Current situation of studifying and the concept of studification


At HAMK there are already several processes related tightly to the world of work:

  • Recognition of prior learning
  • Skills demonstration
  • Work place studies
  • Work placement
  • Project studies and individual projects
  • Thesis

We have descriptions and process charts of these as well as various forms to fill in, but it is not clearly described anywhere that how are these related to each other and what does studification mean in this context.

We came into the conclusion that when combining studies and the world of work, there are three different time frames:

  1. Skills gained before studying started
    • This is what we currently call “Recognition of prior learning” and “Skills demonstration”
  1. Skills that are gained at the moment at work
    • Here we can use “Recognition of prior learning” and “Skills demonstration”, because the skill already exists and/or is being under development at workplace and it does not require necessarily arrangements
  1. Skills that can be gained at work, but need for example changes in current work tasks
    • This is the point where work tasks need to be modified so that the student/employer gets to learn new things and develop new skills by working and can earn credits at the same time

In all the phases, the competence requirements come from the curriculum of the degree programme in question.

We came up with the idea that studification is actually an umbrella for different things, that we already are doing, but there is a need to add this third point as described above. So far, we have been focusing to previous knowledge and skills that already exist, and how to earn credits from these. Now we should focus more on how to learn new skills at workplace environments and earn credits while working. Studification is a wide description for something where the student gains credits from workplace environment, and it is not only the previous work experience that counts but also the future work experience that will be designed according the competence requirements that come from the curriculum.

We are also discussing on how “heavily” is the recognition of prior learning done and how we could make it more efficient. Could we create groups of students and offer group advising, for example?

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