Kestävän kehityksen toimintasuunnitelman laatiminen Lappeenrannan teknilliselle yliopistolle

Työn tavoitteena oli tuottaa kestävän kehityksen toimintasuunnitelman rakentamiseen ja seuraamiseen viitekehys, josta Lappeenrannan teknillisen yliopiston yksiköt saavat tarvittavan tiedon kestävän kehityksen indikaattorien valitsemiseen ja yksikkökohtaisten hallintaohjelmien rakentamiseen. Työssä on selvitetty mitkä ovat yliopiston yksiköiden kestävän kehityksen näkökohdat ja niiden seuraamisessa tarvittavat yksikkökohtaiset indikaattorit sekä miten indikaattoreita ja opetusministeriöiden hyväksymää Baltic 21E –ohjelmaa voitaisiin käytännössä hyödyntää. Kestävän kehityksen toimintasuunnitelma perustuu Global Reporting Initiativen (GRI:n) vuonna 2002 julkaisemaan yhteiskuntavastuun raportointiohjeeseen. Toimintasuunnitelma perustuu osittain myös ympäristöjärjestelmästandardi ISO 14001:een ja työssä on huomioitu opetusministeriön ohjeen mukaisesti Baltic 21E –raportti ja erityisesti opetusministeriön asettaman työryhmän ehdotus Baltic 21E –ohjelman käynnistyssuunnitelmaksi. Työssä teoriaosuuden ja raportointiperusteiden jälkeen on kuvattu GRI:n ohjeiden mukaisesti yliopiston organisaatio, visio, strategia ja hallintajärjestelmät. Pääasiassa haastatteluin tehdyllä kestävän kehityksen katselmuksella on selvitetty Lappeenrannan teknillisen yliopiston yksiköiden kestävän kehityksen näkökohdat. Näkökohdat on jaoteltu ympäristöhallintajärjestelmän mukaisesti toimintoihin, tuotteisiin ja palveluihin. Näkökohdissa on huomioitu Baltic 21E –raportti ja sen tavoite- ja toimenpide-ehdotukset. Kestävän kehityksen näkökohtien ja vaikutusten seuraamiseksi on jokaiselle yksikölle tunnistettu indikaattorit, jotka on muotoiltu GRI:n Sustainability Reporting Guideliness –julkaisun indikaattorien pohjalta. Työssä on selvitetty indikaattorien käyttötarkoitusta ja esimerkein havainnollistettu indikaattorien ja Baltic 21E –ohjelman käyttöönottomahdollisuuksia ISO 14001 –järjestelmän mukaisesti. Haastattelujen ja Baltic 21E –toimintaohjelman perusteella yliopiston kestävän kehityksen näkökohdat liittyvät opetukseen, tutkimukseen, täydennyskoulutukseen ja julkaisutoimintaan sekä yliopistoyhteisön omaan kestävän kehityksen tietoisuuteen ja toimintaperiaatteiden noudattamiseen. Yliopistotoiminnassa kestävä kehitys on myös mukana alueellisessa vuorovaikutuksessa sidosryhmäsuhteiden ja uuden tiedon tuottamisen kautta. Yliopiston yksiköiden kestävää kehitystä mittaavia indikaattoreita tunnistettiin suuri joukko. Eniten tunnistettiin yhteiskunnalliseen vaikutusluokkaan kuuluvia indikaattoreita. Jaoteltaessa indikaattorit käyttötarkoituksittain tarkasteltavien indikaattorien määrä hieman vähenee. Tämän työn jälkeen tulisi GRI:n ohjeiden mukaisesti käydä sidosryhmien välistä vuoropuhelua yksikkökohtaisten merkittävimpien indikaattorien tunnistamiseksi ja kestävän kehityksen päämäärien ja tavoitteiden asettamiseksi. Tämän työn indikaattorien pää-asialliset käyttökohteet olisivat yksiköiden sisäisessä kehittämisessä ja viestinnässä, vähemmässä määrin tuloskeskusteluissa.

Turun seudun turvallisen ja kestävän liikkumisen suunnitelma

Turun seudun turvallisen ja kestävän liikkumisen suunnitelma on laadittu seudun kuntien ja Varsinais-Suomen ELY-keskuksen yhteistyönä. Suunnitelmassa on selvitetty liikenneturvallisuuden, liikkumisen, toimintaympäristön ja liikennejärjestelmän nykytilaa sekä kartoitettu liikenneturvallisuusongelmia erilaisten analyysien ja kyselyiden avulla. Nykytila-analyysin pohjalta on asetettu liikenneturvallisuustyön visio ja tavoitteet sekä määritetty toimenpide-ehdotukset. Tavoitteisiin pääsemistä tukevat liikenneympäristön parantamistoimenpiteiden ohjelma, liikkumisen ohjauksen toimintaohjelma sekä hallintokuntien liikenneturvallisuustyön toimenpiteistä kootut toimintasuunnitelmat. Onnettomuusanalyysin perusteella liikenneturvallisuuden tila oli Turun seudulla hieman koko Suomen keskiarvoa heikompi. Seudulla tapahtui vuosina 2001-2010 henkilövahinkoon johtaneita onnettomuuksia keskimäärin 132 / 100 000 asukasta, kun vastaava luku oli 126 koko maan osalta. Kuolemaan johtaneita onnettomuuksia tapahtui seudulla vähemmän, mutta loukkaantumiseen johtaneita onnettomuuksia koko maan keskiarvoa enemmän. Onnettomuuksissa kuoli tai loukkaantui koko maan keskiarvoa enemmän jalankulkijoita ja polkupyöräilijöitä. Lukumäärällisesti eniten onnettomuuksia tapahtui 18–19-vuotiaille, mutta henkilövahinkoon johtaneita onnettomuuksia tapahtui selvästi eniten 15–16-vuotiaille. Seudulla tapahtuneista liikenneonnettomuuksista aiheutui vuosittain keskimäärin 127,2 miljoonan euron kustannukset, josta kuntien osuus oli vuosittain noin 22,3 miljoonaa euroa. Asukkaille suunnatun kyselyn mukaan sekä työmatkat että lyhyet vapaa-ajan matkat tehtiin useimmiten henkilöautolla. Koululaisia pidettiin turvattomimpana tienkäyttäjäryhmänä, ja kävelyä sekä pyöräilyä turvattomimpina kulkutapoina. Välinpitämättömyyttä pidettiin merkittävimpänä syynä erilaisiin liikennerikkomuksiin ja tärkeimmäksi kehittämistarpeeksi nousi liikennekäyttäytyminen. Yhdyskuntarakenteen ja toimintaympäristön analyysin perusteella seudulla on hyvät edellytykset kestävien kulkumuotojen kuten joukkoliikenteen houkuttelevuuden lisäämiselle sekä kävelyn ja pyöräilyn verkoston kehittämiselle. Onnettomuusanalyysin ja valtakunnallisten tavoitteiden pohjalta Turun seudulle asetettiin liikenneturvallisuustyön tavoitteet. Tavoitelaskelman mukaan liikennekuolemien ja loukkaantuneiden määrä tulee puolittaa vuosien 2006-2010 keskiarvosta vuoteen 2020 mennessä. Tavoitteen mukaan liikenteessä kuolee enintään 6 (lähtötaso 12) ja loukkaantuu 236 (lähtötaso 471) vuonna 2020. Vaikutusarvion perusteella voidaan arvioida päästävän tavoitteeseen suunnitelmakauden aikana. Tavoitteiden saavuttaminen on kuitenkin haasteellista ja edellyttää tehokasta yhteistyötä eri tahojen välillä. Tavoitteeseen tulee pyrkiä laajaa keinovalikoimaa käyttäen. Suunnitelmatyön aikana aktivoitiin kuntien turvallisen ja kestävän liikkumisen ryhmät, joiden toiminnan tueksi laadittiin toimintasuunnitelmat sekä vuosikello työn eri vaiheista. Ryhmät vastaavat suunnitelman toteuttamisesta, toteutumisen seurannasta ja tarvittaessa päivittämisestä.

Professional development among educators pursuing a B.Ed. program in special education in Tanzania : a study of motives and perceived outcomes

Implementation of different policies and plans aiming at providing education for all is a challenge in Tanzania. The need for educators and professionals with relevant knowledge and qualifications in special education is substantial. Teacher education does not equip educators with sufficient knowledge and skills in special education and professional development programs in special education are few in number. Up to 2005 no degree programs in special education at university level were available in Tanzania. The B.Ed. Special Education program offered by the Open University of Tanzania in collaboration with Åbo Akademi University in Finland was one of the efforts aimed at addressing the big national need for teachers and other professionals with degree qualifications in special education. This pilot program offered unique possibilities to study professional development in Tanzania. The research group in this study consisted of the group of students who participated in the degree program 2005-2007. The study is guided by three theoretical perspectives: individual, social and societal. The individual perspective emphasizes psychological factors as motives, motivation, achievement, self-directed behavior and personal growth. Within social perspective, professional development is viewed as situated within the social and cultural context. The third perspective, the societal, focuses on change, reforms, innovations and transformation of school systems and societies. Accordingly, professional development is viewed as an individual, social and societal phenomenon. The overall aim of the study is to explore the participants’ motives for participating in a B.Ed. Special Education program and the perceived outcomes of the program in terms of professional development. In order to achieve the objectives of the study, a case study approach was adopted. Questionnaires and semi-structured interviews were administered in three waves between January 2007 and February 2009 to the 35 educators participating in the B.Ed. Special Education program. The findings of the study reveal that the participants expressed motives which were related to job performance, knowledge, skills, academic degree and career. Also altruistic motives were expressed by the participants in terms of helping and supporting students with special needs and their communities. The perceived outcomes of the program were in line with the expressed motives. However, the results indicate that the participants also learned new skills, as interaction skills and guidance and counseling skills. Increased self-confidence was also mentioned as an outcome. The participants also got deepened understanding of disability issues. In addition, they learned strategies for creating awareness of persons with disability in the communities. Thus the findings of the study indicate positive outcomes of the program in terms of professional development. The conclusion of the study is that individual, social and societal factors interact when it comes to explaining why Tanzanian educators in special education choose to pursue a degree program in special education. The individual motives, as increased knowledge and better prospects of career development interact with the social and societal motives to help and support vulnerable student groups. The study contributes to increased understanding of the complexity of professional development and of the realities educators meet when educational reforms are implemented in a developing country.

Sustainable linguistic repository built on DSpace

Presentation at Open Repositories 2014, Helsinki, Finland, June 9-13, 2014

Genetic regulatory networks in avian B cells

Biology is turning into an information science. The science of systems biology seeks to understand the genetic networks that govern organism development and functions. In this study the chicken was used as a model organism in the study of B cell regulatory factors. These studies open new avenues for plasma cell research by connecting the down regulation of the B cell gene expression program directly to the initiation of plasma cell differentiation. The unique advantages of the DT40 avian B cell model system, specifically its high homologous recombination rate, were utilized to study gene regulation in Pax5 knock out cell lines and to gain new insights into the B cell to plasma cell transitions that underlie the secretion of antibodies as part of the adaptive immune response. The Pax5 transcription factor is central to the commitment, development and maintenance of the B cell phenotype. Mice lacking the Pax5 gene have an arrest in development at the pro-B lymphocyte stage while DT40 cells have been derived from cells at a more mature stage of development. The DT40 Pax5-/- cells exhibited gene expression similarities with primary chicken plasma cells. The expression of the plasma cell transcription factors Blimp-1 and XBP-1 were significantly upregulated while the expression of the germinal centre factor BCL6 was diminished in Pax5-/- cells, and this alteration was normalized by Pax5 re-introduction. The Pax5-deficient cells further manifested substantially elevated secretion of IgM into the supernatant, another characteristic of plasma cells. These results for the first time indicated that the downregulation of the Pax5 gene in B cells promotes plasma cell differentiation. Cross-species meta-analysis of chicken and mouse Pax5 gene knockout studies uncovers genes and pathways whose regulatory relationship to Pax5 has remained unchanged for over 300 million years. Restriction of the hematopoietic stem cell fate to produce T, B and NK cell lineages is dependent on the Ikaros and its molecular partners, the closely related Helios and Aiolos. Ikaros family members are zinc finger proteins which act as transcriptional repressors while helping to activate lymphoid genes. Helios in mice is expressed from the hematopoietic stem cell level onwards, although later in development its expression seems to predominate in the T cell lineage. This study establishes the emergence and sequence of the chicken Ikaros family members. Helios expression in the bursa of Fabricius, germinal centres and B cell lines suggested a role for Helios in the avian B-cell lineage, too. Phylogenetic studies of the Ikaros family connect the expansion of the Ikaros family, and thus possibly the emergence of the adaptive immune system, with the second round of genome duplications originally proposed by Ohno. Paralogs that have arisen as a result of genome-wide duplications are sometimes termed ohnologs – Ikaros family proteins appear to fit that definition. This study highlighted the opportunities afforded by the genome sequencing efforts and somatic cell reverse genetics approaches using the DT40 cell line. The DT40 cell line and the avian model system promise to remain a fruitful model for mechanistic insight in the post-genomic era as well.

Regulation of B Cell Gene Expression and Function by Ikaros, Helios and Bcl6

B lymphocytes constitute a key branch of adaptive immunity by providing specificity to recognize a vast variety of antigens by B cell antigen receptors (BCR) and secreted antibodies. Antigen recognition activates the cells and can produce antibody secreting plasma cells via germinal center reaction that leads to the maturation of antigen recognition affinity and switching of antibody effector class. The specificity of antigen recognition is achieved through a multistep developmental pathway that is organized by interplay of transcription factors and signals through BCR. Lymphoid malignancies arise from different stages of development in abnormal function of transcriptional regulation. To understand the B cell development and the function of B cells, a thorough understanding of the regulation of gene expression is important. The transcription factors of the Ikaros family and Bcl6 are frequently associated with lymphoma generation. The aim of this study was to reveal the targets of Ikaros, Helios and Bcl6 mediated gene regulation and to find out the function of Ikaros and Helios in B cells. This study uses gene targeted DT40 B cell lines and establishes a role for Ikaros family factors Ikaros and Helios in the regulation of BCR signaling that is important at developmental checkpoints, for cell survival and in activation. Ikaros and Helios had opposing roles in the regulation of BCR signals. Ikaros was found to directly repress the SHIP gene that encodes a signaling lipid-metabolizing enzyme, whereas Helios had activating effect on SHIP expression. The findings demonstrate a balancing function for these two Ikaros family transcription factors in the regulation of BCR signaling as well as in the regulation of gene expression. Bcl6 was found to repress plasma cell gene expression program while maintaining gene expression profile of B cells. Analysis of direct Bcl6 target genes suggested novel mechanisms for Bcl6-mediated suppression of plasma cell differentiation and promoting germinal center phenotype.

Effectiveness of the KiVa Antibullying Program

According to the participant role approach (Salmivalli, Lagerspetz, Björkqvist, Österman, & Kaukiainen, 1996), bullying is a group phenomenon that is largely enabled and maintained by the classmates taking on different participant roles (e.g., reinforcers or assistants of the bully). There is, however, very little evidence on whether the bystander behaviors actually have an effect on the risk for victimization. Furthermore, the participant role approach implies that the bystanders should be used in putting an end to bullying. This view has been put into practice in the KiVa antibullying program, but it has not yet been investigated whether the program is effective. Four studies were conducted to investigate, (a) whether the behaviors of bystanders have an effect on the risk for victimization (Study I) and (b) whether the KiVa program reduces bullying and victimization and has other beneficial effects as well (Studies II–IV). The participants included large samples of elementary and lower secondary school students (Grades 1–9) from Finland. The assessments were done with web-based questionnaires including questions about bullying and victimization (both self- and peer reports), and about several bullying-related constructs. The results of this thesis suggest that bystander behaviors in bullying situations may influence the risk for victimization of vulnerable students. Moreover, the results indicate that the KiVa antibullying program is effective in reducing victimization and bullying. The program effects are larger in elementary schools than in lower secondary schools, whereas in Grades 8 and 9, they are larger for boys than girls for some peer-reported outcomes. The magnitude of the overall effects can be considered practically significant when obtained in a large-scale dissemination of the program.

Proactive and Preventive Student Welfare Activities in Finnish Preschool and Elementary School: Handling of Transition to Formal Schooling and a National Anti-Bullying Program as Examples

Prerequisites and effects of proactive and preventive psycho-social student welfare activities in Finnish preschool and elementary school were of interest in the present thesis. So far, Finnish student welfare work has mainly focused on interventions and individuals, and the voluminous possibilities to enhance well-being of all students as a part of everyday school work have not been fully exploited. Consequently, in this thesis three goals were set: (1) To present concrete examples of proactive and preventive psycho-social student welfare activities in Finnish basic education; (2) To investigate measurable positive effects of proactive and preventive activities; and (3) To investigate implementation of proactive and preventive activities in ecological contexts. Two prominent phenomena in preschool and elementary school years—transition to formal schooling and school bullying—were chosen as examples of critical situations that are appropriate targets for proactive and preventive psycho-social student welfare activities. Until lately, the procedures concerning both school transitions and school bullying have been rather problem-focused and reactive in nature. Theoretically, we lean on the bioecological model of development by Bronfenbrenner and Morris with concentric micro-, meso-, exo- and macrosystems. Data were drawn from two large-scale research projects, the longitudinal First Steps Study: Interactive Learning in the Child–Parent– Teacher Triangle, and the Evaluation Study of the National Antibullying Program KiVa. In Study I, we found that the academic skills of children from preschool–elementary school pairs that implemented several supportive activities during the preschool year developed more quickly from preschool to Grade 1 compared with the skills of children from pairs that used fewer practices. In Study II, we focused on possible effects of proactive and preventive actions on teachers and found that participation in the KiVa antibullying program influenced teachers‘ self-evaluated competence to tackle bullying. In Studies III and IV, we investigated factors that affect implementation rate of these proactive and preventive actions. In Study III, we found that principal‘s commitment and support for antibullying work has a clear-cut positive effect on implementation adherence of student lessons of the KiVa antibullying program. The more teachers experience support for and commitment to anti-bullying work from their principal, the more they report having covered KiVa student lessons and topics. In Study IV, we wanted to find out why some schools implement several useful and inexpensive transition practices, whereas other schools use only a few of them. We were interested in broadening the scope and looking at local-level (exosystem) qualities, and, in fact, the local-level activities and guidelines, along with teacherreported importance of the transition practices, were the only factors significantly associated with the implementation rate of transition practices between elementary schools and partner preschools. Teacher- and school-level factors available in this study turned out to be mostly not significant. To summarize, the results confirm that school-based promotion and prevention activities may have beneficial effects not only on students but also on teachers. Second, various top-down processes, such as engagement at the level of elementary school principals or local administration may enhance implementation of these beneficial activities. The main message is that when aiming to support the lives of children the primary focus should be on adults. In future, promotion of psychosocial well-being and the intrinsic value of inter- and intrapersonal skills need to be strengthened in the Finnish educational systems. Future research efforts in student welfare and school psychology, as well as focused training for psychologists in educational contexts, should be encouraged in the departments of psychology and education in Finnish universities. Moreover, a specific research centre for school health and well-being should be established.

Transition management and the sustainable nutrients economy in the Netherlands; positioning paper

In this positioning paper transition management (TM) and the sustainable nutrient economy are addressed. We discuss TM from its scholarly origins in the 1990’s to its implementation as a comprehensive sector-wide policy program on sustainability in The Netherlands during the first decade of the 2000´s. Although the program was innovative and provoked a new approach to environmental policy and governance, the program at large failed to set the right conditions under which sustainable transition take place. Lessons from the Netherlands, both successful and less successful, are addressed in this positioning paper to inform Finnish governmental and knowledge institutes on how (not) to implement TM on environmental issues. When looking at sustainable nutrient economy the paper takes a historical view at how problems with nutrients (especially phosphates) were dealt with in the Netherlands during the post World War II era. This transition did not occur easily. In the agricultural sector environmental policies to prevent nutrient problems were not easily accepted, as large agricultural economic interests were at stake and the sector’s main actors were generally opposed to (radical) environmental transition. Currently, sustainable nutrient economy initiatives are starting to receive attention on the political agenda once again. In 2011 a sector- and chain-wide covenant was signed, showing that sustainable nutrient transition goals get commitment from stakeholders throughout the nutrient chain. We judge that TM provides useful elements that are applicable to Finnish governance modes to support sustainable nutrient economy transition. However, the Finnish government should be careful when implementing TM to prevent making the same mistakes the Dutch government made in previous years.

Enabling Change in Universities: Enhancing Education for Sustainable Development with Tools for Quality Assurance

Enabling Change in Universities: Enhancing Education for Sustainable Development with Tools for Quality Assurance This thesis deals with enabling change in universities, more explicitly enhancing education for sustainable development with tools for quality assurance. Change management is a discipline within management that was developed in the 1980s because business changed from being predictable to unpredictable. The PEST mnemonic is a method to categorize factors enabling change; such as political, economic, socio-cultural and technological factors, which all affect higher education. A classification of a change, in either hard or soft, can help understanding the type of change that an organization is facing. Hard changes are more applied to problems that have clear objectives and indicators, with a known cause of the problem. Soft changes are applied to larger problems that affect the entire organization or beyond it. The basic definition for sustainable development is: the future generations should have similar opportunities as the previous. The UN has set as a global goal an integration of education for sustainable development (ESD) at all levels of education during 2005- 2014. The goal is set also in universities, the graduates of which are future leaders for all labor markets. The objective for ESD in higher education is that graduates obtain the competence to take economic, social and environmental costs and benefits into account when making decisions. Knowledge outcomes should aim for systematic and holistic thinking, which requires cross disciplinary education. So far, the development of ESD has not achieved its goals. The UN has identified a need for more transdisclipnary research in ESD. A joint global requirement for universities is quality assurance, the aim of which is to secure and improve teaching and learning. Quality, environmental and integrated management systems are used by some universities for filling the quality assurance requirements. The goal of this thesis is to open up new ways for enhancing ESD in universities, beyond the forerunners; by exploring how management systems could be used as tools for promoting ESD. The thesis is based on five studies. In the first study, I focus on if and how tools for quality assurance could be benefitted for promoting ESD. It is written from a new perspective, the memetic, for reaching a diversity of faculty. A meme is an idea that diffuses from brain to brain. It can be applied for cultural evolution. It is a theory that is based on the evolutionary theory by Darwin, applied for social sciences. In the second Paper, I present the results from the development of the pilot process model for enhancing ESD with management systems. The development of the model is based on a study that includes earlier studies, a survey in academia and an analysis of the practice in 11 universities in the Nordic countries. In the third study, I explore if the change depends on national culture or if it is global. It is a comparative study on both policy and implementation level, between the Nordic countries and China. The fourth study is a single case study based on change management. In this study, I identify what to consider in order to enable the change: enhancing ESD with tools for quality assurance in universities. In the fifth Paper, I present the results of the process model for enhancing ESD with management systems. The model was compared with identified drivers and barriers for enhancing ESD and for implementing management systems. Finally, the process model was piloted and applied for identifying sustainability aspects in curricula. Action research was chosen as methodology because there are not already implemented approaches using quality management for promoting ESD, why the only way to study this is to make it happen. Another reason for choosing action research is since it is essential to involve students and faculty for enhancing ESD. Action based research consists of the following phases: a) diagnosing, b) planning action, c) taking action and d) evaluating action. This research was made possible by a project called Education for Sustainable Development in Academia in the Nordic countries, ESDAN, in which activities were divided into these four phases. Each phase ended with an open seminar, where the results of the study were presented. The objective for the research project was to develop a process for including knowledge in sustainable development in curricula, which could be used in the quality assurance work. Eleven universities from the Nordic countries cooperated in the project. The aim was, by applying the process, to identify and publish examples of relevant sustainability aspects in different degree programs in universities in the Nordic countries. The project was partly financed by the Nordic Council of Ministers and partly by the participating pilot universities. Based on the results of my studies, I consider that quality, environmental and integrated management systems can be used for promoting ESD in universities. Relevant sustainability aspects have been identified in different fields of studies by applying the final process model. The final process model was compared with drivers and barriers for enhancing ESD and for implementing management systems in universities and with succeeding with management systems in industry. It corresponds with these, meaning that drivers are taken into account and barriers tackled. Both ESD and management systems in universities could be considered successful memes, which can reflect an effective way of communication among individuals. I have identified that management systems could be used as tools for hard changes and to support the soft change of enhancing ESD in universities with management system. Based on the change management study I have summarized recommendations on what to consider in order to enable the studied change. The main practical implications of the results are that the process model could be applied for assessment, benchmarking and communication of ESD, connected to quality assurance, when applied. This is possible because the information can be assembled in one picture, which facilitates comparison. The memetic approach can be applied for structuring. It is viable to make comparative studies between cultures, for getting insight in special characteristics of the own culture. Action based research is suitable for involving faculty. Change management can be applied for planning a change, which both enhancing ESD and developing management systems are identified to be.

Towards sustainable transport: A comparison of demographic and behavioural characteristics of Finnish and international car sharing users

SStrong evidence suggests that the climate is changing and that these changes are largely caused by human activities. A consensus exists among researchers that human activity is causing global warming and that actions to mitigate global warming need to be taken swiftly. The transportation sector, which relies heavily on fossil fuel burning and primarily oil, is one of the big contributors to air pollution problems at local, regional and global levels. It is the fastest growing source of greenhouse gas emissions and is estimated to be responsible for nearly a quarter of global energyrelated carbon dioxide emissions. Car sharing is a mobility solution encouraging its users to decrease private car usage in favour of communal transit and environmental goals. The idea of car sharing originates from the aspiration to decrease personal car ownership and to reduce vehicle distance travelled. This thesis seeks to complement the understanding of Finnish car sharing users and their usage through better categorization. Through better categorization and segmentation of Finnish car sharing users the thesis seeks to provide information for improved marketing insight. Research is done on the demographic and behavioural characteristics of Finnish car sharing users and they are compared with international findings about the characteristics of International car sharing users. The main research problem is Are Finnish car sharing users similar to international ones? A theoretical research framework on the determinants of individual car sharing usage is built based on international research about demographic and behaviouristic characteristics. After this a quantitative survey is performed to the customers of a Finnish car sharing organization. The data analysed in the thesis consist out of 532 answers received from the car sharing organizations customers. The data is analysed with descriptive and other exploratory methods, which create an understanding of Finnish car sharing users. At the end of the analysis the demographic and behavioural characteristics of Finnish car sharing users are compared with international ones. The research findings of the thesis indicate that the demographic and behavioural characteristics of Finnish car sharing usage largely follow those of their international counterparts. Thanks to the thesis results the car sharing organization is able to better target their customers through improved marketing insight.