Study Guide

Objective

In a Research Hatchery (REHA) the learning takes place in a variety of ways: by self-study but also by learning from peers. This is a flexible model for learning that does not offer straightforward answers but motivates the students to work towards goals and take responsibility of their work and learning.

In a REHA students learn about the substance and they also develop their innovation competences: creativity, critical thinking, initiative, group work and networking.

Content

The Research Hatchery is a model in which a multidisciplinary team of students works to solve a circular economy related brief. The need for the brief can rise from a research, development and innovation project, from a client in work life, or from a student. Research Hatchery is led by coaches,people working in the projects and student tutors. Research Hatcheries can be applied in long lasting development projects and as well as short and smaller research projects.

The tasks completed during the project depend on the brief. They might consist of peer development, information search and analysis, the students might interview experts, make visits and conduct research. In addition, the students meet each other regularly without the coach. This can be done face-to-face or using applications. The meetings can take place once a week or less rarely, depending on the brief.

Materials

ISBN 9789522167330 Inkä Mäkiö & Marketta Virta (eds.) (2019) Methods for Circular Economy Teaching – Method Guide and Tool Kit. Course Material from Turku University of Applied Sciences 125.
http://julkaisut.turkuamk.fi/isbn9789522167330.pdf

9789522164216 Meiju Räsänen & Annariikka Kyllönen (eds.) (2013) Research Hatchery as a Cradle for New Innovators – Handbook for implementation. Course Material from Turku University of Applied Sciences 84. 52 p., 2013
http://julkaisut.turkuamk.fi/isbn9789522164223.pdf

Teaching methods

The Research Hatchery is a model in which a multidisciplinary team of students works to solve a circular economy related brief. The need for the brief can rise from a research, development and innovation project, from a client in work life, or from a student. Research Hatchery is led by coaches,people working in the projects and student tutors. Research Hatcheries can be applied in long lasting development projects and as well as short and smaller research projects.
The tasks completed during the project depend on the brief. They might consist of peer development, information search and analysis, the students might interview experts, make visits and conduct research. In addition, the students meet each other regularly without the coach. This can be done face-to-face or using applications. The meetings can take place once a week or less rarely, depending on the brief.

Exam schedules

No exam. The grade comes from the project work.

You need to do the course tasks in time.

International connections

Innovation pedagogy. This means that in a Research Hatchery (REHA) the learning takes place in a variety of ways: by self-study but also by learning from peers. This is a flexible model for learning that does not offer straightforward answers but motivates the students to work towards goals and take responsibility of their work and learning.

All materials in a Microsoft Teams group. Students will be added there in the first start meeting (27th Jan)

Completion alternatives

The only way to do the course is to take part in the group work.

Student workload

The students work on a real life topic. Students need to decide how to divide the tasks and make a project plan. Then they need to work according to the plan and solve possible challenges. Teacher is there to support the process. End result is a report and a presentation.

Students can work for the project 2-10 ects. One ects is 27h of work.
Working hours are listed by all students in a learning diary.

Content scheduling

Start meeting 27.1.2021 at 9-11 am.

Other meetings as agreed within the group. The meeting can also be online.

In a Research Hatchery (REHA) the learning takes place in a variety of ways: by self-study but also by learning from peers. This is a flexible model for learning that does not offer straightforward answers but motivates the students to work towards goals and take responsibility of their work and learning.
In a REHA students learn about the substance and they also develop their innovation competences: creativity, critical thinking, initiative, group work and networking.

The Research Hatchery is a model in which a multidisciplinary team of students works to solve a circular economy related brief. The need for the brief can rise from a research, development and innovation project, from a client in work life, or from a student. Research Hatchery is led by coaches,people working in the projects and student tutors. Research Hatcheries can be applied in long lasting development projects and as well as short and smaller research projects.
The tasks completed during the project depend on the brief. They might consist of peer development, information search and analysis, the students might interview experts, make visits and conduct research. In addition, the students meet each other regularly without the coach. This can be done face-to-face or using applications. The meetings can take place once a week or less rarely, depending on the brief.

Evaluation scale

H-5

Assessment methods and criteria

Self and peer assessment 30%
Teacher assessment 40%
Client assessment 30%

Assessment criteria, fail (0)

Not taking part in the hatchery project.

Assessment criteria, satisfactory (1-2)

INNOVATION COMPETENCES
1. Creativity
- not able to think beyond the existing ideas, regulations, conventions or contexts
- not able to create or remodel functional alternatives, ideas, products, methods or services independent of their possible usefulness or added value
2. Critical thinking
- not able to thoroughly analyse and evaluate the advantages and disadvantages of ideas taking into account the risk factors involved when they are used for this purpose
3. Initiative
- not able to actively make decisions or take action to initiate positive change
- not able to influence the actions of people creating or implementing ideas
4. Group work
- not able to work effectively with other members of a group
5. Networking
- not able to make use of cooperation with people outside the group
SUBSTANCE
- a poor report with limited input. The presentation made poorly

Assessment criteria, good (3-4)

INNOVATION COMPETENCES
1. Creativity
- starting to think beyond the existing ideas, regulations, conventions or contexts
- a little bit able to create or remodel functional alternatives, ideas, products, methods or services independent of their possible usefulness or added value
2. Critical thinking
- starting to understand how to thoroughly analyse and evaluate the advantages and disadvantages of ideas taking into account the risk factors involved when they are used for this purpose
3. Initiative
- starting to actively make decisions or take action to initiate positive change
- a limited ability to influence the actions of people creating or implementing ideas
4. Group work
- starting to be able to work effectively with other members of a group
5. Networking
- limited ability to make use of cooperation with people outside the group
SUBSTANCE
- a rather good report with some input. The presentation made ok

Assessment criteria, excellent (5)

INNOVATION COMPETENCES
1. Creativity
- the ability to think well beyond the existing ideas, regulations, conventions or contexts
- the ability to create or remodel functional alternatives, ideas, products, methods or services independent of their possible usefulness or added value
2. Critical thinking
- the ability to thoroughly analyse and evaluate the advantages and disadvantages of ideas taking into account the risk factors involved when they are used for this purpose
3. Initiative
- the ability to actively make decisions or take action to initiate positive change
- the ability to influence the actions of people creating or implementing ideas
4. Group work
- the ability to work effectively with other members of a group
5. Networking
- the ability to make use of cooperation with people outside the group
SUBSTANCE
- a well written report with great input. A clear and well presented presentation

Qualifications

No previous studies needed. Suitable for students from all fields.