoranta & Ryynänen 2014; Työryhmä ammattikorkeakoulujen rahoitusmallin uudistamiseksi 2017 alkaen 2015.)
The working life orientation of a university of applied sciences means that the education meets the needs of working life and that working life cooperation is carried out in the planning, execution and evaluation of the teaching. The realization of the teaching in working life is ensured with long term cooperation and confidential working life contacts. The working life oriented learning of the student is realized by completing learning tasks in working life, by participating in development projects and other projects, by working on the thesis, by participating in study visits, working life periods and practical training, and, for example, by carrying out interviews and surveys as part of research at a university of applied sciences (see Valtiontalouden tarkastusvirasto 2009).
R&D activity and Community-Based Participatory Research pertaining to it are part of the statutory duty of a university of applied sciences (L 932/2014; Keskitalo 2015). Inclusiveness in the development does not mean only the inclusion of students, working life employees, teachers and researchers. In the development, clients and people in the area are included in such a way that services are developed together with them. Indeed, one talks about developer-service-users, experts by experience and developer-professionals (in social field) as partners of the different actors at Diak. The different parties are equal actors, whose expertise accrues together. Good working life connections and client orientation ensure that the users of the services are heard, and they influence structures involving discriminatory features (Suoranta & Ryynänen 2014). The influence becomes many-fold as the graduating professionals continue the development work based on participation and cooperation in their work places (Gothoni & Kolkka 2015).
The R&D activity is based on Diak’s values and the principles of sustainable development. The values are love of fellow man, social equality, successful, high quality action and open interaction. In agreement with the values, regional, national and international development projects connected with participation, health, poverty and ill-being come to the fore in the research activity.
Community-Based Participatory Research
Community-Based Participatory Research (CBPR) is carried out at Diak. It is joint development serving working life and learning, and is based on the joint aims of working life partners and Diak.
Inclusive development is carried out in all sectors of education at Diak. The essential things in learning are wondering, forming questions, information retrieval, criticism, shared expertise and constructing new knowledge (Hakkarainen, Lonka & Lipponen 2004). These features of investigative learning characterize the CBPR activity.
The DSS curriculum 2016 teaching inplemation plans and the subsequent ones make it possible for students to attain curriculum-based expertise aims by participating, at all stages of their studies, in development activity and other agreed-upon assignments in working life and projects. In this way, they familiarize themselves in practice with the processes of investigative learning. The in-group identification of the students, peer support and the support and guidance given by the teachers and working life actors are crucial elements of investigative learning (Koistinen et al. 2015).
The success of the CBPR activity based on inclusive and exploratory development and equal partnership requires that all parties in part exhibit a new kind of thinking concerning partnership, expertise, learning as well as pedagogy. It also requires daringness and creativeness to do things differently and trying out new things. During the CBPR processes, the participants may have to put up with unfinishedness and changing plans. As a result, good learning may come about also, when the original aim has not been achieved and when one can create, by means of developmental evaluation, improvement proposals or an entirely new way of approaching the joint aim.
In the ecclesiastical field, the term Community Workshop is used to refer to the activity. In these workshops, projects and endeavors are initiated whose aim is the strengthening of communality, voluntary action and the membership of the church as well as an even better utilization of existing resources. Community workshops have been established in different parts of Finland in cooperation with parishes other local actors. The idea is that, in the Community workshops, employees and volunteers as well as Diak students and teachers together look for solutions to current challenges. The essential thing is a mutual and investigative approach to work and applying knowledge together locally. (Yhteisöpaja I/2014; Koistinen ym. 2015; Diak Yhteisöpajat 2015.)
Inclusive and exploratory development consists of 1) the anticipation and recognition of and reacting to challenges emanating from working life and society, and of 2) investigative and developmental learning, which means a critical construction, experimentation and evaluation of new knowledge and methods of action by doing things together.
Inclusive and exploratory development is realized as working life projects, pieces of research, surveys and mappings as well as projects. As a result, changes in practices, expertise, models of action and methods for the use of working life and Diak come about. The activity involves publications, seminars, conferences and events.
Investigative and developmental learning
Investigative and developmental learning begins as of the first semester and deepens during the studies. The student is challenged into critical and reflective learning, during which he/she forms a view of society, the field, the profession, the service system and himself/herself as a professional actor (Gothoni & Kolkka 2015).
At the beginning stages of the studies, one orients oneself towards university studies, the field and the profession, and constructs a basis for the professional identity. A crucial thing is societal literacy, which is based on reflective professional expertise. This requires an investigative and developmental approach to working life and the everyday life of people. The student’s earlier expertise is a valuable capital, on the basis of which professional expertise develops (Kolkka, Leinonen & Lindroth 2015; Airola 2012).