9 Research based development in theses

What is research-based development?

In developing work communities with research-based development methods, the knowledge from research is applied to the needs of working life development and reform. Research produces new knowledge and insights that can be applied in practice. Research-based development falls between work-life development and scientific research. It combines concrete development activities with a research approach.

Developmental research moves from research questioning and methodology toward concrete development activities. The knowledge produced is in line with the interests of the scientific community and the focus is on research. Research-driven development takes practical problems and questions as a starting point. They guide the knowledge creation. Knowledge is created in practical settings. Research settings and methods are used to facilitate the process. The emphasis is on development activities that use research principles. Research-driven development does not only address a single concrete problem but also seeks to generate knowledge for a broader debate. Examples of trends in research-based development and developmental research are: action research, developmental work research, practice research, and research-assisted development in working life (Toikko & Rantanen 2009.)

The development process consists of different phases with a set of tasks. Toikko and Rantanen describe the development process in terms of five key tasks. These tasks are: justification, organisation, implementation, dissemination and evaluation. The development process can be described using different models. Such models include the linear model, the spiral model and the level model (Toikko & Rantanen 2009.)

Jämsä (2014) has examined working life-based learning in their Master’s thesis in rehabilitation. They divided the stages of working-life development as follows:

1. Building a common knowledge base
   • Interviewing: e.g. interviewing and collecting information from members of the work community; individual interviews, group interviews; different parties’ views on work community development activities
   • important elements in the development of multi-professional working are: sharing knowledge across the whole working community, extended use of knowledge, clarification of common objectives, crossing professional boundaries, sharing knowledge and understanding multi-professionalism
   • Developing a multi-professional knowledge base, for example by using developmental evaluation of activities (reviewing and questioning activities, self-evaluation, using customer feedback and recognising its importance, evaluating issues at management/workplace level)
   • professional development means clarifying one’s own working methods and one’s own role and, in addition to strengthening professional skills, recognising the need to renew and increase competences
     
2. Joint development
   • clarification and strengthening practices and approaches
   • using theoretical knowledge to make work visible
   • Increased culture of sharing and dialogue within the work community
     
3. Workin life -based learning
   • student’s learning objectives
   • factors contributing to learning
   • the learning community
   • principles that guide learning in a working life-based learning

The experience of inclusion is essential for the exploratory development of the work community. Through co-development and the experience of participation, employees’ opportunities to influence the content and implementation of work are strengthened, which also increases well-being at work (Jämsä 2014.)

References

Jämsä, U. 2014. Kuntoutuksen muutosagentit. Tutkimus työelämälähtöisestä oppimisesta ylemmässä ammattikorkeakoulutuksessa. Acta Universitatis Ouluensis D Medica 1252. http://urn.fi/urn:isbn:9789526204987

Toikko, T. & Rantanen, T. 2009. Tutkimuksellinen kehittämistoiminta. Tampere: Tampereen yliopistopaino oy. Viitattu 27.5.2022. https://urn.fi/URN:ISBN:978-951-44-7732-4