Hankinnan kokonaiskustannukset hankintapäätösten tukena. Case: Incap Furniture Oy

Tämän pro gradu -tutkielman tavoitteena oli tehdä hankinnan kokonaiskustannusmalli tietylle case-yrityksen tuotteelle. Tarkoituksena oli selvittää, mikä on hankinnan kokonaiskustannusten merkitys strategisen kustannusten hallinnan osana ja mitä mahdollisia työkaluja voidaan käyttää hankinnan kokonaiskustannusten mittaamiseen. Lisäksi tutkimuksessa selvitettiin kuinka hankinnan kokonaiskustannuspäätökset voivat auttaa hankintapäätösten teossa. Tutkimus on kvalitatiivinen ja muodostuu teoreettisesta ja empiirisestä osasta.Teoriaosa on luonteeltaan käsiteanalyyttinen ja empiriaosa vertaileva case-tutkimus. Teoreettisessa osassa selvitetään hankinnan kokonaiskustannusten teoriaa ja empiriaosassa tutkimus kohdennetaan case-yrityksen Forsby-jalkaan. Tutkimuksentuloksena syntyi case-yritykselle hankinnan kokonaiskustannusten malli, jota yritys käyttää ensisijaisesti toimittajien arviointiin. Hankinnan kokonaiskustannukset osoittautuivat tärkeäksi osaksi yrityksen strategista kustannusten hallintaa. Tutkimuksessa ilmeni, että kohdeyrityksen erityispiirteiden ja käytössä olevien resurssien huomioiminen on erittäin merkittävä asia hankinnan kokonaiskustannusmallia muodostettaessa. Lisäksi tutkimuksen teon aikana nousi esiin useita asioita, joita case-yrityksen on jatkossa kehitettävä.

A Comparative Study on the Homeroom Teachers’ Perception of the School guidance in Korea and Finland

This study has four major purposes. First, it compares school guidance of homeroom teachers in Korea and Finland, in order to understand the reality of education, based on the teachers’ perceptions. Secondly, it also considers the topic within its historical, social, and cultural backgrounds, from a critical standpoint. Thirdly, it investigates the direction of the improvement of school guidance, based on the analysis of similarities and differences between Korea and Finland, with regards to the meaning, practice, and environmental factors of the school guidance. Lastly, the influential factors surrounding the school guidance are noted by analysing empirical data from a microscopic approach, and extending the understanding of it into a social context. As for the methods, it employs thematic analysis approach through 10 homeroom teacher interviews in the lower secondary schools. As a result, firstly, the teachers in both countries assumed similarly, that the role of the teacher was not only to teach the subject, but also to care about every aspects of the students’ development in their school life. In addition, they accepted the fact that school guidance became more significant. However, the school guidance became the top priority for the Korean teachers, while teaching subject is the main task for the Finnish teachers. Secondly, the homeroom teachers in both countries hoped to have a better working environment, to perform school guidance concerning education budget for the resources of school guidance, tight curriculum, and increasing the teachers’ tasks. Thirdly, the school guidance in Korea seemed to be influenced by social expectation and government demand, whereas, the Finnish teachers considered school guidance in more aspects of adjustment and academic motivation, rather than resolving the social problems. Fourthly, the Korean teachers perceived that the trust and respect from the society and home became weakened, also expressing doubts about the educational policies and the attitude of the government with regards to school guidance. On the other hand, the Finnish teachers believed that they were trusted and respected by the society. However, blurred lines in the roles and accountability between the homeroom teachers, home, and the society were also controversial among the teachers in both countries. To sum up, Finland needs to ameliorate the system and conditions for school guidance of the homeroom teachers. The consensus on the role and tasks of Finnish homeroom teachers for school guidance seem to be also necessary. Meanwhile, Korea should improve the social system and social consciousness of the teacher, school guidance, and schooling, preceding the reform of the education system or conditions.