Building an Elite Sports-Friendly Metropolia Through Collaboration – An Interview with METKA Sports Officer Atte Kolehmainen

How can networking among Metropolia’s student athletes be supported? On the Minno course, students developed concrete solutions to this need. In the interview, students Saana Norring and Eemeli Tuovinen, as well as course teacher Ulla Marjosola, share their experiences and insights. What kind of concrete solutions or operating models did you develop during the course to support networking among student athletes? Eemeli Tuovinen Eemeli: My team developed the Metropolia Student Athletes network as a solution to the challenge. The aim of the network is to support networking and a sense of community among student athletes at Metropolia. The operating model would function as a low-threshold community, where students with student athlete status are included from the very beginning of their studies. In addition, other students interested in the network would also be welcome to join. This would enable the formation of a broader network and make it easier to form one’s own community right from the start of studies, also beyond one’s own class and courses. Within this network, we also developed various sports-related events and encounters, such as joint meetings and networking events. Their purpose is to increase interaction, peer support, and the sharing of experiences among student athletes. In addition, member benefits and services were planned to support the network, such as access to various sports facilities, cooperation with HyMy-Village and the movement laboratory services, and possibly study modules designed specifically for student athletes. Overall, the Student Athletes network combines structural and functional solutions (events and services) as well as social support (a peer community), which would support networking among student athletes in a long-term way. Saana Norring Saana: Our team started developing a shared visual logo for student athletes. Our goal and idea was to create something that would promote networking among student athletes and create a sense of belonging, without taking time from students’ calendars. Everyday life as a student athlete can be hectic at least at times, which is why such a simple idea came to mind. Once the logo is designed, the intention would be to develop some kind of merchandise collection, which could include, depending on demand, for example shirts, tote bags, and badges. The selection can be expanded based on what students wish for! How do the ideas you developed strengthen interaction and a sense of community among student athletes at Metropolia? Eemeli: The Metropolia Student Athletes network strengthens interaction and a sense of community among student athletes in many ways. First, automatic inclusion in the network at the beginning of studies lowers the threshold for connecting with others. Student athletes immediately identify themselves as part of the same group, which facilitates the creation of contacts and the initiation of interaction already at an early stage of studies. Second, the events and joint meetings organized by the network create opportunities to meet others. In these situations, students can share their experiences, receive peer support, and form friendships, which is essential for building a sense of community. Third, shared benefits and services, as well as study modules designed for student athletes, bring students together in everyday life. When the activities are continued regularly, interaction becomes continuous. Overall, our ideas support both everyday encounters and community building, which strengthens interaction among student athletes at Metropolia. Saana: Our idea was that a shared visual symbol creates a sense of belonging among student athletes and helps identify other student athletes, for example in school corridors or at the gym. Why not also outside the campus! When you see another student wearing merchandise with the same logo, it creates a feeling like “hey, they know what I’m going through and what it’s like to be a student athlete.” The idea was that this would also lower the threshold for, for example, greeting each other or exchanging a few words. How did the working method of the Minno course help move ideas from thoughts toward concrete solutions? Eemeli: The working method of the Minno course helped turn ideas into concrete solutions through a phased and easily progressing process. At first, we started by identifying the problem, namely the everyday challenges of student athletes and the lack of community. This helped to narrow down the development work and direct ideation toward the right need. Next, we utilized an ideation phase, during which we produced several different solution options. Teamwork enabled the combination of different perspectives, which developed the ideas further. Once the idea was selected, we started developing it together within our own team. At this stage, the idea was built into a clear operating model, the Metropolia Student Athletes network, for which the target group, operating methods, and concrete content were defined. In addition, continuous feedback from the teacher and other team members helped to refine the idea and make it more realistic. Saana: The Minno course provided many tools to support ideation and the concretization of ideas. The process quickly transformed theoretical reflection into practical action! We started by working in smaller teams to dive into the problem and consider possible solutions. The challenges identified at the beginning took on a concrete form through the tools used in the ideation phase. The guided working method and clear stages of the process helped to understand that a good idea is only a small part of the entire process. Continuous interaction with one’s own team, other teams, and the teacher made it easier to stay on schedule and focused on the objectives. The process forced us to consider the realism and practical feasibility of the solution. Ulla: At the beginning of the project, students were divided into smaller multidisciplinary teams, where they immediately addressed the core of the problem and considered what a student athlete needs and what is missing at Metropolia. As students themselves, it was easy for them to relate to this, and some students in the project were studying at Metropolia with student athlete status, so the topic was very current for them. The most essential aspect of problem-solving is achieving an atmosphere in which everyone can safely bring their ideas forward. We started by getting to know each other through various tools in small groups. Everyone was able to think about and present their own strengths, skills, and areas where they would like to develop. It was a pleasure to notice together with the students how much expertise they have that is useful in teamwork and how they were able to utilize their skills in this innovation project. The project progressed through six different modules from ideation to implementation, where the developed idea was published and its usefulness justified. During this seven-week project, the work was intensive both among the student team members and between the sports team and the supervising teacher. Continuous feedback moves students forward, but it needs to be such that the student themselves reflects, ideates, and implements, while the teacher merely walks alongside and poses questions. Why, how, and who benefits from this? What problem does this solve? How can it be made to work in practice? What is the role of the teacher in a project like this? Ulla: The role of the teacher is extremely versatile in this type of project. In addition to first introducing the teams to each other, the teacher guides each team and walks alongside them, supporting, encouraging, and challenging the process at every stage. At first, we spend more time in the classroom, and later, as the project progresses, we meet online weekly. Students present their teams' outputs and refine them through continuous feedback. It is a dialogue in every direction. It is a joy to see and hear how students’ problem-solving skills develop in multidisciplinary teams, where they even surprise themselves. Students are genuinely proud of their innovations and what they have developed. I feel that at Metropolia there could be more projects like this for students, where they can innovate and create something new. In the role of a teacher, I feel successful when the final report shows that students’ preconceptions have changed in a positive direction during their studies. When students realize how important ideation, foresight, innovation, teamwork skills, and problem-solving capability are, they understand that succeeding in working life requires more than just subject-specific expertise. This, to me, is particularly rewarding as a teacher. How does supervision support students’ work? Eemeli: I feel that supervision supports the progress of the students’ project (goals, scheduling, and tasks) step by step. This also improved teamwork. Supervision helped our team, especially in problem-solving and decision-making. Saana: Supervision played an important role, as it created a framework within which it was possible to experiment creatively and also to fail safely. The teacher did not merely follow the progress of the process, but encouraged us to recognize our own skills and bring them into teamwork. We were able to work independently, but we knew all the time that we had background support to rely on if needed. Supervision also helped prevent the idea from branching out too much, as with this kind of schedule there is not much time for that. Continuous feedback kept us alert and ensured that we stayed on schedule with our projects. What kinds of insights emerged during the course about the role of student athletes in the higher education and the importance of their networking? Eemeli: During the course, a key insight for me was that student athletes easily remain an invisible group within the higher education community, even though they certainly have a lot to offer to the community. They are not just students or athletes; they set an example through their goal orientation, time management skills, and strong commitment, benefiting the entire community. In addition, we understand that networking among student athletes does not happen by itself, but requires structures and conscious support, as well as personal initiative. Without clear operating models, student athletes may remain separate both from each other and from the wider student community. Another important insight was the significance of peer support. Interaction among sporting students who are in the same life situation helps them cope and find solutions to the challenges of a dual career. A network would certainly be a factor supporting well-being and the progress of studies for many student athletes. We also understood that when networking is supported, it can strengthen the entire higher education community. Student athletes can act as connectors between students from different fields and increase community more broadly. The role of student athletes in higher education could be more significant, and supporting their networking benefits both individuals and the entire community, also at Metropolia. Saana: For me as well, it became clear right at the beginning of the project that student-athletes are not always visibly represented within the higher education community. This was a perspective that I had not previously considered. We realized that networking does not happen by itself, but requires clear structures and active support. Another key insight was the importance of peer support: meeting people in the same life situation helps in coping with the challenges of a dual career. Networking can therefore promote the well-being and resilience of student athletes, and that is why it is important! Ulla: Students fully understand the role of student athletes in the higher education community and why it is important. If networking is siloed, this enormous potential will remain unused at Metropolia. I see that the entire higher education institution benefits from networking, and different students learn from each other, just as, for example, international students in our community do. The recognition of being a elite sports-friendly higher education institution is not granted to just anyone. The designation awarded to Metropolia shows that the potential has been recognized, and therefore networking among student athletes should be developed in a determined manner.

Briefly describe what HyMy Village is and what your role is in its operations HyMy Village (short for Hyvinvointia Myllypurosta, or Wellbeing from Myllypuro) is a people-centered and multidisciplinary learning and development environment where innovations and services are born through inspiring collaboration. This authentic learning environment enables Metropolia students to gain future skills and provides working life with the competent professionals it needs. We offer diverse and affordable wellbeing and healthcare services for everyone – easily and accessibly. At HyMy Village, students practice key professional methods in customer work, individual service design, new service concepts, and innovative development. Our operations are multidisciplinary, and our students also take part in developing the activities. Our services are overseen by supervising teachers, who are professionals in the healthcare field. I work at HyMy Village as a planner, and I’ve been employed at Metropolia for about a year. My role is very versatile, including both operational and strategic tasks. No two days are alike. In short, I coordinate HyMy Village’s activities and services and take part in its development. How are the specific needs of elite athletes considered in HyMy Village, for example from the perspective of services or the learning environment? HyMy Village offers a wide range of services—from head to toe. We can examine clients’ and patients’ situations from a multidisciplinary perspective and offer a variety of services. We recognize that many of our services are particularly beneficial for elite athletes. For example, we have a top-level motion laboratory that conducts walking and running analyses as well as isokinetic muscle strength measurements. From the students’ perspective, HyMy Village is a great learning environment where they have the opportunity to interact with elite athletes and consider their specific needs from the viewpoint of their own field of study. Additionally, one of HyMy Village’s strengths is its ability to provide a genuine and flexible learning environment. When needed, we can create tailored study implementations. Flexibility and customized study modules can help elite athlete students combine their academic studies with high-level athletic goals. You have participated in the HUMKK self-assessment process and audit interviews. What observations or insights did this process reveal? I had never participated in a process like this before, so it was a great opportunity to be involved and to learn something new. I contributed to writing the self-assessment text from the perspective of HyMy Village’s activities. I mapped out what HyMy Village offers to elite athletes from both client and student perspectives. The goal of the self-assessment was to identify our opportunities and think about how we could further develop our operations. Since innovative development is at the core of what we do at HyMy Village, it is essential that we continuously reflect on what HyMy Village could be in the future. Part of the audit process included participating in the audit interview and presenting HyMy Village’s facilities to the audit group during their visit to the Myllypuro campus. A big thank you to the entire Metropolia sports team for the excellent collaboration! Even though I’ve previously known how unique and valuable HyMy Village is, the audit process made visible just how great the work we’re doing really is. We realized that we offer a vast number of services that especially benefit elite athletes. What concrete development actions or good practices emerged during the audit process? The audit process encouraged us to genuinely examine what HyMy Village offers elite athletes, both as clients and students. We were able to list the services available to athletes. Now, HyMy Village is in a much better position to initiate collaboration discussions, and we are more aware of our potential for supporting elite athletes. As a result of this reflection, we also created a section on our website titled “Urheilijan HyMy-kylä” which clearly presents the services we offer from an athletic perspective. This webpage lowers the threshold for elite athletes to contact us. What thoughts or hopes do you have for the development of HyMy Village and the support of athletes in higher education? It would be great if HyMy Village’s collaboration with various sports clubs and athletes became even closer. It is extremely valuable to encounter athletes in as many different ways as possible and thus offer our students excellent learning opportunities. The customization of study modules for athlete students is already possible, but with further development and clear operational models, I believe we can make these customizations a standard part of HyMy Village’s operations and learning environment.

I’m Jukka Tirri, and I work as a Specialist Expert in Collegiate Sports at the Finnish Olympic Committee’s High-Performance Unit. My role encompasses all aspects of combining sports and education in its many forms. I’m responsible for coordinating international student elite sports competitions (such as the Universiade and FISU World University Championships) and I also serve as the representative of the URA Foundation, which provides study grants for athletes. Since the beginning of 2021, I’ve been leading the Pro-Athlete Higher Education Institution -audit process (HUMKK), which currently forms a significant part of my work. Staying in contact with universities and sports academies, assembling audit teams and working closely with them, writing reports, and compiling newsletters are just a few of the many tasks I’ve had the opportunity to carry out through the HUMKK process—together with other dual career team members and skilled colleagues. Inspired by a Sports Background – A Career in Student Sports Sports have been a part of my life for as long as I can remember. My earliest sports memories date back to before I started school, but I began official club training at the age of eight with Kajaanin Haka, a local football club in Kajaani. Many other sports have played a role along the way, but football has been my lifelong hobby — I still play it. During my studies, I was actively involved in my student organization and the sports committee at the University of Jyväskylä. I also helped organize several national student sports events. The real spark was ignited in 1996 during the FISU World University Futsal Championship, where I got to know people from the Finnish Student Sports Federation (OLL). One thing led to another, and in the summer of 2000, I started working at OLL as a Sports Secretary. A Versatile Role as a Specialist Expert in Collegiate Sports It’s difficult to describe a typical work week, as my current role is quite varied. Sometimes it involves mainly administrative office work, but events and competitions bring welcome variety. Meeting people during, for example, audits of Pro-Athlete Higher Education Institution, and receiving their feedback, gives me motivation and purpose. Memorable Encounters and Experiences Along the Way At the 2013 Summer Universiade in Kazan, I quite literally bumped into Aleksandr Karelin—a towering figure and three-time Olympic champion in Greco-Roman wrestling—at the entrance to the sports hall. That moment stuck with me. The Universiades have provided countless unforgettable memories of successful moments for Finnish athletes. One of the most memorable for me was the victory of the Finnish women’s 4x100-meter relay team in Bangkok in 2007. Words of Encouragement and Support for Student-Athletes and the HUMKK Community I hope every athlete finds the path that best supports their personal pursuit of excellence in elite sports—and that all their choices are recognized as valuable and respected. Those who succeed in both sports and academics serve as important role models for younger athletes contemplating their future. I encourage student-athletes to take initiative, plan carefully, and make bold decisions in their dual careers. You have a strong support network around you—people who truly want to help and support you in this demanding endeavor. I look forward to the next meeting of the HUMKK network—sharing experiences and best practices in a positive atmosphere. It’s been incredibly encouraging to see the determination and energy with which higher education institutions are developing the structures needed to support dual careers. In Conclusion At this point, it’s easy to say that applying the model of developmental evaluation and the Karvi (Finnish Education Evaluation Centre) audit framework to the Pro-Athlete Higher Education Institution audits has been a successful decision. A big thank you goes out to everyone who encouraged us to take this path, and of course to the Karvi experts, whose support has been immensely valuable.