Figures | ||
2.1 | The adaptive learning triangle, comprising the education, industry and research communities. | 25 |
6.1 | Cycle of collaborative observation. | 100 |
8.1 | The intended activity versus the actual activity of Deans. | 145 |
9.1 | The CareerEDGE Model of Graduate Employability (from Dacre Pool & Sewell, 2007, reprinted with permission). | 155 |
12.1 | The timeline for RDI improvement actions. | 213 |
12.2 | HAMK’s quality system. | 217 |
12.3 | The updated organisation of HAMK’s quality management. | 229 |
Tables | ||
1.1 | Views on the EHEA. | 20 |
2.1 | Interview framework for semi structured interviewing. | 31 |
2.2 | Overview of the theme analysis ‘Community’ versus ‘Institutional Rationality’. | 38 |
4.1 | Overview of interviews. | 68 |
4.2 | Sample interview questions. | 69 |
4.3 | Example of analytical coding. | 70 |
8.1 | Overview of data/interview sample. | 142 |
8.2 | Internal governance analysis results. | 143 |
9.1 | Quantitative data demographics. | 161 |
10.1 | Comprehensive framework for action for the implementation of SDG. | 175 |
10.2 | Types of skills (Partnership for 21st Century Skills, 2007; van Laar et al., 2020). | 179 |
11.1 | Required competences. | 197 |
11.2 | Professional roles by membership (means). | 199 |
11.3 | Professional roles by identity (means). | 200 |
11.4 | Room for manoeuvre by membership (in per cent agree). | 201 |
11.5 | Room for manoeuvre by identity (in per cent agree). | 202 |
11.6 | Strategic acting by membership (in per cent agree = value 1 + 2). | 203 |
11.7 | Strategic acting by identity (in per cent agree = value 1 + 2). | 203 |
12.1 | The organisation of RDI at HAMK (2000–2020). | 220 |
12.2 | The appearance of the development themes and actions realised in the data. | 223 |
13.1 | Changes made mapped to external review recommendations. | 240 |
13.2 | Updates and short-term wins by area. | 245 |