Since August 2023, Savonia University of Applied Sciences has been actively participating in the Future Work Ability Project, which aims to proactively support students’ study abilities and detect challenges early. This initiative leverages pedagogical solutions, digital tools, and systems developed within the project. Karelia University of Applied Sciences coordinates the project, with Savonia University of Applied Sciences and the Joensuu Region Different Learners Association as key partners.

Savonia’s role in the project focuses on promoting pedagogical wellbeing. The team is dedicated to investigating the topic and find solutions as well as practical applications to support this aspect building steps towards continues learning and development. A significant part of the project involves running pilot programs with student groups. One such pilot is being conducted with the Agrology Bachelor’s and Master’s students at Savonia, emphasizing the development of their generic skills over the years.

Generic skills, also known as transferable or soft skills, include abilities such as communication, teamwork, adaptability, or interpersonal skills. These skills are applicable across various fields and occupations, essential for employability and personal development, though not specific to any particular job. When examining the generic skills of higher education students, it is evident that 59% of them have at most a satisfactory level. In universities of applied sciences, 24% of students exhibit a weak level of generic skills, whereas in universities, only 7% of students fall into this category (Ursin, Hyytinen & Silvennoinen 2021, 3, 38, 41). The proficiency level in these skills significantly impacts students’ progress in their studies, the completion of assignments, and the development of their theses.

WHY the agricultural students’ pilot?

“I don’t like people… or rather, I didn’t like them before, but now a bit less…however, I prefer to be alone.” (a Student)

In the Agricultural faculty, it is often observed that students face social challenges due to their preference for individual activities, such as spending time with animals or working on the farm. Accustomed to working independently, these students find the predominantly group-based assignments at school to be particularly challenging. This shift in working style can create significant obstacles in their learning process, severely impacting their wellbeing during studies.

To address this issue, the pilot program focuses on developing the students’ generic skills, specifically aiming to enhance their comfort and competence in group work. By improving these essential soft skills, the program seeks to positively influence their overall learning experience, making group assignments less daunting and more productive. This targeted support is crucial for helping agricultural students adapt to collaborative environments, ultimately benefiting their academic success and personal development.

HOW are we running the pilot?

Our pilot activities involve three distinct groups: bachelor’s daily program students (across different years), bachelor students in the multiform program, and master’s students. Each group is diverse, demonstrating varying abilities, skills, and needs due to differences in age, experience, and study format. Therefore, we have developed tailored approaches for each group.

For the daily program students, we conduct face-to-face workshops. These students are typically younger and need more guidance on various topics as they are still building their ability to self-reflect. Multiform program students have access to a self-study course available online, with the option for online consultations at scheduled times. Master’s students participate in a hybrid approach, as their studies are modular. Some master’s students can attend in-person sessions, while others, spread across Finland, usually join remotely.

The pilot program focuses on different themes across the years for bachelor’s students, spanning a three-year period:

1. First Year: Getting to Know Oneself

– Students begin by recognizing their personalities (using the MBTI approach), discovering their strengths (VIA Character Strengths), and exploring their individual values. Through this self-discovery process, they are challenged to better understand others in the group.

2. Second Year: Goal Setting

– The focus shifts to goal setting, discussing the importance of having a vision when setting personal goals, and introducing SMART goals. We also delve into the GROW model and touch on group dynamics theory to help students understand how groups operate and how dysfunctional groups can jeopardize goal achievement.

3. Third Year: Motivation

– The final year centers on understanding motivation—where it comes from and why we sometimes engage in activities we are not motivated to do. We explore external drivers and wrap up the year with a deeper understanding of IKIGAI, helping students find their own purpose.

Master’s students, due to the two-year study format, have a different focus:

1. First Year: Group Dynamics and Effective Communication

– The first year emphasizes group dynamics as students work on real case studies for their clients. They learn about the GROW model, goal setting, and effective communication within the group and with clients.

2. Second Year: Self-Awareness

– The second year is dedicated to building self-awareness by understanding oneself better, which helps students work with their strengths and values towards set goals. This support is crucial as they focus on their individual master’s theses.

By addressing the unique needs of each group and focusing on key themes, we aim to enhance students’ learning experiences and better prepare them for their future careers.

WHAT have we found out so far?

Through our observations as well as by collecting answers through the questionnaire, we came up to the following conclusions.

Multiform Students:

– Self-awareness, understanding of personal values, and strengths improved.

– Listening skills and group work abilities enhanced.

– Conflict resolution, feedback skills, and understanding of diversity did not significantly improve, indicating a need for more practice.

– Students expressed a desire for more consultation opportunities.

Daily Program Students:

– Minimal improvement in self-awareness and understanding of personal values.

– Slight improvement in recognizing personal strengths.

– No significant improvement in listening skills, group work, conflict resolution, feedback skills, or understanding of diversity.

– Positive feedback was given for PPD lessons and the teaching environment.

Master’s Students:

– Significant improvement in self-awareness, group dynamics knowledge, and group work skills.

– Moderate improvement in working with clients and task delegation based on strengths.

– Increased confidence in asking questions and handling conflicts.

– Significant improvement in taking responsibility for achieving group goals.

– An intervention in one group improved functioning and task completion.

Conclusion

Improving self-awareness and related skills requires time, reflection, and active participation. Younger daily program students need more guidance and a safe learning environment to explore these topics. Older multiform and master’s students, who have more life experience and higher motivation, show greater ability and interest in self-reflection and development. By addressing these varied needs with tailored approaches, we aim to enhance the learning experiences and overall development of all our students.

Authors:

Agnieszka Laherto, Business Coach and R&D specialist in Savonia, Wellbeing specialist in Future Work Ability Project

Anna Hatunen, Wellbeing & Study Counsellor in Savonia

References:

Ursin, J., Hyytinen, H. & Silvennoinen, K. (toim.) 2021. Korkeakouluopiskelijoiden geneeristen taitojen arviointi – Kappas!-hankkeen tuloksia. Opetus- ja kulttuuriministeriön julkaisuja 2021:6.