Elite athlete student's Metropolia blog

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.