Conceptions of mathematics teacher education : thoughts among teacher educators in Tanzania

This study addresses the question of teacher educators’ conceptions of mathematics teacher education (MTE) in teacher colleges in Tanzania, and their thoughts on how to further develop it. The tension between exponents of content as opposed to pedagogy has continued to cause challenging conceptual differences, which also influences what teacher educators conceive as desirable in the development of this domain. This tension is connected to the dissatisfaction of parents and teachers with the failure of school mathematics. From this point of view, the overall aim was to identify and describe teacher educators’ various conceptions of MTE. Inspired by the debate among teacher educators about what the balance should be between subject matter and pedagogical knowledge, it was important to look at the theoretical faces of MTE. The theoretical background involved the review of what is visible in MTE, what is yet to be known and the challenges within the practice. This task revealed meanings, perspectives in MTE, professional development and assessment. To do this, two questions were asked, to which no clear solutions satisfactorily existed. The questions to guide the investigation were, firstly, what are teacher educators’ conceptions of MTE, and secondly, what are teacher educators’ thoughts on the development of MTE? The two questions led to the choice of phenomenography as the methodological approach. Against the guiding questions, 27 mathematics teacher educators were interviewed in relation to the first question, while 32 responded to an open-ended questionnaire regarding question two. The interview statements as well as the questionnaire responses were coded and analysed (classified). The process of classification generated patterns of qualitatively different ways of seeing MTE. The results indicate that MTE is conceived as a process of learning through investigation, fostering inspiration, an approach to learning with an emphasis on problem solving, and a focus on pedagogical knowledge and skills in the process of teaching and learning. In addition, the teaching and learning of mathematics is seen as subject didactics with a focus on subject matter and as an organized integration of subject matter, pedagogical knowledge and some school practice; and also as academic content knowledge in which assessment is inherent. The respondents also saw the need to build learner-educator relationships. Finally, they emphasized taking advantage of teacher educators’ neighbourhood learning groups, networking and collaboration as sustainable knowledge and skills sharing strategies in professional development. Regarding desirable development, teacher educators’ thoughts emphasised enhancing pedagogical knowledge and subject matter, and to be determined by them as opposed to conventional top-down seminars and workshops. This study has revealed various conceptions and thoughts about MTE based on teacher educators´ diverse history of professional development in mathematics. It has been reasonably substantiated that some teacher educators teach school mathematics in the name of MTE, hardly distinguishing between the role and purpose of the two in developing a mathematics teacher. What teacher educators conceive as MTE and what they do regarding the education of teachers of mathematics revealed variations in terms of seeing the phenomenon of interest. Within limits, desirable thoughts shed light on solutions to phobias, and in the same way low self-esteem and stigmatization call for the building of teacher educator-student teacher relationships.

Aineettomien pääomaerien tunnistaminen ja hyväksikäyttö strategiatyössä

Tässä tutkimuksessa tutkittiin keinoja tunnistaa organisaation aineeton pääoma ja yhdistää se strategiatyöhön. Aineettomien pääomien tunnistamisen yhteydessä tutkittiin myös sitä, miten on mahdollista tunnistaa juuri strategisesti merkittävät aineettomat pääomat. Tutkimuksen teoreettinen osuus toteutettiin kirjallisuuskatsauksena. Tutkimuksen empiirinen osuus toteutettiin case-tutkimuksena käyttäen menetelminä osallistuvaa havainnointia kahden työpajan aikana ja kyselylomaketta. Tutkimus oli haasteellinen toteuttaa johtuen aihe-alueen laajuudesta ja teorioiden päällekkäisyydestä sekä aihepiirin vieraudesta tutkimukseen osallistuneille. Analyysi, tulokset ja johtopäätökset perustuivat tutkijan omiin tulkintoihin. Tulkintoja tehtiin analysoimalla case-tutkimuksen aikana kerättyjä aineistoja ja vertaamalla case-tutkimuksen tuloksia teoriaan. Case-tutkimus osoitti, että aineettoman pääoman tunnistamisen ja strategiaan yhdistämisen tueksi tarvitaan toimivia työkaluja. Huolimatta toimivistakin työkaluista, on aineettoman pääoman erien tunnistaminen haastavaa eikä ydinkompetenssien tunnistaminen välttämättä onnistu täysin objektiivisesti. Myös aineettoman pääoman yhdistäminen strategiaan on aiemmin asiaan perehtymättömälle vaikeaa. Tutkimus todisti, että aineettoman pääoman rakenteen ja hyväksikäytön tutkimusta tulee jatkaa jotta voidaan kehittää toimivia ja helppokäyttöisiä työkaluja aineettoman pääoman johtamisen tueksi.

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.

Profiles of Second Language Learners in Bilingual Education: A Comparative Study of the Characteristics of Finnish and American Students

The purpose of this comparative study is to profile second language learners by exploring the factors which have an impact on their learning. The subjects come from two different countries: one group comes from Milwaukee, US, and the other from Turku, Finland. The subjects have attended bilingual classes from elementary school to senior high school in their respective countries. In the United States, the subjects (N = 57) started in one elementary school from where they moved on to two high schools in the district. The Finnish subjects (N = 39) attended the same school from elementary to high school. The longitudinal study was conducted during 1994-2004 and combines both qualitative and quantitative research methods. A Pilot Study carried out in 1990-1991 preceded the two subsequent studies that form the core material of this research. The theoretical part of the study focuses first on language policies in the United States and Finland: special emphasis is given to the history, development and current state of bilingual education, and the factors that have affected policy-making in the provision of language instruction. Current language learning theories and models form the theoretical foundation of the research, and underpin the empirical studies. Cognitively-labeled theories are at the forefront, but sociocultural theory and the ecological approach are also accounted for. The research methods consist of questionnaires, compositions and interviews. A combination of statistical methods as well as content analysis were used in the analysis. The attitude of the bilingual learners toward L1 and L2 was generally positive: the subjects enjoyed learning through two languages and were motivated to learn both. The knowledge of L1 and parental support, along with early literacy in L1, facilitated the learning of L2. This was particularly evident in the American subject group. The American subjects’ L2 learning was affected by the attitudes of the learners to the L1 culture and its speakers. Furthermore, the negative attitudes taken by L1 speakers toward L2 speakers and the lack of opportunities to engage in activities in the L1 culture affected the American subjects’ learning of L2, English. The research showed that many American L2 learners were isolated from the L1 culture and were even afraid to use English in everyday communication situations. In light of the research results, a politically neutral linguistic environment, which the Finnish subjects inhabited, was seen to be more favorable for learning. The Finnish subjects were learning L2, English, in a neutral zone where their own attitudes and motivation dictated their learning. The role of L2 as a means of international communication in Finland, as opposed to a means of exercising linguistic power, provided a neutral atmosphere for learning English. In both the American and Finnish groups, the learning of other languages was facilitated when the learner had a good foundation in their L1, and the learning of L1 and L2 were in balance. Learning was also fostered when the learners drew positive experiences from their surroundings and were provided with opportunities to engage in activities where L2 was used.

Towards a contextual understanding of B2B salespeople's selling competencies – An exploratory study among purchasing decision-makers of internationally-oriented technology firms

ABSTRACT Towards a contextual understanding of B2B salespeople’s selling competencies − an exploratory study among purchasing decision-makers of internationally-oriented technology firms The characteristics of modern selling can be classified as follows: customer retention and loyalty targets, database and knowledge management, customer relationship management, marketing activities, problem solving and system selling, and satisfying needs and creating value. For salespeople to be successful in this environment, they need a wide range of competencies. Salespeople’s selling skills are well documented in seller side literature through quantitative methods, but the knowledge, skills and competencies from the buyer’s perspective are under-researched. The existing research on selling competencies should be broadened and updated through a qualitative research perspective due to the dynamic nature and the contextual dependence of selling competencies. The purpose of the study is to increase understanding of the professional salesperson’s selling competencies from the industrial purchasing decision- makers’ viewpoint within the relationship selling context. In this study, competencies are defined as sales-related knowledge and skills. The scope of the study includes goods, materials and services managed by a company’s purchasing function and used by an organization on a daily basis. The abductive approach and ‘systematic combining’ have been applied as a research strategy. In this research, data were generated through semi- structured, person-to-person interviews and open-ended questions. The study was conducted among purchasing decision-makers in the technology industry in Finland. The branches consisted of the electronics and electro-technical industries and the mechanical engineering and metals industries. A total of 30 companies and one purchasing decision-maker from each company were purposively chosen for the sampling. The sample covers different company sizes based on their revenues, their differing structures – varying from public to family companies –that represent domestic and international ownerships. Before analyzing the data, they were organized by the purchasing orientations of the buyers: the buying, procurement or supply management orientation. Thematic analysis was chosen as the analysis method. After analyzing the data, the results were contrasted with the theory. There was a continuous interaction between the empirical data and the theory. Based on the findings, a total of 19 major knowledge and skills were identified from the buyers’ perspective. The specific knowledge and skills from the viewpoint of customers’ prevalent purchasing orientations were divided into two categories, generic and contextual. The generic knowledge and skills apply to all purchasing orientations, and the contextual knowledge and skills depend on customers’ prevalent purchasing orientations. Generic knowledge and skills relate to price setting, negotiation, communication and interaction skills, while contextual ones relate to knowledge brokering, ability to present solutions and relationship skills. Buying-oriented buyers value salespeople who are ‘action oriented experts, however at a bit of an arm’s length’, procurement buyers value salespeople who are ‘experts deeply dedicated to the customer and fostering the relationship’ and supply management buyers value salespeople who are ‘corporate-oriented experts’. In addition, the buyer’s perceptions on knowledge and selling skills differ from the seller’s ones. The buyer side emphasizes managing the subject matter, consisting of the expertise, understanding the customers’ business and needs, creating a customized solution and creating value, reliability and an ability to build long-term relationships, while the seller side emphasizes communica- tion, interaction and salesmanship skills. The study integrates the selling skills of the current three-component model− technical knowledge, salesmanship skills, interpersonal skills− and relationship skills and purchasing orientations, into a selling competency model. The findings deepen and update the content of these knowledges and skills in the B2B setting and create new insights into them from the buyer’s perspective, and thus the study increases contextual understanding of selling competencies. It generates new knowledge of the salesperson’s competencies for the relationship selling and personal selling and sales management literature. It also adds knowledge of the buying orientations to the buying behavior literature. The findings challenge sales management to perceive salespeople’s selling skills both from a contingency and competence perspective. The study has several managerial implications: it increases understanding of what the critical selling knowledge and skills from the buyer’s point of view are, understanding of how salespeople effectively implement the relationship marketing concept, sales management’s knowledge of how to manage the sales process more effectively and efficiently, and the knowledge of how sales management should develop a salesperson’s selling competencies when managing and developing the sales force. Keywords: selling competencies, knowledge, selling skills, relationship skills, purchasing orientations, B2B selling, abductive approach, technology firms

Grammatikdidaktik: Svensk grammatik och språklig medvetenhet i några läromedel för grundskolans första årskurser

Mitt övergripande forskningsintresse är grammatikdidaktik, medan det explicita syftet med denna licentiatavhandling är att erhålla ny kunskap om grammatikdidaktik så som den synliggörs i nutida läromedel för grundskolans första årskurser. Den empiriska undersökningen är gjord i tre nutida läromedelspaket avsedda för undervisning i skolämnet modersmål och litteratur i årskurs ett och två, läromedlen som undersöks är de finlandssvenska serierna Läseboken och Litteraturboken samt den sverigesvenska serien Kom och läs! Bland resultaten kan nämnas att det finns ett brett spektrum av nivåer av extern grammatik i alla de undersökta läromedelspaketen. Den fonologiska och syntaktiska medvetenheten, vilka bägge är viktiga för läs- och skrivutvecklingen i de diskuterade årskurserna, satsas på i alla tre läromedelspaket. Det jag dock också märkt i läromedlen som kan påverka läs- och skrivutvecklingen är att andelen belägg för grafonomi är större i årskurs två än i årskurs ett. Härigenom får eleverna på detta sätt småningom växa in i en skriftkultur. Det finns betydligt fler muntliga uppgifter i lärarhandledningarna till serierna Litteraturboken och Kom och läs! än i Läseboken. Det exakta ”hur” står inte alltid utskrivet i lärarhandledningarna, men de flesta gånger verkar tanken vara att det rör sig om diskussioner eller andra muntliga genrer. I många fall känns de muntliga uppgifterna mer funktionella än skriftliga uppgifter som inte verkar vara helt genomtänkta. Att mitt material innehåller fler funktionella uppgifter i lärarhandledningar och fler formalistiska eller delvis funktionella uppgifter i arbetsböcker överensstämmer med att lärarhandledningar kan vara en bättre väg för att öka elevernas kunskapssökande och minska förmedlingspedagogiken.

Osaaminen tietämyksen tukena kehitettäessä aikuisopiston työprosesseja

Osaaminen voi muodostua ongelmaksi yritysten kilpailukyvylle, jos siihen ei kiinnitetä huomiota jo strategiasuunnittelusta lähtien. Vaikka asiakkaiden muuttuneet odotukset kyettäisiinkin kohdentamaan ennen kilpailijoita, saattaa olla, että siihen ei pystytä vastaamaan, jos ei ehditä oppimaan uutta tai uudella tavalla. Diplomityön tavoitteena on laatia Etelä-Karjalan aikuisopistollehenkilöstön osaamisen kehittämiskuvaus siitä, kuinka strategian määrittämisestälähtien voidaan henkilöstön osaamista parantaa ja pyrkiä luomaan kilpailuetua markkinoilla. Henkilöstön osaamisen kehittäminen tulee olla suunnitelmallista, tarvittaessa yksilön, ryhmän ja organisaation edut huomioivaa, riittävän yksinkertaista ja konkreettista, jotta suunnitelma voidaan toteuttaa, seurata ja edelleenkehittää. Työn teoriaosassa on kuvattu vision ja strategian merkitystä osaamisen kehittämiseen. Lisäksi on tarkasteltu yksilön oppimista, oppimisen prosessia ja sen kehittymistä organisaation kyvykkyydeksi. Osaamisen infrastruktuuria on lähestytty organisaatiokulttuurin, sitouttamisen ja kehittämisjärjestelmän näkökulmasta. Empiirisessä osuudessa on tuotu esiin aikuisopiston henkilöstön osaamisen kehittämisen tavoitteet, nykyiset käytännöt, kehittämisen vaihtoehdot sekä jatkotoimenpiteet. Osaaminen on aikuisopiston henkilöstön ammattitaidon perusta. Osaamistarpeen määrittämisen tulee keskittyä aikuisopiston ydinosaamisen kehittämiseen. Henkilöstö tulisi nähdä motivoinnin ja sitouttamisen kautta inhimillistä tietopääomaa kasvattavana tekijänä, johon voidaan sujuvasti liittää aineeton pääoma (data, informaatio jne.) sekä strateginen reservi, kuten kilpailuetua tuottava innovointitoiminta.

Tietämyksen hallinta ja tietopääoma liiketoiminnassa – case ABC-liikennemyymäläketju

Tässä tutkimuksessa tutkittiin tietämyksen hallintaa, tietopääomaa ja niiden ilmentymiä liiketoiminnassa. Tutkimuksen avulla pyrittiin selvittämään, pystytäänkö tutkimukseen valittujen mallien avulla määrittelemään S-ryhmään kuuluvan ABC-liikennemyymäläketjun liiketoiminnan kannalta oleellinen tietämyksen hallinta ja tietopääoma. Tutkimus toteutettiin case-tutkimuksena puolistrukturoiduilla teemahaastatteluilla. Haastatteluja tehtiin yhteensä 13 kappaletta. Analyysi, tulokset ja johtopäätökset perustuivat tutkimuksen tekijän omiin tulkintoihin, jotka perustuivat haastatteluista saatujen havaintojen vertailusta teoriaan ja muihin sivutietolähteisiin. Tutkimus osoitti, että tietämyksen hallinnan ja tietopääoman määrittely kyettiin tekemään, mutta lopputulos ei ollut lähtökohtamallin mukainen. Itse määrittelyprosessi ei ollut helppo toteuttaa, mikä johtui tietämyksen hallinnan ja tietopääoman eri osa-alueiden laajuudesta, päällekkäisyydestä, käsitteiden ja aihepiirin vieraudesta haastateltaville. Tutkimuksen oleellisin tulos oli se, että lähtökohtamalliin tehtiin muutoksia tietopääoman osa-alueelle: 1. aineettomaan varallisuuteen lisättiin ”organisaatio” ja poistettiin ”tekniset järjestelmät”, 2. organisaation osaamiseen lisättiin ”verkosto-osaaminen” ja 3. organisaation uudistumiskykyyn lisättiin ”operatiivinen kyvykkyys”. Keskeisin johtopäätös oli, että määritelläkseen liiketoiminnalle ominaisen tietämyksen hallinnan ja tietopääoman ilmentymät, tulee organisaation lähteä liikkeelle yhdestä mallista ja sopia yhteisistä käytettävistä käsitteistä. Organisaatiot ovat eri toimialoilta, joten kaikkia ilmentymiä ei välttämättä esiinny tai löytyy mallissa esiintymättömiä ilmentymiä. Tällöin tulee tehdä muutoksia lähtökohtakohtamalliin.

Målarpoeten Ellen Thesleff : teknik och konstnärligt uttryck

The aim of this thesis has been to illustrate the multifaceted talent in Ellen Thesleff's (1869 - 1954) work with particular emphasis on her technique and artistic expression. Why did Ellen Thesleff work withso many techniques? How did the technique affect the expression and what characterizes it? It would also be of interest to gather some idea of Ellen Thesleff's position among other artists. The investigation covers a representative selection of about 60 pictures, using nine different techniques, primarily as oils, woodcuts and monumental painting. The pictures illustrate three periods of time, the natural (1890 - 1905), the colourful (1906 - 1927) and the free period (1928 -1950). I describe the pictures in regard to their conception and subject matter and scrutinize their formal creation. Thereafter, I investigate the painting technique and artistic expression of each picture and position it, where applicable, in relation to other art. Ellen Thesleff's artistic quality is discussed in relation to her techniques and expression. Thesleff consciously chooses different techniques for related subjects in order to vary the expression. The progressing evolution within individual techniques and a cross-fertilization between them has evidently contributed to raising her artistic quality. I have studied how the techniques influence expression and found it possible to identify certain characteristic styles during the three periods: first a natural painting technique which reminds one of both French realism, paintings reflecting the Nordic mood and atmosphere, and symbolism, ascetism and synthetism; later an expressive Thesleff colourism with brilliant over- and underpainting in contrasting colours and last a free decorative painting in lines, with symbolistic undertones. Most characteristic is the lyrical expression which seems to be a common theme throughout Thesleff's entire artistry. I have found that Ellen Thesleff in her works had herown personal style compared to her contemporaries. Despite deep knowledge of styles and techniques she continually creates art from her inner self and with her own personal brush signature.

Enabling constructive alignment in programming instruction

In this thesis, simple methods have been sought to lower the teacher’s threshold to start to apply constructive alignment in instruction. From the phases of the instructional process, aspects that can be improved with little effort by the teacher have been identified. Teachers have been interviewed in order to find out what students actually learn in computer science courses. A quantitative analysis of the structured interviews showed that in addition to subject specific skills and knowledge, students learn many other skills that should be mentioned in the learning outcomes of the course. The students’ background, such as their prior knowledge, learning style and culture, affects how they learn in a course. A survey was conducted to map the learning styles of computer science students and to see if their cultural background affected their learning style. A statistical analysis of the data indicated that computer science students are different learners than engineering students in general and that there is a connection between the student’s culture and learning style. In this thesis, a simple self-assessment scale that is based on Bloom’s revised taxonomy has been developed. A statistical analysis of the test results indicates that in general the scale is quite reliable, but single students still slightly overestimate or under-estimate their knowledge levels. For students, being able to follow their own progress is motivating, and for a teacher, self-assessment results give information about how the class is proceeding and what the level of the students’ knowledge is.

Database Rights in Safe European Home: The Path to More Rigorous Protection of Information

1. Introduction "The one that has compiled ... a database, the collection, securing the validity or presentation of which has required an essential investment, has the sole right to control the content over the whole work or over either a qualitatively or quantitatively substantial part of the work both by means of reproduction and by making them available to the public", Finnish Copyright Act, section 49.1 These are the laconic words that implemented the much-awaited and hotly debated European Community Directive on the legal protection of databases,2 the EDD, into Finnish Copyright legislation in 1998. Now in the year 2005, after more than half a decade of the domestic implementation it is yet uncertain as to the proper meaning and construction of the convoluted qualitative criteria the current legislation employs as a prerequisite for the database protection both in Finland and within the European Union. Further, this opaque Pan-European instrument has the potential of bringing about a number of far-reaching economic and cultural ramifications, which have remained largely uncharted or unobserved. Thus the task of understanding this particular and currently peculiarly European new intellectual property regime is twofold: first, to understand the mechanics and functioning of the EDD and second, to realise the potential and risks inherent in the new legislation in economic, cultural and societal dimensions. 2. Subject-matter of the study: basic issues The first part of the task mentioned above is straightforward: questions such as what is meant by the key concepts triggering the functioning of the EDD such as presentation of independent information, what constitutes an essential investment in acquiring data and when the reproduction of a given database reaches either qualitatively or quantitatively the threshold of substantiality before the right-holder of a database can avail himself of the remedies provided by the statutory framework remain unclear and call for a careful analysis. As for second task, it is already obvious that the practical importance of the legal protection providedby the database right is in the rapid increase. The accelerating transformationof information into digital form is an existing fact, not merely a reflection of a shape of things to come in the future. To take a simple example, the digitisation of a map, traditionally in paper format and protected by copyright, can provide the consumer a markedly easier and faster access to the wanted material and the price can be, depending on the current state of the marketplace, cheaper than that of the traditional form or even free by means of public lending libraries providing access to the information online. This also renders it possible for authors and publishers to make available and sell their products to markedly larger, international markets while the production and distribution costs can be kept at minimum due to the new electronic production, marketing and distributionmechanisms to mention a few. The troublesome side is for authors and publishers the vastly enhanced potential for illegal copying by electronic means, producing numerous virtually identical copies at speed. The fear of illegal copying canlead to stark technical protection that in turn can dampen down the demand for information goods and services and furthermore, efficiently hamper the right of access to the materials available lawfully in electronic form and thus weaken the possibility of access to information, education and the cultural heritage of anation or nations, a condition precedent for a functioning democracy. 3. Particular issues in Digital Economy and Information Networks All what is said above applies a fortiori to the databases. As a result of the ubiquity of the Internet and the pending breakthrough of Mobile Internet, peer-to-peer Networks, Localand Wide Local Area Networks, a rapidly increasing amount of information not protected by traditional copyright, such as various lists, catalogues and tables,3previously protected partially by the old section 49 of the Finnish Copyright act are available free or for consideration in the Internet, and by the same token importantly, numerous databases are collected in order to enable the marketing, tendering and selling products and services in above mentioned networks. Databases and the information embedded therein constitutes a pivotal element in virtually any commercial operation including product and service development, scientific research and education. A poignant but not instantaneously an obvious example of this is a database consisting of physical coordinates of a certain selected group of customers for marketing purposes through cellular phones, laptops and several handheld or vehicle-based devices connected online. These practical needs call for answer to a plethora of questions already outlined above: Has thecollection and securing the validity of this information required an essential input? What qualifies as a quantitatively or qualitatively significant investment? According to the Directive, the database comprises works, information and other independent materials, which are arranged in systematic or methodical way andare individually accessible by electronic or other means. Under what circumstances then, are the materials regarded as arranged in systematic or methodical way? Only when the protected elements of a database are established, the question concerning the scope of protection becomes acute. In digital context, the traditional notions of reproduction and making available to the public of digital materials seem to fit ill or lead into interpretations that are at variance with analogous domain as regards the lawful and illegal uses of information. This may well interfere with or rework the way in which the commercial and other operators have to establish themselves and function in the existing value networks of information products and services. 4. International sphere After the expiry of the implementation period for the European Community Directive on legal protection of databases, the goals of the Directive must have been consolidated into the domestic legislations of the current twenty-five Member States within the European Union. On one hand, these fundamental questions readily imply that the problemsrelated to correct construction of the Directive underlying the domestic legislation transpire the national boundaries. On the other hand, the disputes arisingon account of the implementation and interpretation of the Directive on the European level attract significance domestically. Consequently, the guidelines on correct interpretation of the Directive importing the practical, business-oriented solutions may well have application on European level. This underlines the exigency for a thorough analysis on the implications of the meaning and potential scope of Database protection in Finland and the European Union. This position hasto be contrasted with the larger, international sphere, which in early 2005 does differ markedly from European Union stance, directly having a negative effect on international trade particularly in digital content. A particular case in point is the USA, a database producer primus inter pares, not at least yet having aSui Generis database regime or its kin, while both the political and academic discourse on the matter abounds. 5. The objectives of the study The above mentioned background with its several open issues calls for the detailed study of thefollowing questions: -What is a database-at-law and when is a database protected by intellectual property rights, particularly by the European database regime?What is the international situation? -How is a database protected and what is its relation with other intellectual property regimes, particularly in the Digital context? -The opportunities and threats provided by current protection to creators, users and the society as a whole, including the commercial and cultural implications? -The difficult question on relation of the Database protection and protection of factual information as such. 6. Dsiposition The Study, in purporting to analyse and cast light on the questions above, is divided into three mainparts. The first part has the purpose of introducing the political and rationalbackground and subsequent legislative evolution path of the European database protection, reflected against the international backdrop on the issue. An introduction to databases, originally a vehicle of modern computing and information andcommunication technology, is also incorporated. The second part sets out the chosen and existing two-tier model of the database protection, reviewing both itscopyright and Sui Generis right facets in detail together with the emergent application of the machinery in real-life societal and particularly commercial context. Furthermore, a general outline of copyright, relevant in context of copyright databases is provided. For purposes of further comparison, a chapter on the precursor of Sui Generi, database right, the Nordic catalogue rule also ensues. The third and final part analyses the positive and negative impact of the database protection system and attempts to scrutinize the implications further in the future with some caveats and tentative recommendations, in particular as regards the convoluted issue concerning the IPR protection of information per se, a new tenet in the domain of copyright and related rights.

Oppiminen ja kokemustiedon hyödyntäminen voimalaitosprojektin hankintaprosessissa

Tämän työn tavoitteena on kehittää kohdeyrityksen kokemustiedon hallintaa ja jatkuvaa oppimista osana hankinnan prosessia. Työn lähtökohtana oli yritykseen aiemmin tehdyt tutkimukset projektitoimitusten toiminnan puutteista sekä alihankkijatoiminnassa ilmenneistä ongelmista. Työssä tavoitteena oli analysoida hankintaprosessin kannalta kriittisiä tietovirtoja sekä löytää mahdollisuuksia parempaan kokemustiedon hallintaan. Työssä määriteltiin kirjallisuustutkimuksen avulla merkittävimmät prosessin ja projektin eroavaisuudet sekä asiantuntijaorganisaation määrittelemät toiminnan erityispiirteet. Kohdeorganisaation henkilöstön haastattelujen avulla sekä tutkijan omaan kokemukseen perustuen laadittiin kohdeyrityksen pääprosesseista prosessikartta, jonka osana kuvattiin kriittiset tietovirrat. Haastatteluaineiston käsittely tapahtui eri kysymysten ja teemojen yhteenvedolla sekä niiden perusteella tehdyistä johtopäätöksistä. Työssä saatujen tulosten perusteella kehitettiin hankintatoimen oppimisen ja kehittymisen toimintamalli sekä tasapainotetun tuloskortin mukainen mittaristo. Mittariston avulla voidaan hankintaprosessin toimintaa ohjata kohti organisaation pitkäntähtäimen tavoitteita sekä oppia entistä paremmin ymmärtämään omaa toimintaa. Kokemustietoa ei voida organisaatiossa jakaa vain työkalujen ja ohjelmien avulla. Tarvitaan kulttuuri, joka kannustaa tiedon jakamiseen ja oppimiseen.

Tilintarkastuksen valvonta ja laadunvalvonta

Tutkimuksen tavoitteena oli selvittää tilintarkastuksen valvonnan ja laadunvalvonnan vaikutuksia tilintarkastukseen: laatuun, uskottavuuteen ja luotettavuuteen. Tavoitteeseen päästiin alatavoitteiden kautta: 1) selvittämällä tilintarkastukselle asetetut vaatimukset, 2) selvittämällä, mitä tilintarkastuksen valvonta ja laadunvalvonta sisältävät, 3) tutkimalla tilintarkastajien käsityksiä tilintarkastukselle asetetuista vaatimuksista, valvonnasta ja laadunvalvonnasta sekä tilintarkastuksen valvonnan ja laadunvalvonnan vaikutuksista ja 4) tutkimalla vieraan pääoman rahoittajien käsityksiä tilintarkastuksen laadusta, uskottavuudesta ja luotettavuudesta. Tutkimus on kvalitatiivinen, hermeneuttinen tutkimus ja siinä on tulkitseva tutkimusote. Empiirisen aineiston keräsin haastattelemalla viisi ammattitilintarkastajaa ja tekemällä sähköpostihaastattelun kahdeksalle rahoittajan edustajalle. Tilintarkastajista neljällä on kokemusta joko tilintarkastuksen laadunvalvonnasta tai valvonnasta. Lisäksi olen hyödyntänyt omaa kokemustani tutkittavasta ilmiöstä. Rahoittajan edustajat ovat kokeneita riski- ja pankkirahoittajia. Tilintarkastukselle asetetaan tiukat riippumattomuus-, ammattitaito- ja työn toteutusvaatimukset. Vaatimusten noudattamista valvotaan tilintarkastuslakiin perustuvalla valvonnalla ja pakollisella laadunvalvonnalla. Molempien valvontamuotojen tavoitteena on tilintarkastuksen laadun, uskottavuuden ja luotettavuuden varmistaminen. Erityisesti laadunvalvonnan vaikutuksesta tilintarkastuksen laatu on kohonnut. Tilintarkastajien ammattitaidon ja työmenetelmien kehittyminen ja tilintarkastuksen ammattimaistuminen on nostanut laatua. Laatu syntyy pääasiassa tilintarkastusprosessissa, jota rahoittaja ei pysty seuraamaan. Rahoittajien käsitykset laadusta ovat ristiriitaiset, mutta siitä huolimatta ammattimaista tilintarkastusta pidetään pääosin luotettavana ja uskottavana.

Henkilöstökoulutus yksilön osaamisen mahdollistajana. Case: Nordea Pankki

Työn tavoitteena oli tarkastella kuinka henkilöstökoulutus vaikuttaa koulutettavan tietoihin, taitoihin ja hänen käyttäytymiseensä työssä eli muuttuuko henkilöstökoulutus yksilön osaamiseksi. Samalla kartoitettiin oppimista edistäviä ja toisaalta estäviä seikkoja.Vastauksia tutkimusongelmiin etsittiin sekä teorian kautta että tarkastelemalla Case yrityksessä Nordea Pankissa läpivietyä koulutusohjelmaa. Tutkielman empiirinen osuus suoritettiin kahdella lomakekyselyllä sekä niiden tuloksia syventävällä puolistrukturoidulla lomakehaastattelulla.Tutkielman tuloksista voidaan päätellä, että henkilöstökoulutus on hyvä keino eksplisiittisen tiedon jakamiseen. Se parantaa henkilöstön osaamistasoa. Aikuisen oppimisprosessi perustuu hänen oppimismotivaatioonsa sekä hänen aikaisempiin kokemuksiinsa. Oppimisprosessia tukee organisaation oppimiskulttuuri, jossa on motivoiva ilmapiiri ja joka kannustaa jatkuvaan oppimiseen. Kiire ja motivaation puute ovat pahimmat oppimisen esteet.