{"id":1244,"date":"2020-12-11T00:00:00","date_gmt":"2020-12-10T22:00:00","guid":{"rendered":"https:\/\/blogit.metropolia.fi\/hiilta-ja-timanttia\/2020\/12\/11\/benefits-of-systematic-degree-program-design-3-3-writing-clinics\/"},"modified":"2024-10-01T12:18:54","modified_gmt":"2024-10-01T09:18:54","slug":"benefits-of-systematic-degree-program-design-3-3-writing-clinics","status":"publish","type":"post","link":"https:\/\/blogit.metropolia.fi\/hiilta-ja-timanttia\/2020\/12\/11\/benefits-of-systematic-degree-program-design-3-3-writing-clinics\/","title":{"rendered":"Benefits of Systematic Degree Program Design 3\/3: Writing Clinics"},"content":{"rendered":"<p><span style=\"font-weight: 400\">The main aim of this blog series was to share my observations and learnings with instructors interested in adopting scientifically sound, systematic and holistic research and business principles \u2013 that produce quality results \u2013 into their pedagogical toolbox.<\/span><\/p>\n<p><span style=\"font-weight: 400\">The last text in this 3-part series of texts focuses on the benefits of one of the key components for producing the thesis in <\/span><a href=\"https:\/\/www.metropolia.fi\/en\/academics\/masters-degrees\/industrial-management\"><span style=\"font-weight: 400\">Metropolia Industrial Management (IM) Master&#8217;s Program<\/span><\/a><span style=\"font-weight: 400\">, namely the Writing Clinics. This text explains in detail the concept of the <\/span><b>Writing Clinics<\/b><span style=\"font-weight: 400\"> centered on <\/span><b>one-on-one guidance<\/b><span style=\"font-weight: 400\"> and on the use of the <\/span><b>IM Thesis template<\/b><span style=\"font-weight: 400\">.<\/span><\/p>\n<p><a href=\"https:\/\/blogit.metropolia.fi\/hiilta-ja-timanttia\/2020\/10\/01\/benefits-of-systematic-degree-program-design-1-3\/\"><b>The first text <\/b><span style=\"font-weight: 400\">dealt with the benefits of the overall IM Master\u2019s degree program design<\/span><\/a><span style=\"font-weight: 400\">. <\/span><a href=\"https:\/\/blogit.metropolia.fi\/hiilta-ja-timanttia\/2020\/10\/01\/benefits-of-systematic-degree-program-design-1-3\/\"><b>The second text<\/b><span style=\"font-weight: 400\"> covered the specific benefits of the GATE model utilized for producing the thesis<\/span><\/a><span style=\"font-weight: 400\">.<\/span><\/p>\n<p><span style=\"font-weight: 400\">The whole program has been built and developed over the years according to Metropolia curriculum and using action research principles (see e.g. <\/span><span style=\"font-weight: 400\">Kananen 2013, Sa<\/span><span style=\"font-weight: 400\">unders et al. 2016) to include the most effective elements from the perspectives of all stakeholders. One such element is the Writing Clinics using the IM Thesis template as a tool. Both are explained below, Writing Clinics first.\u00a0<\/span><\/p>\n<h2>Why writing clinics?<\/h2>\n<p><span style=\"font-weight: 400\">The concept of Writing Clinics is very simple, but efficient. The main idea is for the students to produce text and remain <\/span><b>productive <\/b><span style=\"font-weight: 400\">during the entire writing process. The clinics consist of:<\/span><\/p>\n<ul>\n<li style=\"font-weight: 400\"><b>Place:<\/b><span style=\"font-weight: 400\"> Computer lab (currently Zoom)<\/span><\/li>\n<li style=\"font-weight: 400\"><b>Time:<\/b><span style=\"font-weight: 400\"> 12 days once\/week in the spring term (Image 1 below)<\/span><\/li>\n<li style=\"font-weight: 400\"><b>Instruction:<\/b><span style=\"font-weight: 400\"> Instructor briefings<\/span><\/li>\n<li style=\"font-weight: 400\"><b>Activity:<\/b><span style=\"font-weight: 400\"> Students <\/span><b>producing text<\/b><span style=\"font-weight: 400\"> for thesis <\/span><a href=\"https:\/\/blogit.metropolia.fi\/hiilta-ja-timanttia\/2020\/11\/02\/benefits-of-systematic-degree-program-design-2-3-the-gate-model\/\"><span style=\"font-weight: 400\">GATE by GATE<\/span><\/a><\/li>\n<li style=\"font-weight: 400\"><b>Reporting tool:<\/b><span style=\"font-weight: 400\"> IM Thesis template<\/span><\/li>\n<li style=\"font-weight: 400\"><b>Instructor support:<\/b><span style=\"font-weight: 400\"> one-on-one language and thesis process guidance<\/span><\/li>\n<li style=\"font-weight: 400\"><b>Instructor feedback<\/b><\/li>\n<\/ul>\n<p><span style=\"font-weight: 400\">As far as we know, the concept of Writing Clinics is rather unique to the Metropolia IM Master\u2019s program. Including Writing Clinics in the overall program design is based on recognizing the needs of students, who are typically working full-time during their Master\u2019s studies, for a scheduled time slot in their busy calendars and also the possibility for personal guidance (on needs analysis, see Huhta 2008).\u00a0<\/span><\/p>\n<figure id=\"attachment_4975\" aria-describedby=\"caption-attachment-4975\" style=\"width: 620px\" class=\"wp-caption alignnone\"><img loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-4975\" src=\"https:\/\/blogit.metropolia.fi\/hiilta-ja-timanttia\/wp-content\/uploads\/sites\/11\/2024\/09\/TEXT_3_Schedule.png\" alt=\"Fridays are reserved for the writing clinics with two consecutive sessions and a lunch break in between.\" width=\"620\" height=\"292\" \/><figcaption id=\"caption-attachment-4975\" class=\"wp-caption-text\">Image 1. Schedule for January in 2021 (Weeks 2 and 3)<\/figcaption><\/figure>\n<p><span style=\"font-weight: 400\">Image 1 depicts the schedule for the first two study weeks of January. The Writing Clinics continue until the end of April in the same way, amounting to a total of 12 full days. Naturally, the students write their theses in their own time, as well. It is not obligatory to attend the clinics, but most students opt to do so. The biggest <\/span><b>benefit<\/b><span style=\"font-weight: 400\"> of the Writing Clinics is that the students are likely to be more <\/span><b>productive<\/b><span style=\"font-weight: 400\"> each week than if left completely to their own devices. Based on the feedback we collect from the students each year, there is a real need for the clinics and they appreciate this opportunity.\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400\">The text submissions take place through the course workspace after each GATE and the students receive feedback on the structure, logic and language of their texts. The level of feedback is more detailed in the beginning in order to benefit the students later with the rest of the text.<\/span><\/p>\n<p><span style=\"font-weight: 400\">All online enthusiasts will be happy to know that Zoom is performing surprisingly well for organizing the clinics and in some ways even better than classroom settings. For instance, the breakout room feature is perfect for discussing with individual students without disturbing anyone else.<\/span><\/p>\n<p><span style=\"font-weight: 400\">In the Writing Clinics, the IM Thesis template is a central tool.<\/span><\/p>\n<h2>Why thesis template?<\/h2>\n<p><span style=\"font-weight: 400\">In higher education, universities typically provide a school specific thesis template for their students. Metropolia UAS is no exception. In general, the idea of the thesis template is to ensure students produce well-structured, uniform reports that follow the academic requirements and specifications of the university and degree program in question. Often, the templates specify the required layout and formatting, but not much else.<\/span><\/p>\n<p><span style=\"font-weight: 400\">The IM Master\u2019s program has developed the idea of the thesis template further and made it quite detailed with <\/span><b>section-by-section instructions as to general content, structure, logic and even academic reporting English practices<\/b><span style=\"font-weight: 400\">.\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400\">This is done for two main reasons:\u00a0<\/span><\/p>\n<ol>\n<li style=\"font-weight: 400\"><b>The GATE model teaching<\/b><span style=\"font-weight: 400\"> on how to approach the practical business development projects the students carry out in their thesis follows a certain <\/span><b>structure<\/b><span style=\"font-weight: 400\"> and <\/span><b>logic<\/b><span style=\"font-weight: 400\"> described in <\/span><a href=\"https:\/\/blogit.metropolia.fi\/hiilta-ja-timanttia\/2020\/11\/02\/benefits-of-systematic-degree-program-design-2-3-the-gate-model\/\"><span style=\"font-weight: 400\">text 2<\/span><\/a><span style=\"font-weight: 400\"> and <\/span><b>that very same logic should be visible in the report<\/b><span style=\"font-weight: 400\">, as well.<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">By following the detailed and quite informative template, the students will not have to waste time on reinventing the wheel again and again, but may concentrate on producing insightful text that is <\/span><b>relevant<\/b><span style=\"font-weight: 400\"> and <\/span><b>purposeful<\/b><span style=\"font-weight: 400\"> in terms of the business challenge they have set out to tackle.<\/span><\/li>\n<\/ol>\n<p><span style=\"font-weight: 400\">Accordingly, the IM Thesis template matches the teaching by the IM team and provides the students with a framework that allows plenty of room for the students\u2019 personal and professional insights. An example of one part of the template is the quite detailed &#8211; but still suggestive only &#8211; <a href=\"https:\/\/blogit.metropolia.fi\/hiilta-ja-timanttia\/files\/2020\/12\/Text_3_TOC.pdf\">Table of Contents, which is available here as a PDF<\/a>. It is not meant to be followed slavishly, but to be applied and personalized according to each specific topic and type of project.<\/span><\/p>\n<p><span style=\"font-weight: 400\">The <\/span><b>benefit<\/b><span style=\"font-weight: 400\"> of using the rather detailed thesis template is that it <\/span><b>reinforces the GATE model teaching<\/b><span style=\"font-weight: 400\"> on how to carry out a business development project in <\/span><b>a well-structured, logical way<\/b><span style=\"font-weight: 400\">. By using the template, the IM Master\u2019s students learn the following logic and the importance of triangulated data collection:<\/span><\/p>\n<ol>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Scoping the project for business context and objective<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Making a project plan for research stages and data collection<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Carrying out a Current State Analysis (CSA) to find out what the problem\/s is\/are<br \/>\n(<\/span><b>Data 1<\/b><span style=\"font-weight: 400\">, often <\/span><b>interviews<\/b><span style=\"font-weight: 400\"> with people closely involved in in the day-to-day operations regarding the challenge specified in the thesis)<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Researching best practice to find ideas on how to tackle the problems revealed by the CSA\u00a0<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Building an initial solution based on the specific problems identified through the CSA and the ideas revealed by the literature research on how to tackle them<br \/>\n(<\/span><b>Data 2<\/b><span style=\"font-weight: 400\">, often <\/span><b>workshops<\/b><span style=\"font-weight: 400\"> with team leaders involving co-creation of the initial solution for the challenge)<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Validating the initial solution<br \/>\n(<\/span><b>Data 3<\/b><span style=\"font-weight: 400\">, often by <\/span><b>presenting<\/b><span style=\"font-weight: 400\"> the initial solution to decision makers in the case company and getting feedback for making any final modifications) and then presenting the final solution\u00a0<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Presenting managerial implications through recommendations or, for instance, next steps\u00a0<\/span><\/li>\n<\/ol>\n<p><span style=\"font-weight: 400\">For two recent IM Master\u2019s theses following this logic, see <\/span><a href=\"https:\/\/www.theseus.fi\/handle\/10024\/336961\"><span style=\"font-weight: 400\">Recommendations to Improve the Product Management Process of the Case Company<\/span><\/a><span style=\"font-weight: 400\"> by Palenius (2020) and <\/span><a href=\"https:\/\/www.theseus.fi\/handle\/10024\/338352\"><span style=\"font-weight: 400\">Recommendations for Improving the Complaint Management Process of a Biotech Case Company<\/span><\/a><span style=\"font-weight: 400\"> by Teye (2020).\u00a0\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400\">It\u2019s clear that we evaluate the students mainly on what we have taught them. Therefore the <a href=\"https:\/\/blogit.metropolia.fi\/hiilta-ja-timanttia\/files\/2020\/12\/TEXT_3_FINAL_en_YAMK_opinnaytetyo_arviointikehikko_OPS2020.pdf\">evaluation criteria (enclosed as a PDF)<\/a> matches the above and includes for instance:\u00a0<\/span><\/p>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Clarity<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Logic<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Research skills<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Grounding<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Fit between the different thesis sections +\u00a0<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Practical relevance and value added = student insight<\/span><\/li>\n<\/ul>\n<p><span style=\"font-weight: 400\">The <\/span><b>benefits from the Writing Clinics and the thesis template<\/b><span style=\"font-weight: 400\">, particularly for the students, if followed as intended, are thus:<\/span><\/p>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Time specifically reserved for writing = Productivity<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">One-on-one immediate support = No time spent on being stuck = Efficiency<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Detailed instructions = Thesis according to requirements = Excellent thesis<\/span><\/li>\n<\/ul>\n<h2>Practicing what we preach<\/h2>\n<p><span style=\"font-weight: 400\">To use IM language, the ambitious objective of the integrated IM instructor team has been, from the very beginning, to provide the students with a program that uses the most suitable <\/span><b>research and business methods and tools<\/b><span style=\"font-weight: 400\"> to ensure the very best final <\/span><b>pedagogical outcome<\/b><span style=\"font-weight: 400\">. For the IM team, the expected final outcome is a group of IM Master\u2019s of Engineering graduates who have gained <\/span><b>systematic problem solving skills for life<\/b><span style=\"font-weight: 400\"> and who have produced an <\/span><b>IM Master\u2019s thesis they can be proud of and which is intended to further their careers<\/b><span style=\"font-weight: 400\">. The UAS Master\u2019s degree meets the European EQF-7 criteria and equals science university Master\u2019s degrees (Opetushallitus\/Finnish National Agency for Education 2020).<\/span><\/p>\n<p><span style=\"font-weight: 400\">To ensure this kind of program, all of its parts have been carefully designed to feed on each other, and therefore the <\/span><a href=\"https:\/\/blogit.metropolia.fi\/hiilta-ja-timanttia\/2020\/11\/02\/benefits-of-systematic-degree-program-design-2-3-the-gate-model\/\"><b>GATE model teaching<\/b><\/a><span style=\"font-weight: 400\"> is complemented by one-on-one <\/span><b>Research Clinics<\/b><span style=\"font-weight: 400\"> and implemented in practice in the <\/span><b>Writing Clinics<\/b><span style=\"font-weight: 400\"> by utilizing the IM <\/span><b>Thesis template <\/b><span style=\"font-weight: 400\">to help produce the thesis. This model is highly applicable to other disciplines, as well.<\/span><\/p>\n<p><span style=\"font-weight: 400\">I have not discussed Research Clinics in any of my blog texts as I am not personally involved in them. They are, however, an integral part of the program. This is where the students meet one-on-one with their designated thesis instructor, practically speaking as many times as they wish, to discuss the ins and outs of their thesis for content, structure, logic and business insights. According to student feedback, these meetings with the thesis instructors are the salt of the thesis process.<\/span><\/p>\n<p><span style=\"font-weight: 400\">To finish off this blog series, I would like to leave you with the following thought from one member of the IM team, <\/span><b>Dr James Collins<\/b><span style=\"font-weight: 400\">, on the role of the IM team:\u00a0<\/span><\/p>\n<blockquote><p><span style=\"font-weight: 400\">Even though the students\u2019 business projects are highly practical, our job is to underline the importance of engaging our students in evidence-based research as opposed to \u201cshooting from the hip\u201d.<\/span><\/p><\/blockquote>\n<p><span style=\"font-weight: 400\">Evidence-based research is achieved by guiding the students through the process by providing them with the <\/span><b>structure, methods and tools<\/b><span style=\"font-weight: 400\"> they need to perform in the intended way. If this kind of degree program design described in the three texts sounds like something that could be used in your context, can you perhaps see yourself improving on it?<\/span><\/p>\n<p>&nbsp;<\/p>\n<h2><span style=\"font-weight: 400\">References<\/span><\/h2>\n<p><span style=\"font-weight: 400\">Finnish National Agency for Education.( 2020). <\/span><a href=\"https:\/\/www.oph.fi\/en\/education-and-qualifications\/qualifications-frameworks\"><span style=\"font-weight: 400\">Qualifications frameworks | Finnish National Agency for Education<\/span><\/a><span style=\"font-weight: 400\">.\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400\">Huhta, M. (2010). Language and Communication for Professional Purposes: Needs Analysis Methods in Industry and Business and their Yield to Stakeholders. Department of Industrial Engineering and Management. Helsinki University of Technology.<\/span><\/p>\n<p><span style=\"font-weight: 400\">Kananen, J. (2013). Design research (applied action research) as thesis research: A practical guide for thesis research. Jyv\u00e4skyl\u00e4: Jyv\u00e4skyl\u00e4n ammattikorkeakoulu.<\/span><\/p>\n<p><a href=\"https:\/\/opinto-opas.metropolia.fi\/en\/16187\/en\/78016\"><span style=\"font-weight: 400\">Metropolia. (2018). Master&#8217;s Degree Programme in Industrial Management &#8211; Curricula<\/span><\/a><span style=\"font-weight: 400\">.\u00a0<\/span><\/p>\n<p><a href=\"https:\/\/www.oph.fi\/fi\/koulutus-ja-tutkinnot\/tutkintojen-viitekehykset\"><span style=\"font-weight: 400\">Opetushallitus. (2020). Tutkintojen viitekehykset<\/span><\/a><span style=\"font-weight: 400\">.\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400\">Palenius, J. (2020). Master\u2019s Thesis. <\/span><a href=\"http:\/\/urn.fi\/URN:NBN:fi:amk-202005067513\"><span style=\"font-weight: 400\">Recommendations to Improve the Product Management Process of the Case Company. (Theseus)<\/span><\/a><span style=\"font-weight: 400\">\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400\">Saunders, M., Lewis, P. &amp; Thornhill, A. (2016). Research methods for business students. 7th ed. Harlow: Pearson Education.<\/span><\/p>\n<p><span style=\"font-weight: 400\">Teye, M. (2020). Master\u2019s Thesis. <\/span><a href=\"http:\/\/urn.fi\/URN:NBN:fi:amk-202005149140\"><span style=\"font-weight: 400\">Recommendations for Improving the Complaint Management Process of a Biotech Case Company. (Theseus)<\/span><\/a><\/p>\n","protected":false},"excerpt":{"rendered":"<p>The main aim of this blog series was to share my observations and learnings with instructors interested in adopting scientifically sound, systematic and holistic research and business principles \u2013 that produce quality results \u2013 into their pedagogical toolbox. 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