SOULBUS project

Building Social Capital by

Improving Multicultural Competence in Higher Education and Labour Market

Finnish tailored pilot, 1 ects (27 h)

Produced by

Erkamo T, Juslin T, Hyppönen T, Kämäräinen K, Tarvainen J and Pulkkinen J.

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CONTENT

Introduction

1. When, how and by whom should

the Kit be used?

2. Pedagogy .

3. Pre info before the practice placement

3.1 Student perspective

3.2 Working life perspective

3.3 Higher education perspective

4. Examples of discussion themes

during the practice placement

4.1 General themes taken up

by the teacher

4.2 Specific themes taken up

by the teacher and the practice placement

supervisor

5. Suggestions for implementation

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Intoduction

This presentation is created in June 2015 as a part of Erasmus Multilaterial LLP funded Soulbus project called Building Social Capital by Improving Multicultural Competence in Higher Education and Labour Market. The presentation is a part of the piloted e-coach programme, its 1 credit (ca 27 h) nationally tailored part. The objective is to produce a locally tailored and concrete tool for the international students, their teachers and practice placement supervisors studying and working in higher education in the field of social and health care. The created tool is called ” Kit for Soulbus Multicultural Supervision”, shortened in the following as ”The Kit”.

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The Kit is based on the results of Soulbus group interviews gathered from student, teacher and working life informants in the city of Lahti, Finland. The interviews were implemented in every six project partner countries and were based on the frame-work of multicultural competences. The framework comprises cultural awareness, open mindness, cultural empathy, social ini-tiative, emotional stability, self efficacy and flexibility.

The results of the local interviews from Lah-ti pointed out the need to develop multicul-tural supervision practices both at the school and the work placements. Producing relevant pre info package and clarifying co-operation between the parties were consid-ered essential. Multicultural competent su-pervisor was described as motivated, ac-tive, interested and skillful to take up gen-eral and more specific multicultural related issues during the international student’s practice placement. The Kit aims at considering these needs.

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Based on the local results in Lahti inter-views three areas, multicultural environment, communication and working methods were chosen as a basis for the Kit, which is pre-

sented in the following chapters.

The Kit follows pedagogical principles of integrated knowledge with a respect of theoretical and experiental knowledge.

Additionally working life centredness and developmental learning were considered with the focus of dialogic and transparent practice.

Accordingly, The Kit was created in a multi-

professional discussion between working life and higher education representatives Tuuli

Erkamo, Tarja Juslin (Lahti Settlement), Jaana Pulkkinen (City of Lahti) and Tuula

Hyppönen, Katri Kämäräinen and Johanna Tarvainen (Lahti University of Applied

Sciences). The Kit for Soulbus Multicultural Supervision is

applicable to other domains with a little local modification.

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1. When and how should the Kit be used?

For whom is it?

• sends his/ herown answers(the Kitquestions 3.1) to the

• highereducationinstitution(HEI) teacherand the practiceplacementsupervisor

Inter-

national student

. sends the HEI answers

(the Kitquestions

3.3 )

to the pracaticalplacementsupervisorand to the

student

HEI

Teacher

Practiceplacementsupervisor

Before the international student arrives in Finland

and starts his/ her practice placement:

During the placement general and specific themes (the Kit

chapter 4) will be discussed as a part of supervison.

. sends the

placement

answers (the

Kit

questions

3.2) to the

student

and to the

HEI teacher .

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integrated knowledge

conceptual and practical knowledge on

multicultural competence/ supervision

is integrated to dialogic and reflective

practice

the produced material discusses the stu dent, working life and education institution perspective and takes up real working life situations on multicultural supervision

the material is produced in the dialogue between three parties – student, working

life and higher education institution and

is applicable at an individual, group and

organisation level

working life centredness

•developmental learning

2. Pedagogy

The kit follows pedagogy of

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3. Pre info before the practice placement

3.1 STUDENT’S QUESTIONS

Name: _____________________________

Study area/ domain: _____________________________

My school: _____________________________

How to contact me: _____________________________

1. What is Your country and nationality?

2. Describe your language skills: native lan-guage, other language skills?

3. What have you done before the social and/ or health care studies? Other studies, work, hobbies?

4. Describe social and health care services in your own country briefly. How are they gener-ally organized, how do the patient/ service

user and family members participate

in to it?

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3.1 STUDENT’S QUESTIONS

5. Motivation letter

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3.1 STUDENT’S QUESTIONS

6.How did you find/ choose Finland as a

studying destination?

7. What would you like to learn in Finland?

8. What is the best way for you to learn? (theoretical, practical, something else?)

9. Describe your own social and/ or health care studies:

How long have you studied and how long does the education take?

Main themes of the curriculum?

What study units have you done already?

10. Considering your practical training what do you think you can do independently, What can you do with a help of the practice placement

supervisor/ other professional?

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3.1 STUDENT’S QUESTIONS

11. What kind of clinical placements you have done already?

12. Describe the cooperation between a stu-dent, a practice placement supervisor and a teacher in your own country.

13. Considering your experiences, wishes and questions what would you like to tell and ask

from your Finnish teacher and practice

placement supervisor?

14. Anything else you would like to add?

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The multicultural supervision competences are needed before the international student enters the educational institution and the work placement and during the practice placement process. XXXX can be applied also in other educational domains .

3.2 QUESTIONS FOR

THE WORKING LIFE

Name, position: ____________________

Organisation: ____________________

How to contact me: __________________

1. Describe the working environment in your institution (e.g. is it a public, private, 3

rd sector

organization, what size is it, for whom is it …)

2. Describe your clients/ service users.

What do your clients find important in their treatment/care/ meetings ?

What is the position and roles of your client in the institution?

3. What are the work tasks in which the stu-dent can participate during the placement?

Independently and with supervision ?

Shadowing/observing?

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3.2 QUESTIONS FOR

THE WORKING LIFE

4. Which kind of client meetings/therapy ses-sions/treatments/ care can the student

participate?

5. Are there some restrictions concerning

international students’ practice placements?

6. Describe the international students’ super-vising ideology at your institution.

7. What are your institution’s supervising practices and procedures?

8. How much supervision time is allocated for the students? How often does the student meet with the supervisor?

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3.2 QUESTIONS FOR

THE WORKING LIFE

9. What is the student’s position in the working community?

10. What kind of working outfit and appear-ance is wished/ required at your institution?

11.Do you have special code of conduct to be considered?

12. What kind of experiences and learning outcomes have the previous international

students reported from your institution?

13. Free word

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3.3 QUESTIONS FOR

THE HIGHER EDUCATION

Name, position: ____________________________

Organisation: ____________________________

How to contact me: ____________________________

1. Describe supervision/ international

supervision ideology of your school

(values, objectives)?

2. Describe multicultural student’s position, roles and tasks in your institution.

3. What kind and how much support

does the teacher offer the student?

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3.3 QUESTIONS FOR

THE HIGHER EDUCATION

4. Describe the practice placement system

of your university? Examples:

What are the resposibilities of the student, teacher and the placement supervisor?

What to do in the case getting ill?

Who does the student inform about it?

When is the medical certificate needed? - Does the student have to compensate

the missing working hours?

5. Free word.

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4. DISCUSSION THEMES DURING THE PLACEMENT

4.1 General themes taken up

by the teacher

2. Foreigners in Finland

Life in Finland

https://reppu.lamk.fi/pluginfile.php/678662mod_resource/

content/1/Life%20in%20Finland%20broschure.pdf

3. Social and health care service system in Finland

https:// www. characteristics of the

Social security in Finland. Stm. Broschures.

1. What are the characteristics of the nordic welfare states like Finland?

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4. DISCUSSION THEMES

4. Finnish working life rights and responsibilities of an employee

http://reppu.lamk.fi/pluginfile.php/668970/

mod_resource/content/1/

5. What are the professional qualifications and competences of the international student’s fu-ture profession as a nurse, physiotherapist,

kindergarten teacher in Finland ?

And in another country?

6. What are the close professions for profes-sional cooperation?

7. About the complex interpretation in multicultural supervision

When the supervisor translates patients/ service user’s words from Finnish into

English.

- As a student it’ s important to observe the situations, verbal and non-verbal communication and be active.

8.Supporting networks for the students’ leisure time.

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4.2 Specific themes taken up by the teacher and the practice placement supervisor

1. Comparing working cultures

Discussion on

What are values of the work placement/ organisation?

What is a position of a service user/ patient,interntional and foreign orgin student

and an employee

in the work placement?

What isthe supervisor’s position and tasks?

What is the international student’s position and tasks?

What are the official and personal needs for supervison?

What are the similarities and differencies between the discussed working cultures?

e.g. Finnish - German.

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Discussion on stereotypes at one’s personal and organisational level thinking and

behaviour

Have you encountered stereotypical thinking during the placement?

How can you have influence on stereotypical thinking and behaviour?

How? With what kind of concequences?

2. Identifying stereotypes

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Reflection on cultural sensitive interventions in international student’s supervison.

Pay attention to the following aspects, discuss and reflect:

How do I show interest towards my student’s / supervisor’s native culture?

Do I and how do I use small-talk in multicultural supervison?

How do I show that I am active as a student/ supervisor?

How do I make sure, that every day life issues (like eating, rest rooms) support also my student at the placement/ whole organisation?

How do I take up and discuss bothering and difficult and problematic issues as a student, placement supervisor and teacher?

3. Making culturally sensitive interventions

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5. Suggestions for implementation

Discuss/ share

The Kit Soulbus Multicultural Supervision

material in your higher institution and practice

placement oraganisantion.

Introduce

it as a part of your international exchange

and degree programme students’ practical

placement processes.

Gather feedback and develop

the Kit further.