Creating Transformative RPPs in Collaboration with School, City, and University Actors in Finland (Poster 7)

• In Event: Bridging the Gap: Enhancing Research Use in Research-Practice Partnerships Based Across the Globe

Abstract

Objectives or purposes
We have implemented research–practice partnership (RPP) as a strategy for educational transformation in the Finnish educational context for several years through the various projects of the [Name] Network, which guides schools towards creativity and innovation through technology and innovation education and encourages stakeholders from class, school, city and national level to engage in partnership with university actors. Our research methodology is predominantly based on a combination of RPP and Design Based Research, where the researchers work in close collaboration with school and municipality level partners in order to identify educational challenges and develop innovative solutions to overcome the challenges.

Perspectives or theoretical framework
Most recently our RPP work has been realized through the Strategic Research Council within the Academy of Finland funded [Name] -project, that for six years , brought together researchers from three Finnish universities, school practitioners from dozens of schools as well as city-level educational administrators. The RPP framework in Figure 1 depicts the various actors, levels, and ways of working that the project was organized through.

Methods, techniques, or modes of inquiry
In our study we were interested in studying the RPP process and exploring the perspectives of key RPP stakeholders involved in the [Name] project: teachers, principals, municipality administrators, and researchers. The stakeholders’ experiences were explored through semi-structured interviews and the data were examined through content analysis.

Data sources, evidence, objects or materials
Our poster presents the stakeholders' depictions of the goals and goal-setting process in RPPs, their experiences of the RPP activities, and the factors facilitating and challenging RPPs.

Results and/or substantiated conclusions or warrants for arguments/point of view
The results indicate that stakeholders saw the goals as promoting professional development, supporting student growth and learning, and enhancing school, municipality, and research practices. Regular participation solidified commitment to the RPP process. Horizontal interaction between stakeholders was effective, but there were challenges with vertical interaction. Multiple roles for researchers and municipality administrators were found, for instance, with researchers taking on a new role as change agents and facilitators. Researchers' presence in schools built trust, supported school activities, and enhanced professional growth for teachers, while administrators valued collaborative research and co-development. Regarding the facilitating or challenging aspects of RPPs, location, changes, rigid schedules, and COVID-19 challenged the partnership, along with time and energy constraints. An open and flexible attitude and atmosphere and readiness for change were demanded on all actor levels. Mutual appreciation and sensitivity facilitated RPP activities.

Scientific or scholarly significance of the study or work
Results reinforce the involvement of all level actors in transformative educational RPP. In addition the results indicate that the RPP process should involve paths for both horizontal and vertical interaction. In order to achieve educational transformation researchers should facilitate horizontal and vertical interaction from the partnership planning phase and carefully consider the distribution of responsibilities for organizing RPP activities.

Authors

• Tiina Korhonen, University of Helsinki

• Laura Salo, University of Helsinki

• Hanna Reinius, University of Helsinki

• Netta Tiippanna, University of Helsinki

• Noora Laakso, University of Helsinki

• Jari Lavonen, University of Helsinki

• Kai Pj Hakkarainen, University of Turku