Dr. Hannu Hyyppä from EUE research team and his colleagues discuss about the relationship between state-of-the-art research and education in the latest Maankäyttö-lehti.
Hannu Hyyppä, Marika Ahlavuo, Markus Holopainen, Mikko Vastaranta, Petteri Alho, Juha Hyyppä, Henrik Haggrén, Petri Rönnholm, Tommi Hollström, Ninni Saarinen, Harri Kaartinen, Juho-Pekka Virtanen and Matti Kurkela:
”The challenge facing the research and educational community is to serve as an active participant in the global knowledge network. Co-operation between multidisciplinary cultures is part of daily life of world-class research in which information must change hands as well as produce new, future-oriented activity. Success of research is highly linked to success in high-quality education and impact of both the research and teaching. World-class research also brings employment to industry and researchers themselves.”
”The welfare society is founded on comprehensive research. The information life-cycle is a key aspect of both research and education. Wide-ranging popularisation, publishing and influence are necessary to the success of educational and research organisations. The ability of organisations and people to adapt and respond to the location and utilisation of information in their own work at any given time plays a crucial role. Universities and institutions of higher education are gradually moving away from measuring knowledge with tests toward a functional concept of knowledge, whose goal is to apply strong theoretical expertise in variable situations as well as increase knowledge and expertise together by
doing. It is vital for researchers to be skilled in applying scientific theories and research methods across a variety of disciplines and in different groups. Identifying the best practices for specific situations and showcasing one’s own specialised expertise make it easier to work with actors at any given time.”
”The task of science and education is moving toward popularisation Indeed, one of the researcher’s and teacher’s responsibilities has expanded: a more extensive presentation of one’s own research and views in a variety of media and at events. There are plenty of active users and critics of research data. A pedagogical background alone is not enough to ensure the utility of research data. A top academic researcher may know how to make their research results more comprehensible for use in education, e.g. a universityeducated
pedagogue with qualifications in classroom or subject instruction. The challenge is to establish a dialogue between the researcher and teacher, where information truly changes hands.”