Eettisyyden koulutus laskentatoimen pääaineen opiskelijoille - empiirinen tutkimus suomalaisista kauppatieteellisistä yksiköistä

Tutkimuksen tavoitteena oli analysoida, miten suomalaiset kauppatieteelliset yksiköt tarjoavat eettisyyden koulutusta. Erityisesti tutkimuksessa keskityttiin laskentatoimen pääaineen opiskelijoille kohdistettuun eettisyyden koulutukseen. Tutkimuksen teoreettinen viitekehys rakentui sekä eettisyyden koulutusta että eettisyyden ja liike-elämän välistä suhdetta yleisesti käsittelevään tutkimukseen. Empiirisen aineiston keräämiseen sovellettiin kyselytutkimusta, joka lähetettiin kaikille suomalaisen yliopiston tai korkeakoulun palveluksessa oleville laskentatoimen professoreille, lehtoreille, yliassistenteille sekä assistenteille. Kyselytutkimuksen tulokset osoittivat eettisyyden olevan osa jokaisen suomalaisen laskentatoimea opettavan kauppatieteellisen yksikön kurssitarjontaa. Vain neljä yksikköä tarjosi tutkimuksen tulosten mukaan erillistä, eettisyyteen tai yhteiskuntavastuuseen keskittyvää opetusta. Valtaosa opetti eettisyyttä osana muuta kauppatieteiden opetusta. Pääosa suomalaisista laskentatoimen opettajista piti tutkimuksen tulosten mukaan eettisyyden koulutusta joko erittäin tärkeänä tai melko tärkeänä osana laskentatoimen koulutusta.

Evaluation of Teacher Education Programs by Students and Graduates

The purpose of this research was to do a repeated cross-sectional research on class teachers who study in the 4th year and also graduated at the Faculty of Education, University of Turku between the years of 2000 through 2004. Specifically, seven research questions were addressed to target the main purpose of the study: How do class teacher education masters’ degree senior students and graduates rate “importance; effectiveness; and quality” of training they have received at the Faculty of Education? Are there significant differences between overall ratings of importance; effectiveness and quality of training by year of graduation, sex, and age (for graduates) and sex and age (for senior students)? Is there significant relationship between respondents’ overall ratings of importance; effectiveness and their overall ratings of the quality of training and preparation they have received? Are there significant differences between graduates and senior students about importance, effectiveness, and quality of teacher education programs? And what do teachers’ [Graduates] believe about how increasing work experience has changed their opinions of their preservice training? Moreover the following concepts related to the instructional activities were studied: critical thinking skills, communication skills, attention to ethics, curriculum and instruction (planning), role of teacher and teaching knowledge, assessment skills, attention to continuous professional development, subject matters knowledge, knowledge of learning environment, and using educational technology. Researcher also tried to find influence of some moderator variables e.g. year of graduation, sex, and age on the dependent and independent variables. This study consisted of two questionnaires (a structured likert-scale and an open ended questionnaire). The population in study 1 was all senior students and 2000-2004 class teacher education masters’ degree from the departments of Teacher Education Faculty of Education at University of Turku. Of the 1020 students and graduates the researcher was able to find current addresses of 675 of the subjects and of the 675 graduates contacted, 439 or 66.2 percent responded to the survey. The population in study 2 was all class teachers who graduated from Turku University and now work in the few basic schools (59 Schools) in South- West Finland. 257 teachers answered to the open ended web-based questions. SPSS was used to produce standard deviations; Analysis of Variance; Pearson Product Moment Correlation (r); T-test; ANOVA, Bonferroni post-hoc test; and Polynomial Contrast tests meant to analyze linear trend. An alpha level of .05 was used to determine statistical significance. The results of the study showed that: A majority of the respondents (graduates and students) rated the overall importance, effectiveness and quality of the teacher education programs as important, effective and good. Generally speaking there were only a few significant differences between the cohorts and groups related to the background variables (gender, age). The different cohorts were rating the quality of the programs very similarly but some differences between the cohorts were found in the importance and effectiveness ratings. Graduates of 2001 and 2002 rated the importance of the program significantly higher than 2000 graduates. The effectiveness of the programs was rated significantly higher by 2001 and 2003 graduates than other groups. In spite of these individual differences between cohorts there were no linear trends among the year cohorts in any measure. In respondents’ ratings of the effectiveness of teacher education programs there was significant difference between males and females; females rated it higher than males. There were no significant differences between males’ and females’ ratings of the importance and quality of programs. In the ratings there was only one difference between age groups. Older graduates (35 years or older) rated the importance of the teacher training significantly higher that 25-35 years old graduates. In graduates’ ratings there were positive but relatively low correlations between all variables related to importance, effectiveness and quality of Teacher Education Programs. Generally speaking students’ ratings about importance, effectiveness and quality of teacher education program were very positive. There was only one significant difference related to the background variables. Females rated higher the effectiveness of the program. The comparison of students’ and graduates’ perception about importance, effectiveness, and quality of teacher education programs showed that there were no significant differences between graduates and students in the overall ratings. However there were differences in some individual variables. Students rated higher in importance of “Continuous Professional Development”, effectiveness of “Critical Thinking Skills” and “Using Educational Technology” and quality of “Advice received from the advisor”. Graduates rated higher in importance of “Knowledge of Learning Environment” and effectiveness of “Continuous Professional Development”. According to the qualitative data of study 2 some graduates expressed that their perceptions have not changed about the importance, effectiveness, and quality of training that they received during their study time. They pointed out that teacher education programs have provided them the basic theoretical/formal knowledge and some training of practical routines. However, a majority of the teachers seems to have somewhat critical opinions about the teacher education. These teachers were not satisfied with teacher education programs because they argued that the programs failed to meet their practical demands in different everyday situations of the classroom e.g. in coping with students’ learning difficulties, multiprofessional communication with parents and other professional groups (psychologists and social workers), and classroom management problems. Participants also emphasized more practice oriented knowledge of subject matter, evaluation methods and teachers’ rights and responsibilities. Therefore, they (54.1% of participants) suggested that teacher education departments should provide more practice-based courses and programs as well as closer collaboration between regular schools and teacher education departments in order to fill gap between theory and practice.

Evaluation of Implementation of BSc IT Curriculum at Tumaini University

In Tanzania computer knowledge is vital to supplement the pace fast growing economic and development activities, which demands high and reliable level of expertise in com- puting field. In 2006, a research carried out at Tumaini University with purpose to design and implement a contextualized curriculum that can supplement for such needs hence facilitate development in Tanzanian context. A contextualized curriculum took advantage of six principles namely curriculum contex- tualization, projects, practical, interdisciplinary orientation, international recognition and continuous research for the program’s formative and development. Implementation of the curriculum followed the CATI (Contextualize, Apply, Transfer, and Import) model with emphasis on students to identify societal expectations at the early stage in learning process, in which case the graduates will potentially cater for societal expertise needs on ICT. This study adopts an emergent exploratory cross-section research design, while employ- ing a qualitative approach. This study was conducted at Tumaini University in Iringa where by purposeful sampling was used to obtain participants such as students, teach- ers, administrators and employers who participated in several focus group discussions, in-depth interviews and participant observation. The study reveals that six principles are satisfactorily met,despite of bottlenecks such as incompatibility in pedagogical thinking and technology availability for e-learning, learning attitudes, insufficient experts with actual skills and experience,in academic field among the others. The study recommends that iterative longitudinal study should be car- ried out to design for proper intervention in response to these problems which will help in improving and stabilize the curriculum.

Turun yliopiston julkaisut 2007 - Publications of the University of Turku 2007

This bibliography lists scientific publications by the staff of the University of Turku from the year 2007.

Drivers and Barriers of Collaboration in the Value Chain of Paperboard-Packed Consumer Goods

Value chain collaboration has been a prevailing topic for research, and there is a constantly growing interest in developing collaborative models for improved efficiency in logistics. One area of collaboration is demand information management, which enables improved visibility and decrease of inventories in the value chain. Outsourcing of non-core competencies has changed the nature of collaboration from intra-enterprise to cross-enterprise activity, and this together with increasing competition in the globalizing markets have created a need for methods and tools for collaborative work. The retailer part in the value chain of consumer packaged goods (CPG) has been studied relatively widely, proven models have been defined, and there exist several best practice collaboration cases. The information and communications technology has developed rapidly, offering efficient solutions and applications to exchange information between value chain partners. However, the majority of CPG industry still works with traditional business models and practices. This concerns especially companies operating in the upstream of the CPG value chain. Demand information for consumer packaged goods originates at retailers' counters, based on consumers' buying decisions. As this information does not get transferred along the value chain towards the upstream parties, each player needs to optimize their part, causing safety margins for inventories and speculation in purchasing decisions. The safety margins increase with each player, resulting in a phenomenon known as the bullwhip effect. The further the company is from the original demand information source, the more distorted the information is. This thesis concentrates on the upstream parts of the value chain of consumer packaged goods, and more precisely the packaging value chain. Packaging is becoming a part of the product with informative and interactive features, and therefore is not just a cost item needed to protect the product. The upstream part of the CPG value chain is distinctive, as the product changes after each involved party, and therefore the original demand information from the retailers cannot be utilized as such – even if it were transferred seamlessly. The objective of this thesis is to examine the main drivers for collaboration, and barriers causing the moderate adaptation level of collaborative models. Another objective is to define a collaborative demand information management model and test it in a pilot business situation in order to see if the barriers can be eliminated. The empirical part of this thesis contains three parts, all related to the research objective, but involving different target groups, viewpoints and research approaches. The study shows evidence that the main barriers for collaboration are very similar to the barriers in the lower part of the same value chain; lack of trust, lack of business case and lack of senior management commitment. Eliminating one of them – the lack of business case – is not enough to eliminate the two other barriers, as the operational model in this thesis shows. The uncertainty of the future, fear of losing an independent position in purchasing decision making and lack of commitment remain strong enough barriers to prevent the implementation of the proposed collaborative business model. The study proposes a new way of defining the value chain processes: it divides the contracting and planning process into two processes, one managing the commercial parts and the other managing the quantity and specification related issues. This model can reduce the resistance to collaboration, as the commercial part of the contracting process would remain the same as in the traditional model. The quantity/specification-related issues would be managed by the parties with the best capabilities and resources, as well as access to the original demand information. The parties in between would be involved in the planning process as well, as their impact for the next party upstream is significant. The study also highlights the future challenges for companies operating in the CPG value chain. The markets are becoming global, with toughening competition. Also, the technology development will most likely continue with a speed exceeding the adaptation capabilities of the industry. Value chains are also becoming increasingly dynamic, which means shorter and more agile business relationships, and at the same time the predictability of consumer demand is getting more difficult due to shorter product life cycles and trends. These changes will certainly have an effect on companies' operational models, but it is very difficult to estimate when and how the proven methods will gain wide enough adaptation to become standards.

The Finnish Online University of Applied Sciences - from National to International

Julkaistu CD-ROM-levyllä

Design Process of Packaging Laboratory at Lappeenranta University of Technology

The layout design process of the packaging laboratory at Lappeenranta University of Technology is documented in this thesis. Layout planning methods are discussed in general. The systematic layout planning procedure is presented in more detail as it is utilised in the case of layout planning of the packaging laboratory. General demands for research laboratory are discussed both from the machine and product perspectives. The possibilities for commercial food processing in the laboratory are discussed from the point of view of foodstuff processing regulations and hygiene demands. The layout planning process is documented and different layout possibilities are presented. Different layout drafts are evaluated and one layout draft is developed to be the final layout of the packaging laboratory. Guideline for technical planning and implementation based on the final layout is given

Näkökulmia kielen oppimisen käytäntöihin. Turun yliopiston kielikeskus 30 vuotta - Perspectives on Language Learning in Practice. University of Turku Language Centre 30-year Celebration

Tämä julkaisu ilmestyy Turussa 18.–19.5.2009 järjestettävien valtakunnallisten kielikeskuspäivien yhteydessä. Turun yliopiston kielikeskus viettää samaan aikaan 30-vuotisjuhlaansa. Erään luokittelun mukaan 30–45-vuotias elää varsinaista keski-ikäänsä, kun taas joissakin katsotaan, että 28–35 vuoden ikä on vasta ns. jäsentymisen vaihe ja että varhainenkin keski-ikä sijoittuu vasta ikävuosiin 35–42. Voitaneen siis sanoa, että kielikeskus on ainakin ohittanut nuoruusvuodet ja on jäsentymässä tai siirtymässä keski-ikään. Tämä tuo mukanaan tietynlaista kypsymistä, itsensä varaan asettumista, imagon ja profiilin vakiintumista. Tähän kasvuun saattaa liittyä myös jonkinlainen aikuistumisen kriisi. Sen myötä kuitenkin ymmärrys lisääntyy ja oman paikan rakentaminen yliopistoyhteisössä voimistuu. Arvo- ja ajatusmaailmaan tulee uusia kehityspiirteitä: olemassaolon ja toiminnan syvemmät perustelut, illuusioiden väheneminen, hallinnan tunne, tyydytys onnistuneesta toiminnasta ja realistinen voiman tunto. Laitos esittäytyy julkaisussa 13 kirjoituksen välityksellä. Tekstit ovat sisällöltään ja käsittelytavaltaan hyvin erilaisia, mutta juuri sellaisina ne valottavat monipuolisesti laitoksen ja sen henkilökunnan toimintaa ja tuntemuksia. Kuvaukset valaisevat laitoksen erikoisluonnetta ja kuvailevat henkilökunnan erilaisia tehtäviä. Kielikeskus paljastuu dynaamisemmaksi ja heterogeenisemmaksi yksiköksi kuin ensi silmäyksellä saattaa luulla, mutta juuri siinä piilee sen voima ja rikkaus. Juhlakirjaan toivottiin kirjoituksia kielikeskuksen opetukseen tai toimintaan liittyvistä aiheista. Kirjaan sisältyy selontekojen ja kuvausten lisäksi muutamia tiukan tieteellisiä artikkeleita. Joukossa on myös joitakin esseitä, jotka koskettelevat kielen ja kulttuurin välisiä suhteita ja luovat katsauksia kielikeskuksen monikulttuuriseen arkeen. Useassa kirjoituksessa käsitellään kielipedagogisia ja -didaktisia kysymyksiä. Erityisesti tulee esiin kielikeskuksessa viime vuosina tehty uudistustyö opetuksen ja oppimisedellytysten parantamiseksi. Samalla kun muun muassa opetusteknologiaa ja kielen oppimisen käytäntöjä virtuaalisissa oppimisympäristöissä on kehitetty, opettajan rooli on muovautunut uudentyyppiseksi: perinteisen opetushenkilöstön ja muun henkilökunnan tehtävät ja toimenkuva ovat selvästi lähentyneet toisiaan. Tämä suuntaus on jatkunut jo kauan ja jatkunee tulevaisuudessakin. Kolmekymmentä viime vuotta ovat olleet yliopistossa erittäin nopean muutoksen aikaa. Tämä on näkynyt erityisesti kielikeskuksen toiminnan laajenemisessa ja kehityksessä, joissa tosin on ollut notkahduksiakin. Varsinkin nopea kansainvälistyminen, Euroopan yhteisön laajentuminen ja koko maailman avautuminen ovat tuoneet mukanaan uusia haasteita, joihin kielikeskus on heti tarttunut: kielivalikoimaa on laajennettava, kielitaitoa kohennettava ja erilaisia kulttuureja tunnettava ja ymmärrettävä syvällisemmin. Turun yliopiston kielikeskus pyrkii omalta osaltaan täyttämään nämä velvoitteet ja luomaan toiminnallaan mahdollisimman hyvät edellytykset yliopiston kansainvälistymiselle. Nämä seikat on otettu huomioon laitoksen toimintalinjojen suunnittelussa ja kehittämisessä. Kieli-ja viestintäopintojen rakenteiden uudistamista jatketaan yhteistyössä tiedekuntien kanssa. Opintojen valinnaisuutta ja vapaaehtoisuutta pyritään lisäämään sekä turvaamaan kielivalintojen monipuolisuus ja kieliosaamisen laajaalaisuus resurssien mukaan. Toimintaa kehitetään niin, että siinä otetaan entistä paremmin huomioon yhteiskunnan monikulttuuristuminen ja Euroopan komission tavoite, jonka mukaan jokaisen EU- kansalaisen tulisi osata oman äidinkielensä lisäksi vähintään kahta yhteisön kieltä. Samalla otetaan huomioon globalisaation tuomat uudet haasteet tukemalla tärkeimpien Euroopan yhteisön ulkopuolisten kielten opetusta (mm. venäjä, kiina, japani, arabia). Edelleen kielikeskus seuraa tarkoin keskustelua Suomen kielikoulutuspolitiikan perusteista ja tavoitteista ja ottaa toimintansa suunnittelussa huomioon valtakunnalliset suositukset Suomen kielikoulutuksen uudistamiseksi vastaamaan nykypäivän ja tulevaisuuden tarpeita ja tavoitteita. Se että kielikeskus on viime vuosina selvästikin vakiinnuttanut asemansa yliopiston strategisesti tärkeänä yksikkönä, ei tarkoita sitä, että nyt voitaisiin turvautua pelkästään vanhoihin toimintamalleihin ja rutiineihin. Päinvastoin, koko maailmassa, suomalaisessa yhteiskunnassa ja yliopistojen toiminnassa tapahtuneet ja tapahtuvat suuret muutokset edellyttävät kielikeskustoimintojen vireää kehittämistä ja uudistusmieltä. Laitos onkin ilmoittanut tulossopimuksessaan tukevansa opetuskokeiluja ja innovatiivisia ratkaisuja. Opettajajohtoisen opetuksen ohella on voimakkaasti kehitetty myös ohjattua itseopiskelua, monimuotoopetusta sekä vaihtoehtoisia ja uudentyyppisiä oppimismuotoja. Uutta opetusteknologiaa käytetään tehokkaasti hyväksi ja kehitetään edelleen. Opetuksessa ja ohjauksessa käytetään suomalaisten ja ulkomaisten opiskelijoiden työpanosta. Laitoksen suunnittelu- ja kehittämistyössä opiskelijat ovat toimineet viime vuosina aktiivisesti ja ansiokkaasti: yhteistyö ylioppilaskunnan kanssa toimii erinomaisesti, ja sitä on tarkoitus vielä tehostaa. Laitos on saanut runsaasti kiitosta korkealaatuisesta toiminnastaan: muun muassa v. 1998 ja 2008 Turun yliopiston vuoden opettajan palkinnon, v. 1999 Turun yliopiston parhaan koulutusyksikön palkinnon ja v. 2007 vuoden opintojaksopalkinnon. On toivottavaa, että tämä tuloksellinen työ jatkuisi ja entisestäänkin paranisi tulevina vuosina. Hyvät tulokset on saavutettu kovilla ponnistuksilla ja tiukalla sitoutumisella työhön. Aina se ei ole ollut aivan helppoa nopeiden muutosten myllerryksessä, tiukentuneessa resurssitilanteessa ja vaatimusten ja odotusten ristiriidoissa. Toivon, että pääosin hyvin sujunut yhteistyö yliopiston johdon, tiedekuntien ja opiskelijoiden kanssa sekä henkilökunnan keskuudessa voisi säilyä ja kehittyä ja että alkava vuosikymmen kielikeskuksen historiassa voisi olla entistä parempi. Hyvä yhteistyö on hyvien tulosten edellytys. Suurten uudistusten vuosi 2010 sisältää mahdollisuuden parempaan, mutta se on samalla myös riski ehkä hyvinkin paljon muuttuvassa toimintaympäristössä. Lainaan lopuksi roomalaisen historioitsijan Sallustiuksen sanat: Concordia res parvae crescunt, discordia maximae dilabuntur. Yksimielisyys saa pienetkin asiat kukoistamaan, eripura suuretkin tuhoaa. Turun yliopistolla on hyvä kielikeskus, jota kannattaa vaalia ja tukea. Kiitän kaikkia kirjoittajia ja juhlajulkaisun toimittajia Minna Maijalaa, Timo Hulkkoa ja Jane Honkaa tämän julkaisun synnystä. Samoin esitän kiitokset kielikeskuksen kirjallisen viestinnän lehtoreille, Markus Lahdelle ja Arja Lampiselle, jot ka ovat nähneet vaivaa tekstien kielellisinä korjaajina. Koko kielikeskuksen nykyistä ja aikaisempaa henkilökuntaa kiitän työstä, jota laitoksen hyväksi on tehty kuluneiden 30 vuoden aikana. Erityisen kiitoksen ansaitsee laitoksen juhlatoimikunta kaikista juhlavuoden järjestelyistä.

Marketing of Lappeenranta University of Technology energy auditing services

The objective of this study was to find out how LUT Energy should start marketing its energy audit services, what would be the optimal pricing policy for its services and how LUT Energy could manage customer expectations towards quality of its auditing services. In order to answer these questions, a quantitative survey questionnaire was sent by e-mail to 56 companies from the regions of South Karelia and Kymenlaakso. The empirical data of the study was the answers and opinions of the companies, previous researches about energy efficiency and articles and presentations about the current situation in the energy efficiency market. The results of the study were that there is a great potential for energy audit services and also the legislation requires companies to improve their energy efficiency. To start marketing its services, LUT Energy should first clarify its service concept and divide its service offering into two offers. It should also clarify the marketing message it wants to send its customers and then do the marketing with the help of three-way-model. The best pricing policy for the service would be that the price is proportioned to the future savings. In order to ensure the quality of its services, LUT Energy has to make sure that both dimensions of the quality are managed properly and to fade out customer expectations towards the quality the auditing work has to be monitored.

Turun yliopiston julkaisut 2008 - Publication of the University of Turku 2008

Bibliografia Turun yliopiston tieteellisestä julkaisutoiminnasta vuodelta 2008

Choice of Business Process Modeling Methodology - Case Northern Dimension Research Centre (NORDI) in Lappeenranta University of Technology

The main outcome of the master thesis is innovative solution, which can support a choice of business process modeling methodology. Potential users of this tool are people with background in business process modeling and possibilities to collect required information about organization’s business processes. Master thesis states the importance of business process modeling in implementation of strategic goals of organization. It is made by revealing the place of the concept in Business Process Management (BPM) and its particular case Business Process Reengineering (BPR). In order to support the theoretical outcomes of the thesis a case study of Northern Dimension Research Centre (NORDI) in Lappeenranta University of Technology was conducted. On its example several solutions are shown: how to apply business process modeling methodologies in practice; in which way business process models can be useful for BPM and BPR initiatives; how to apply proposed innovative solution for a choice of business process modeling methodology.

Cultural aspects of globalizing university-industry knowledge interaction in China

Previous studies of the local involvement of multinational corporation (MNC) subsidiaries focus on host-country firms and local business partners such as suppliers and customers. The role of host-country universities in the same context of innovation networks is neglected. Furthermore, there are many organizational culture- and knowledge-related differences between universities and companies, and this is likely to pose additional challenges for successful collaboration. Early university-industry (U-I) studies have primarily been limited within a national boundary, being concerned with a single level of culture (i.e., at an organizational level) and one-way knowledge transfer from university to industry. Research on more dynamic knowledge interaction in multinational settings is lacking. This is particularly true in the business context of China. In today’s globalizing and rapidly changing organizations, addressing cultural differences and clashes is an everyday reality, and inter-cultural U-I collaboration is becoming a key asset for gaining global competitiveness. This study deals with Finnish MNC subsidiaries’ research collaboration with Chinese universities. It aims to explore the essence of such U-I collaboration and knowledge interaction, uncovering the deep functioning mechanisms of culture underlying effective collaborative knowledge creation and innovation. The study reviews critically different bodies of literature including knowledge management theories and studies, U-I collaboration and knowledge interaction, and cross-cultural research in terms of organizational knowledge generation and utilization. It adopts a case study strategy with qualitative research methods, and data is collected through in-depth interviews and participant observation. The study presents the following major findings: 1. In the light of a comprehensive analysis of U-I collaboration, an effective matching strategy is proposed, in the assumption that good alignment of knowledge interaction strategies and approaches with their corresponding knowledge type, capability development and research task may greatly enhance the effectiveness of cross-cultural U-I collaboration and knowledge interaction. 2. It is proposed that in the Chinese MNC context more dynamic types of knowledge interaction like knowledge co-creation should be of key concern particularly when dealing simultaneously with multi-disciplinary applied research of human factors and technologies. U-I knowledge interaction, otherwise, pays attention only to the study of one-way technology and knowledge transfer. 3. It is posited that the influence of culture on collaborative knowledge interaction can be studied in a valuable way when knowledge-related variables are simultaneously taken into account. A systematic analysis of the role of knowledge in cross-cultural knowledge interaction could best be approached from multi-aspects of knowledge including not only nature, characteristics and types of knowledge but also the process of knowledge (e.g., intensifications of knowledge interaction). 4. The study demonstrates the significant role of aspects of the host-country culture (e.g., Chinese guanxi) in U-I collaboration and knowledge interaction. This is evident, for instance, in issues related to interpersonal relationships and trust, true interest and the relatedness of the research, mutual commitment and learning, communication intensity and interaction, and awareness of cultural and knowledge-related differences between collaboration partners. Theoretical and practical implications of the findings are suggested and discussed.

Turun yliopiston julkaisut 2009 - Publications of the University of Turku 2009

Bibliografia Turun yliopiston tieteellisestä julkaisutoiminnasta vuodelta 2009.