Hey, I work for a project! – integrating learning with research and development

Research, development and innovation activities combined with learning (RDIL) showcases how higher education institutions have found proactive ways to include their students in teaching and research – benefiting both institutions and students. Learning can be integrated in an organisation’s RDI activities in various ways and the aim of this article is to illustrate how a student’s learning was implemented in Haaga-Helia’s largest international RDI project – the development of Ulysseus European University.  

RDIL at the core of HH’s strategy

Currently, RDIL is at the core of Haaga-Helia’s strategy. RDIL focuses on combining research, development, and innovation with learning to promote continuous learning and new innovative ways of integrating RDI activities into the organisational structures. In literature the integration of RDI and learning is referred to as a functional ensemble of research, development and innovation, where learning and teaching happen in close collaboration with work life to solve real phenomena and challenges (Laukia 2023).  

RDIL can be implemented in various ways. For example, students can be provided with thesis opportunities, internships and courses with a focus on RDI. Haaga-Helia has also contributed to the RDIL development by building partnerships with industry and research organizations that provide students with hands-on experience in practical projects. In addition, Haaga-Helia has successfully taken steps in researching the opportunities of RDIL through projects, such as the RDI+L – Integrating research, development, innovation and learning project funded by Ministry of Education and Culture, and through implementing RDI focused courses.

Students involved in all phases of the Ulysseus European University development

The European University initiative, launched in 2019 (European Commission), encourages interdisciplinary partnerships between universities, leading to new research opportunities, innovations and solutions to some of the biggest challenges facing society today. Haaga-Helia is one the eight higher education partners taking ambitious steps towards creating the Ulysseus European University – a new student-centered university for the future.

In the first 3 years of the development of Ulysseus, new forms of learning, research, innovation and mobility for the entire Ulysseus community, encompassing students, researchers, teachers, and other higher education professionals have been facilitated. In the big picture, the aim is to contribute to the development of the higher education area in Europe (European Commission 18.11.2022).

High-quality and international higher education offering, as well as, research and innovation are in the centre of Ulysseus activities. Thus, in Ulysseus the aim is to involve higher education students together with researchers and innovators from all Ulysseus partner universities to make progress in creating a single, borderless market for research, innovation and technology across the EU (European Commission 18.11.2020), aiming to impact our businesses, communities and societies.

During the second phase of Ulysseus (2023-2027) the role of Haaga-Helia has been strengthened in the field of European higher education as it coordinates the human capital development of Ulysseus. Therefore, it is paramount to consider students as significant resources for the overall development activities. For instance, since the beginning students have been present in official Ulysseus governance structures, thus providing them a voice to be heard while developing a new university. They have also been part of co-creation processes of new joint master’s degrees. Students have also started creating Ulysseus’s own student association (UlySa) and taken part in representing Ulysseus, for example in the European Student Assembly arranged by the European Universities Community.

Creating a culture of learning and engagement

Since students are in the centre of the Ulysseus project, our aim is to create an environment where students thrive and make the most of the learning experiences. Hence, when recruiting a student as an intern, we aimed to create a culture and working environment that fosters passion for work, thus promoting the intern’s learning and engagement.

There is evidence that passion for work has several positive impacts on employees. For instance, passion for work is at the heart of the emotional experiences at work, contributing to the overall success of the organization by increasing performance, productivity, creativity, innovation and well-being (Curran et al. 2015; Ho et al. 2011; Klaukien et al. 2013; Vallerand et al. 2007; Vallerand and Houlfort 2019). In addition, passion is also related to greater work commitment (Pollack et al. 2020) as well as life satisfaction, subjective happiness and sense of purpose (Yukhymenko-Lescroart Sharma 2022): all contributing to the everyday work performance and work satisfaction of team members.

Research shows that the youngest generations in the labor market have different expectations from their employers than previous generations. For instance, young employees strongly emphasize learning opportunities, thus having room for growth, and they thrive for work-life balance, meaningfulness and interestingness of work, as well as attentive leadership (Kultalahti 2015; Marttinen 2022). Young employees want to be seen as individuals and therefore it was paramount to tailor the tasks for the intern taking into account both the needs of the project as well as her personal learning needs and special interests.

While having the opportunity to learn from Ulysseus, the student was given the opportunity to be part of the Haaga-Helia’s Ulysseus team and thus, learn from real-life work situations and teamwork. The aim was also to provide the student with the antecedents that best promote passion for work at knowledge-based organizations: autonomy and freedom to have a say on her own work, a meaningful job that fosters a sense of professional value, a sense of belonging and relating to the co-workers, team and work community, and leadership that supported the student during her work and learning period at Ulysseus (Marttinen 2022).

Traineeship in Ulysseus

As an example of RDIL in practice, Ulysseus provided a unique opportunity for one of the Haaga-Helia’s first year bachelor students studying the degree programme of Business service solutions and languages to execute the mandatory internship (30 ECTS) as part of the Ulysseus European University. The European University provides an excellent growth medium for higher education students due to its multitude of learning possibilities.

In the efforts of promoting an environment of engagement, the international trainee’s tasks were modified according to the student’s background and personal goals of learning during the internship. The tasks were related to practical skills such as event production and management, administrative skills, and team working.  

In addition to the practical skills, engaging with Ulysseus as a large EU-funded project provided the student with valuable experience in project administration and management, collaboration, as well as navigating the challenges of EU projects in general, which are critical skills transferable to other projects and settings in the future.

The student’s internship became a practical real-life example highlighting one of the EU projects’ main goals, engaging and activating its members to become interested in EU initiatives and policies (European Union 2022). The internship did not only inspire the student to write a thesis for the European University but showcased the real impact that this kind of RDIL initiatives can have for the student’s future. Thus, as a result of the engagement with the European university, the student decided to inspect the world of EU policies even further and will continue postgraduate studies within the topics of EU decision making and immigration.

Students as key contributors in RDI projects

If executed correctly, students can be a source of innovation and fresh perspectives, bridging the gap between academia and practice. In projects these characteristics are utilised, for instance, in gathering and analyzing information, as well as in problem solving to drive innovation and efficiency.

The possibilities where students can be utilised in RDI activities are endless. In Ulysseus, the students have an ongoing opportunity to take part and collaborate in various ways: as event help, in marketing and promotion, in daily administration, representing Ulysseus in different events and providing their insights in several development activities, such as developing new joint degrees.

As an example, the employed student had the opportunity to help in arranging some of the Haaga-Helia Ulysseus’ largest gatherings, such as the Helsinki Summit and COMPASS Conference. Thus, the Ulysseus events were one major part of the students’ responsibilities as part of all phases of arranging events: planning, execution and the after care. The student created and sent communications to the stakeholders, ordered necessary refreshments and merchandise, and took responsibility over the event so that it could run smoothly – all providing a smooth learning environment for a future career.

Thw student also learned how to facilitate the collaboration between Ulysseus and HELGA, Haaga-Helia’s student union representing Ulysseus in Haaga-Helia’s Fresher’s Day, orientation weeks and during other student led events. This brought Ulysseus grassroot level promotion, as students had the opportunity to interact with the university in a more relatable level, in addition to the information found elsewhere.

After gaining the grasp of the basic tasks, the student also had an opportunity to apply learning interests as well as previous knowledge into the work. For example, the student showed interest in project proposal writing and creating communications, and was offered an opportunity take part in such tasks. Helping the student to find the passions, enhanced the student’s passion for work and the motivation to practice continuous learning in other areas of work as well.

Thesis opportunity as part of RDIL

Inspired by the internship in Ulysseus, the student was motivated to develop the Haaga-Helia Ulysseus internship process and therefore wrote a thesis for the Haaga-Helia Ulysseus coordination team. The product-based thesis, Training Manual for International Trainees – Haaga-Helia Ulysseus (Tuominen 2024), provides insight into how organizational culture affects the new employee onboarding practices. The training manual itself provides detailed instructions for the new prospective trainees on how to navigate working in the Haaga-Helia Ulysseus coordination office, supporting the already existing training materials for Haaga-Helia UAS.

The need for the thesis topic arose from the need to develop the intern orientation to be more effective in the context of the European University, and from the need to provide additional support for the new trainees during their internship. Since the work placement periods are usually short, it is important to ensure that the training provided offers possibilities for learning in a time-effective manner, without hindering the training’s quality. The work placement periods for most of the bachelor students in Haaga-Helia means two 2,5-month long periods in which the student must be trained, and provided with meaningful learning experiences, all the while organisations try to get the benefit of having a student as part of their team.

The thesis concludes that there is no training method that can be utilized in all cases, and that organisations should customize their training methods to align with their organisational culture and training needs. By implementing RDIL, organizations can innovate their training strategies, ensuring they are not only effective but also aligned with the latest developments. As a result, properly delivered training offers significant benefits, such as improved work efficiency and cost-effectiveness, enhancing outcomes for both the student and the organization.

Preparing students for the modern work environment

As Haaga-Helia continues to integrate RDIL within its institutional framework, the experiences and outcomes of initiatives such as ours highlight the impact the RDIL-approach can have on students and the higher education institutions. By allowing students to take part in projects, providing them with hands-on learning opportunities, and promoting a culture of learning, engagement and passion for work, Haaga-Helia will not only be enhancing educational experiences but also contributing to the creation of a more dynamic and innovative European higher education environment. In the case of the Ulysseus coordination in Haaga-Helia, the student was able to bring fresh perspectives and enhance the team’s day-to-day activities.

The success of these initiatives reinforces the importance of continuous development, particularly in how we prepare students for the nuances of the modern work environment. As the global educational environment becomes increasingly competitive and connected, higher education institutions must keep up with the developments, ensuring that their students are equipped with the skills, knowledge, and experience needed to thrive in a quickly changing world.

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