Investigating university students' adaptation to digital learner course portfolio

Digital learner portfolios are of growing importance in higher education as the sector seeks new teaching-learning-assessment methods which promote students" autonomy as managers of their own virtual learning environment. The purpose of this study was to analyse descriptively the undergraduate students" perceptions, attitudes and behaviour when using an eportfolio to support their learning and assessment in practice based courses at two traditional Spanish universities. The participants were 88 students, who were studying through a blended learning mode. Data were collected through questionnaires: a computer experience survey, another which examined the psychological, pedagogical and technological dimensions of eportfolios use. Further, an individual overall reflection was obtained from each student to help gain an understanding of their experiences of using the eportfolio. A mixed-method analysis was applied in order to study the impact of this technological innovation on students and their satisfaction. The results showed that the students had positive opinions and self-efficiency through the eportfolio as a tool to manage their learning and assessment during a semester, especially from the second month of use. However, the expected impact on their learning was not so significant. Nevertheless, the students emphasised that the eportfolio was valuable as a personal developmental learning tool.

Estudi sobre el perfil de persones grans amb dependència del servei d'ajuda a domicili del Consell Comarcal d'Osona i el tipus de suport formal i informal

The aim of this study is to determine the profile of dependent elderly people users of the home care services (SAD) of the regional council in Osona (Consell Comarcal d´Osona) , and the characteristics of formal and informal types of support they use. Methodology. An observational study of a transversal format has been carried out, with retrospective and descriptive purposes. The target population is 63 people (26 men and 37 women) included in the program of the regional SAD They have a recognized dependence grade approved by the law 39 /2006, December 14th , promoting the individual autonomy and care of elderly people in a dependent situation. The data were collected by social workers of basic social services, first with a home visit and followed by handed out questionnaires, specifically designed for this study, in order to obtain information on socio-demographic characteristics, and the type of support formal and informal. The obtained results on the SAD users are women in a 58.7% and a 41.3 % are men. The 84% of the total sampling are 80 years old and more, being the average age of 85.2 years old. 45% of them are married, 41% are widows and widowers and 14% are single. 54% are rated with severe dependence (grade II), 42.8% with high dependence (grade III). 86% live accompanied. 100% have an informal caregiver and a 95% of the times, the caregiver is a relative who in 73% of the cases the dedication time is permanent. The coverage of the SAD has an average of 4.27 hours per week and per user. The formal services most used are the technical (62%), also the assessment of an occupational therapist at home (57%) and the telecare service in a (56%). Conclusions. The SAD is used primarily for women in an advanced age and severe dependence. The informal assistance structures have an informal caregiver, being a member of the family mostly, living with the dependent, and mainly in a permanent dedication basis. The SAD has a varied intensity in each case. The formal support services complementary to the SAD, are largely used in all cases.

Veus ignorades: representacions socials, subjectivitat i resiliència en persones grans amb pèrdua d’autonomia funcional

Els processos per a l’aprovació i la implementació de la Llei per a l’Autonomia personal i l’Atenció a les Persones en situació de Dependència (LAPAD) han donat lloc a un intens debat polític i social que, coincidint també amb les millores en la provisió de serveis i els avenços mèdics, ha contribuït a un procés de classificació i d’etiquetatge basats en els dèficits de les persones que es troben en aquestes circumstàncies. Aquesta visió anul·la el subjecte i la seva experiència singular i condiciona l’abordatge dels models d’atenció i de cura. L’estudi pretén fer una aproximació a les persones grans amb pèrdua d’autonomia funcional, fent emergir les seves veus, que expressen com perceben, interpreten, afronten i es reajusten a la nova situació. Partint d’un enfocament constructivista, basat en la subjectivitat, es fa un recorregut sobre els models de la discapacitat que han reeixit en l’activitat científica dels darrers anys, els mecanismes de regulació de les pèrdues que defensen les teories del cicle vital i les aportacions que s’han fet sobre el model de la resiliència aplicat a les persones que envelleixen. El resultats de l’estudi mostren com les representacions i els significats que les persones grans atribueixen a la seva experiència s’inscriuen en les seves trajectòries vitals, donant un sentit únic i singular a la forma de viure i de respondre a la pèrdua d’autonomia funcional i les seves conseqüències. Aquelles que expressen una vivència d’integritat respecte de la vida viscuda, amb predomini d’afectes positius envers un mateix i els altres, que conserven l’esperança i el desig de continuar vivint, s’ajusten a les pèrdues de manera més satisfactòria que aquelles que expressen desconfiança i una certa amargor respecte de la pròpia vida. D’això se’n deriva que els espais d’escolta i d’acompanyament poden ser un recurs vàlid i necessari en el qual, a través de la paraula i el testimoni narrat, el subjecte pugui repensar i resignificar les seves experiències.

Cryptographic Energy Costs are Assumable in Ad Hoc Networks

Performance of symmetric and asymmetriccryptography algorithms in small devices is presented. Both temporaland energy costs are measured and compared with the basicfunctional costs of a device. We demonstrate that cryptographicpower costs are not a limiting factor of the autonomy of a deviceand explain how processing delays can be conveniently managedto minimize their impact.

The Child Protection System from the Perspective of Young People: Messages from 3 Studies

This article reports findings and reflections based on the results of three different research projects conducted between 2008 and 2013 and focusing on the perspective of young care leavers in Spain. The overall aim was to examine these young people’s perceptions and evaluations of how they were treated while in the public care system, mainly residential care. Reviewing these qualitative studies, the most common and relevant issues highlighted by young people were related to the following themes: (a) entering care; (b) stability and emotional bonds in care; (c) education; (d) friends; (e) labelling, stigmatization, rights and opportunities; (f) autonomy and responsibility versus overprotection; (g) contact with parents, siblings and extended family; (h) maltreatment in care; and (i) leaving care. One of the main elements used in their assessments was comparison (i) between their previous situation within their birth family and the quality of care experienced in the residential home; and (ii) between what these young people commonly refer to as “normal children” and children in care. Recommendations deriving from their advice and opinions are also debated

Psykologinen omistajuus etätyöskentelyssä

Tämän tutkimuksen tavoitteena oli kuvata ja selittää etätyöntekijöiden työhönsä kokemaa omistajuuden tunnetta sekä sen syntymismekanismeja ja seurauksia. Lisäksi tavoitteena oli selvittää kuinka etätyön eri muodot korostuvat etätyöskentelyn oletetuissa eduissa ja ongelmissa. Etätyön muotojen osalta oli tavoitteena myös selvittää niden yhteyttä itsenäisyyden tunteeseen. Tutkielman tutkimusmenetelmä on kvantitatiivinen ja määrällistä aineistoa analysoitiin SPSS-ohjelmiston avulla. Tutkielman tutkimuskontekstina on etätyö. Tutkimuksen perusteella etätyöntekijät kokevat työnsä keskimäärin melko paljon omakseen. Tutkimustulokset osoittivat, että työtä kohtaan koettu psykologinen omistajuus syntyy kolmen ”reitin” kautta, joita ovat kohteen hallinta, kohteen perusteellinen tunteminen ja voimavarojen käyttäminen kohteeseen. Näiden ”reittien” syntymiseen taas oli positiivinen yhteys seuraavilla työn ulottuvuuksilla: työn vaatimat taidot, työn hahmottaminen, työn merkitsevyys, itsenäisyys sekä palaute työstä. Tutkimustulokset todistivat, että psykologinen omistajuus oli positiivisessa yhdeydessä työperäiseen itsetuntoon, työtyytyväisyyteen, työmotivaatioon, yksilön kehittymiseen työssään, vastuuntuntoon työtään kohtaan sekä rehtiyteen. Voimakkain yhteys psykologisella omistajuudella oli työtyytyväisyyden kanssa. Tutkimuksen perusteella voidaankin sanoa, että mitä enemmän henkilö kokee työnsä omakseen, niin sitä tyytyväisempi hän on työhönsä. Tutkimustulokset osoittivat, että etätyön muodolla on merkitystä etätyöskentelyssä koettuihin etuihin ja ongelmiin. Täysipäiväisen etätyön tekijät kokivat edut kaikista positiivisimmin ja ongelmat taas kaikista negatiivisimmin. Mobiilit työntekijät kokivat työssään alhaisempaa itsenäisyyden tunnetta kuin muiden etätyön muotojen edustajat.

Lectio praecursoria

Vuokko Kohtamäen Financil Autonomy in Higher Education Institutions : Perspectives of Senior Management of Finnish AMK Institutions (Tampereen yliopisto 2009).

On the institution of the moral subject: on the commander and the commanded in Nietzsche's discussion of law

The article discusses how Nietzsche understands the institution of law and morals in distinction to Kant and the Christian tradition. It argues that Nietzsche to a large extent is inspired by the paradigm-shift toward a evolutionary biological thinking introduced by several of his peers in the late 19th century, among else F. A. Lange, who sees this shift as a sobering scientific-materialistic alternative to Kant. In Nietzsche, the Kantian moral imperative is replaced with a notion of a morality emerging thanks to historical, or pre-historical, civilizational processes, imposed on a feebleminded human without any inherent rational dispositions to obey Law. It is also a process, which rather than universalizing the human, splits it in a duality where one part obeys old immediate self-interests and another part obeys new 'commands,' having been shouted 'into the ear' by a so-called 'commander.' The compliance with law takes two radically different forms in Nietzsche: servile and mediocre individuals need to be exposed to discipline and punishment in order to adopt Law; while so-called 'sovereign' individuals are able to impose law upon themselves. The figure of the 'sovereign' has consequently been an issue for vigorous debate in especially the Anglo-Saxon tradition of Nietzsche research, since his apparent 'respect for law' and 'sense of duty' reiterate typical Kantian qualities. Relating to these discussions, I suggest that Nietzsche's 'sovereign' (in one context) is identical his 'commander' (in other contexts). When the 'sovereign' as such imposes law upon himself and others, his act is conventional and arbitrary (like language in Saussure), and is rather irrational than rational as in Kant. His will is not a good will, nor a rational will with a vision of human autonomy. His command of himself and others is a performative, thus without truth-value (like illocutionary speech-acts in Austin and Searle).

Att förstå det stora i det lilla : byskolan som pedagogik, kultur och struktur

I det lilla sammanhanget synliggörs de stora frågorna om både pedagogik, kultur och struktur och om samverkan mellan dem. Studiet av de minsta enheterna i den finländska utbildningen ger kunskap om det viktiga i pedagogiska relationer och i skolgemenskaper, men synliggör också samhällsskeendets inbyggda konflikter om mål och värderingar. Det övergripande syftet med studien är att fördjupa kunskapen om de små skolornas pedagogiska, kulturella och strukturella innebörd och betingelser. Genom djupintervjuer med 12 finlandssvenska lärare i byskolor med färre än 30 elever, analys av skolindragningsdebatt och utbildningspolitiska styrdokument, samt genom teoretiskt förankrade reflektioner skapas en förståelse av såväl lärares arbete och pedagogiska tänkande som skolans funktion i samhället. Avhandlingen byggs upp enligt ett hermeneutiskt och narrativt tänkande. I studien framkommer att byskollärares pedagogiska tänkande syftar till det enskilda barnets optimala och balanserade helhetsutveckling i en gemenskap, där det är centralt att finna den pedagogiska balansen och möjligheten inom kontinuum mellan bl.a. elevbemyndigande och beledsagande. De pedagogiska intentionerna bär syftet att ge rötter och vingar, samhörighet och frihet. I lärarnas beskrivningar uttrycks en sammanvävning mellan deras pedagogiska intentioner och de kontextuella möjligheterna att realisera dessa. Byskollärarna är bärare av en pedagogisk professionalitet som utvecklas i relation till arbetets betingelser. Det praktiska yrkeskunnandet innefattar en balansgång mellan å ena sidan systematik och organisering och å andra sidan flexibilitet och frihet. Att samma lärare handhar eleverna en lång tid är en pedagogisk möjlighet och utmaning. I lärarnas berättelser aktualiseras vad balansgången i en god pedagogisk relation innebär. Både lärare och elever fostras in i en särskild skolkultur och undervisningskultur, i en växelverkan. Yrkeskulturen präglas av olika former av samverkan, både med skolans hela personal som ett teamarbete och med lokalsamhället. Lärarna uttrycker god arbetstrivsel, men friheten och ansvaret i arbetet kan vara både stimulerande och betungande. I en metaanalys skapas teoretiska modeller för vad arbete i närhetens och litenhetens spänningsfält kan innebära och hur det kan påverka lärares professionella utveckling och ork. Den lilla byskolan relaterad till en större samhällskontext öppnar för frågor om vad kvalitet innebär och vilka värderingar som är riktgivande inom utbildningsplanering. Kampen för kontinuiteten i byskolans berättelse tolkas som en kamp för det lokala rummet, för gemenskap, existens, framtid, likvärdighet och trygghet. Kampen för byskolan är ett försvar av både lokal livskvalitet och pedagogisk kvalitet för den enskilde eleven. I det övergripande kulturella sammanhanget synliggörs motsättningar. Det verkar finnas en inbyggd konflikt i utbildningsplaneringens föresatser att samtidigt uppnå jämlikhet, kostnadseffektivitet och kvalitet. En teoretisk modell synliggör hur pedagogik, kultur och struktur samverkar inom utbildning/byskola och påverkar lärares och elevers handlingsutrymme.

Det vårdande samtalet

Syftet med studien är att utgående från ett vårdvetenskapligt perspektiv utveckla en teori för det vårdande samtalet, speciellt som det gestaltar sig i den psykiatriska vårdkontexten. Avsikten är primärt att tillföra den kliniska vårdvetenskapen kunskaper om hur samtal mellan vårdare och patienter kan lindra lidande. Studien tar sin utgångspunkt i ett vårdvetenskapligt perspektiv som har sina rötter i Katie Erikssons caritativa vårdteori. Den metodologiska ansatsen är hermeneutisk. Forskningen har genomförts i form av fem delstudier som publicerats i internationella vetenskapliga tidskrifter. Metoderna som använts är: 1) en fenomenologisk hermeneutisk ansats för att beskriva det vårdande samtalet som det skildras av sjuksköterskor och patienter i intervjuer, 2) kvalitativ forskningssyntes av studier rörande begreppen närvaro, beröring och lyssnande, 3) kvalitativ forskningssyntes av studier rörande begreppen narrativer, berättelser, mening och förståelse, 4) en hermeneutisk ansats inspirerad av Paul Ricoeurs hermeneutik för att undersöka hur psykiatriska patienter i samtal med vårdare berättar om lidande, 5) en hermeneutisk analys av de etiska fundamenten för ett vårdande samtal i ljuset av Paul Ricoeurs etik. Resultaten från de fem delstudierna formar utgångspunkten för en teori för hur ett vårdande samtal kan tolkas. Teorin består av tre aspekter, den relationella, den narrativa, och den etiska, vilka undersökts i delstudierna. I den relationella aspekten kan vårdaren genom att lyssna, beröra och vara med-varande skapa en närvaro. Genom vårdarens gåva av sin närvaro, d v s att vara tillgänglig och till förfogande med hela sitt väsen, visas möjligheten till ett möte med patienten utan roller och inlärda repliker. När patienten kan besvara denna gåva med en inbjudan att dela något av sin värld, skapas en förbindelse i vilken patienten kan dela sitt lidande och sin värld med vårdaren. Den narrativa aspekten gestaltas i samtalet som patientens berättelse om sitt lidande. Lidandeberättelsen tar sin början i den fasad som patienten skyddar sig mot lidande och skam med. Frågan om varför patienten lider banar vägen både för en ny förståelse av fasaden och också för upplevelsen av en vändpunkt när fasadens skydd överges, vilket leder till en upplevelse av mening-i-lidandet. Artikuleringen av berättelsens poäng, mening-med-lidandet innebär dels en ny tolkning och förståelse för de förhållanden som rådde vid berättelsens början, dels de nya preferenser för hur patienten vill leva sitt liv som vuxit fram. Den etiska aspekten gestaltas i en relation som på grund av patientens lidande och vårdarens medlidande är asymmetrisk, men omfattar en ömsesidig respekt. Genom caritas skapar vårdaren ett utrymme där patienten kan (åter)upprätta sin självaktning, autonomi och sitt ansvar och därmed skapa möjligheter för ett gott liv.

Haljennut habitus : Bourdieun viimeisiksi jääneet omakohtaiset teokset englanninkielisinä käännöksinä

Kirjallisuusarvostelu

Making Sense of Shared Leadership. A case study of leadership processes and practices without formal leadership structure in the team context

Leadership is essential for the effectiveness of the teams and organizations they are part of. The challenges facing organizations today require an exhaustive review of the strategic role of leadership. In this context, it is necessary to explore new types of leadership capable of providing an effective response to new needs. The presentday situations, characterized by complexity and ambiguity, make it difficult for an external leader to perform all leadership functions successfully. Likewise, knowledge-based work requires providing professional groups with sufficient autonomy to perform leadership functions. This study focuses on shared leadership in the team context. Shared leadership is seen as an emergent team property resulting from the distribution of leadership influence across multiple team members. Shared leadership entails sharing power and influence broadly among the team members rather than centralizing it in the hands of a single individual who acts in the clear role of a leader. By identifying the team itself as a key source of influence, this study points to the relational nature of leadership as a social construct where leadership is seen as social process of relating processes that are co-constructed by several team members. Based on recent theoretical developments concerned with relational, practice-based and constructionist approaches to the study of leadership processes, this thesis proposes the study of leadership interactions, working processes and practices to focus on the construction of direction, alignment and commitment. During the research process, critical events, activities, working processes and practices of a case team have been examined and analyzed with the grounded theory –approach in the terms of shared leadership. There are a variety of components to this complex process and a multitude of factors that may influence the development of shared leadership. The study suggests that the development process of shared leadership is a common sense -making process and consists of four overlapping dimensions (individual, social, structural, and developmental) to work with as a team. For shared leadership to emerge, the members of the team must offer leadership services, and the team as a whole must be willing to rely on leadership by multiple team members. For these individual and collective behaviors to occur, the team members must believe that offering influence to and accepting it from fellow team members are welcome and constructive actions. Leadership emerges when people with differing world views use dialogue and collaborative learning to create spaces where a shared common purpose can be achieved while a diversity of perspectives is preserved and valued. This study also suggests that this process can be supported by different kinds of meaning-making and process tools. Leadership, then, does not reside in a person or in a role, but in the social system. The built framework integrates the different dimensions of shared leadership and describes their relationships. This way, the findings of this study can be seen as a contribution to the understanding of what constitutes essential aspects of shared leadership in the team context that can be of theoretical value in terms of advancing the adoption and development process of shared leadership. In the real world, teams and organizations can create conditions to foster and facilitate the process. We should encourage leaders and team members to approach leadership as a collective effort that the team can be prepared for, so that the response is rapid and efficient.

Experimental evaluation of the performance of a wireless sensor network in agricultural environments

The aim of this study was to perform an experimental study to evaluate the proper operation distance between the nodes of a wireless sensor network available on the market for different agricultural crops (maize, physic nut, eucalyptus). The experimental data of the network performance offers to farmers and researchers information that might be useful to the sizing and project of the wireless sensor networks in similar situations to those studied. The evaluation showed that the separation of the nodes depends on the type of culture and it is a critical factor to ensure the feasibility of using WSN. In the configuration used, sending packets every 2 seconds, the battery life was about four days. Therefore, the autonomy may be increased with a longer interval of time between sending packets.

Competence in intensive and critical care nursing - development of a basic assessment scale for graduating nursing students

Intensive and critical care nursing is a speciality in its own right and with its own nature within the nursing profession. This speciality poses its own demands for nursing competencies. Intensive and critical care nursing is focused on severely ill patients and their significant others. The patients are comprehensively cared for, constantly monitored and their vital functions are sustained artificially. The main goal is to win time to cure the cause of the patient’s situation or illness. The purpose of this empirical study was i) to describe and define competence and competence requirements in intensive and critical care nursing, ii) to develop a basic measurement scale for competence assessment in intensive and critical care nursing for graduating nursing students, and iii) to describe and evaluate graduating nursing students’ basic competence in intensive and critical care nursing by seeking the reference basis of self-evaluated basic competence in intensive and critical care nursing from ICU nurses. However, the main focus of this study was on the outcomes of nursing education in this nursing speciality. The study was carried out in different phases: basic exploration of competence (phase 1 and 2), instrumentation of competence (phase 3) and evaluation of competence (phase 4). Phase 1 (n=130) evaluated graduating nursing students’ basic biological and physiological knowledge and skills for working in intensive and critical care with Basic Knowledge Assessment Tool version 5 (BKAT-5, Toth 2012). Phase 2 focused on defining competence in intensive and critical care nursing with the help of literature review (n=45 empirical studies) as well as competence requirements in intensive and critical care nursing with the help of experts (n=45 experts) in a Delphi study. In phase 3 the scale Intensive and Critical Care Nursing Competence Scale (ICCN-CS) was developed and tested twice (pilot test 1: n=18 students and n=12 nurses; pilot test 2: n=56 students and n=54 nurses). Finally, in phase 4, graduating nursing students’ competence was evaluated with ICCN-CS and BKAT version 7 (Toth 2012). In order to develop a valid assessment scale of competence for graduating nursing students and to evaluate and establish the competence of graduating nursing students, empirical data were retrieved at the same time from both graduating nursing students (n=139) and ICU nurses (n=431). Competence can be divided into clinical and general professional competence. It can be defined as a specific knowledge base, skill base, attitude and value base and experience base of nursing and the personal base of an intensive and critical care nurse. Personal base was excluded in this self-evaluation based scale. The ICCN-CS-1 consists of 144 items (6 sum variables). Finally, it became evident that the experience base of competence is not a suitable sum variable in holistic intensive and critical care competence scale for graduating nursing students because of their minor experience in this special nursing area. ICCN-CS-1 is a reliable and tolerably valid scale for use among graduating nursing students and ICU nurses Among students, basic competence of intensive and critical care nursing was self-rated as good by 69%, as excellent by 25% and as moderate by 6%. However, graduating nursing students’ basic biological and physiological knowledge and skills for working in intensive and critical care were poor. The students rated their clinical and professional competence as good, and their knowledge base and skill base as moderate. They gave slightly higher ratings for their knowledge base than skill base. Differences in basic competence emerged between graduating nursing students and ICU nurses. The students’ self-ratings of both their basic competence and clinical and professional competence were significantly lower than the nurses’ ratings. The students’ self-ratings of their knowledge and skill base were also statistically significantly lower than nurses’ ratings. However, both groups reported the same attitude and value base, which was excellent. The strongest factor explaining students’ conception of their competence was their experience of autonomy in nursing. Conclusions: Competence in intensive and critical care nursing is a multidimensional concept. Basic competence in intensive and critical care nursing can be measured with self-evaluation based scale but alongside should be used an objective evaluation method. Graduating nursing students’ basic competence in intensive and critical care nursing is good but their knowledge and skill base are moderate. Especially the biological and physiological knowledge base is poor. Therefore in future in intensive and critical care nursing education should be focused on both strengthening students’ biological and physiological knowledge base and on strengthening their overall skill base. Practical implications are presented for nursing education, practice and administration. In future, research should focus on education methods and contents, mentoring of clinical practice and orientation programmes as well as further development of the scale.

Ammattikorkeakoulu innovatiivisena oppimisyhteisönä

Ammattikorkeakoulut ovat osa suomalaista innovaatiojärjestelmää. Niiden tärkeimpiä tuotteita ovat laadukkaat tutkinnot, joilla tuotetaan Suomen kilpailukyvyn kannalta olennaista osaavaa työvoimaa. Koulutusinnovaatioiden avulla ammattikorkeakoulut voivat parantaa opetuksen ja oppimisen laatua ja edistää opiskelijoiden parempaa osaamista. Tässä tutkimuksessa tarkasteltiin Kymenlaakson ammattikorkeakoulua innovatiivisena oppimisyhteisönä Hokkasen (2001) hahmotteleman innovatiivisen oppimisyhteisön profiilitekijöiden mukaisesti. Tutkimuksen tavoitteena oli selvittää, millainen innovatiivinen oppimisyhteisö KyAMK:ssa toteutuu opettajien kokemana, ja miten innovatiivisen oppimisyhteisön piirteitä voitaisiin edistää mainitussa organisaatiossa. Aineisto kerättiin haastattelemalla kymmentä KyAMK:n Tekniikan ja liikenteen toimialan opettajaa. Tulokset osoittivat Kymenlaakson ammattikorkeakoulun johdon sallivan innovatiiviset koulutuksen kehittämiseen tähtäävät toimet, mutta johto ei proaktiivisesti ohjannut ja kannustanut niihin. Ammattikorkeakouluopettajien pedagogisen autonomian todettiin olevan suurta. Tästä huolimatta kaivattiin yhteisöllisyyteen tukevia toimintamalleja, joiden avulla organisaatiossa oleva monialaisen työyhteisön innovaatiopotentiaali voitaisiin valjastaa opetuksen kehittämiseen ja organisaatiolta puuttuvan toiminnan kokonaiskuvan ja -ymmärryksen kehittämiseen. Osana yhteisöllisyyden kehittämistä aineistosta nousi esiin kehittämisehdotuksena pitkäjänteisemmän verkostoitumisen toteuttaminen niin organisaation sisällä kuin ulkopuolisten sidosryhmien kanssa.