New Energy and Opportunities for 2026 

The year 2026 has started with great enthusiasm in the JATKOT research group. Before Christmas, we received some exciting funding news: the Kone Foundation grant for the EEPO (Ethical Police) project and the Work Environment Fund funding for research on workplace pedagogy, innovation, and wellbeing (TYSTI). Our researchers also secured personal grants and paid doctoral researcher positions within the group. We will provide more detailed information about these projects in upcoming blog posts, once the plans and agreements are finalized. With the new funding and increased workload, our group has grown, and JATKOT now includes 15 researchers, ranging from senior researchers and postdoctoral researchers to doctoral and project researchers. Given the diverse team conducting a wide range of research in both individual and collaborative projects, it is exciting at the start of the year to let our researchers share updates on their work and research, as well as the thoughts and experiences shaping January 2026.

Greetings from the JATKOT-researchers 

Soila: At the moment, new things are starting while old ones are coming to an end at the same time. My postdoctoral research project on employee-driven learning and innovation in police work and the technology sector ended in autumn 2025, but I am still finalising related publications and the final report. I am especially looking forward to the publication of the book I wrote based on the project, which will hopefully be coming out soon! Thanks to new project funding received by the JATKOT group (more information coming soon!), research on workplace learning, professional competence, workplace pedagogy, innovation, and wellbeing in the technology sector, police work, and more broadly in Finnish working life will continue. That feels meaningful and inspiring! In addition to research, everyday work is filled with supervision and teaching, some administrative tasks, as well as communication and societal engagement. Last year’s shocking funding-application frenzy is no longer in this year’s calendar, so in theory there should be more time also for the most important thing – thinking.  

Katja: My doctoral research on multicultural competence has been a multifaceted journey so far, carried out alongside mobile work. To date, I have written parts of my dissertation in Kenya, the Congo, Thailand, and Nepal – and, of course, here at home in Central Finland. Now, however, I face a new phase, as I am delighted to soon begin a study leave and dedicate myself to research full-time this year (and hopefully wholeheartedly so). I owe sincere thanks to the Wihuri Foundation for the grant that makes this possible! The first article of my dissertation has undergone peer review and, hopefully, will now move toward publication. The second article is in its final stages, and I will spend the coming weeks working on it. Data for the third sub-study is waiting to be analyzed, and I am eagerly (and somewhat anxiously) looking forward to that stage, as it will certainly test my patience and my sitting muscles. In addition, a couple of other articles are in progress, exploring different perspectives of the research and adding further layers to the overall picture. It has been exciting to see how the pieces gradually begin to form a coherent whole. The early part of the year thus seems set to be spent largely at my desk, although my calendar already includes several planned networking meetings and lectures, which I look forward to – facilitating and discussing ideas with people keeps me energized! Multiculturalism and diversity more broadly are important themes for today and the future, and it is crucial to reflect on and learn about them collaboratively. It is also exciting to prepare for my first international research conferences, where I will have the opportunity to discuss my topic with global experts. Alongside all this work, I have deliberately left space in my calendar to breathe: for unstructured wandering, rest, and finding a rhythm in writing. 

Sari: At the beginning of 2026, I started as a postdoctoral researcher in the JATKOT research group in the “Ethical Police” (EEPO) project, which was launched with funding from the Kone Foundation – it’s great to be part of this inspiring research group! My background is in sociology, and I have long worked with highly educated professionals from various fields, including those with immigrant backgrounds, in the areas of professional development, continuing education, mentoring, and related development projects. The main themes in my work have been issues related to diversity and equity in working life and society. Another area of interest has been multiagency collaboration, which is also addressed in my contribution to the EEPO project. In EEPO, I examine the ethics of police work from an ‘outsider’ perspective’, i.e., specifically from the point of view of collaboration and different stakeholders. Methodologically, I am also interested in how ‘shared knowledge’ is co-created and how the active role of research participants can be strengthened in the implementation of research, breaking the traditional power position of the researcher. This is also intertwined with the question of ethics, which we will consider in many ways during the EEPO project – I look forward to our collaboration!  

Antti: The year 2026 has kicked off at a fast pace, and my PhD research on Finnish “bar parliaments” is now moving from data collection toward analysis. I have gathered the majority of my interview data from five different groups, ranging from small municipalities of 5,000 inhabitants to large population centers in the Helsinki metropolitan area. The fieldwork has been eye-opening, and it is delightful to observe how tacit knowledge and the everyday “metabolism” of democracy are maintained in these informal spaces. Next up is the task of transcription and data analysis. At the same time, the “artisanal work” of bridging the theoretical frameworks—informal learning and Cultural-Historical Activity Theory—requires constant mental gymnastics as I build a functional analytical lens for examining this kind of leisure-time “hanging out.” Right now, however, enthusiasm is the prevailing feeling, as the first article is already taking shape and its central argument has crystallized. I was also fortunate to secure further funding from the Kone Foundation, for which I am extremely grateful. It brings much-needed stability and breathing room to carry this research to the finish line. In the spring, I will head out to present my research at adult education conferences in both Finland and Europe, while continuing to refine the analytical framework for my second article, which will dive deeper into the empirical data.  

Maria: In my doctoral research, I study physicians’ conceptions of competence as expressed in their personal study plans. I conduct this research alongside my full-time work. During 2025, I carefully went through the data and moved on to working on the first article. This progress felt significant, and I experienced great moments of success as I began to structure the first findings in my mind and put them into written form. Soon, however, I also encountered the challenges of academic writing. Jumping into writing an article almost from scratch was not easy, and I found myself stuck with the text. I have realized several times that, in a way, I know what I am doing, and yet, at the same time, I have no idea at all. Fortunately, after some time struggling, I recognized the value of asking for help, and I trust that my supervisors will once again guide me forward with their expert advice. My goal for this year is to submit the first article for publication and, perhaps, begin working on the next sub-study as well.  

Oana: The first meeting of the New Year was with two amazing collaborators with whom we are working on a draft paper. 2025 passed with me writing 4 research grants, conducting the analysis of 45 interviews and learning about four research streams: digital transformation leadership, identity-based leadership, change leadership and creative leadership. As a result, halfway through January, I have three manuscripts at different levels of completion: 

• The manuscript on digital leaders’ profiles of creative self-images. I am the sole author of this manuscript, which was sent for publication in three journals. Now, it is in the review process in the third journal.   

• The manuscript on identity switching for the effectiveness of digital transformation leaders. I am excited to be part of a team with two amazing researchers I look highly upon. We are honing for the finest details of the paper. Probably in February, it will be submitted to publication for the first time. Fingers crossed. 

• The manuscript on digital leaders’ creative mindsets and learning possibilities. This is in an incipient stage. The abstract was submitted to a conference. I estimate that by the end of May, this draft will be in satisfactory shape to be submitted to publication. 

In addition to the above three manuscripts, I would still have three research ideas on digital transformation leaders’ creative self-beliefs. It remains to see how I will share my time between seeing to completion the respective ideas and the new research project I am starting in March, which is on employee strategic innovativeness and engagement at work. To conclude, being a creativity researcher is an amazing experience which enables me to experience the pains and joys of the creative process on my very skin. The joys are about the insights that lead to original research. The pain is that creativity cannot be controlled, and it takes time to turn a creative research idea into a rigorous research paper. Often, the creative process, including the very last phase of getting the paper published, extends beyond the research grant funding. I am grateful to have had the support of leadership who understands the complexity of research life.    

Emilia:  The year 2026 has brought a wave of new beginnings. My employment as a doctoral researcher started at the beginning of the year, and my research on innovative learning and learning-supportive leadership in the social and health care sector is now well underway. The first weeks have been filled with orientation, learning, and new encounters, experiences, and challenges. I’ve immersed myself in research literature, learned new analytical methods and software, done a great deal of writing, and submitted an abstract to my first conference, where I’ll present the first article of my dissertation. I’m eagerly looking forward to both the conference and our upcoming research group meeting at the end of January. Interaction with fellow researchers is always rewarding, educational, and deeply inspiring. Teaching has brought a welcome balance to the sometimes intense research work. It has been exciting to design my own course and challenge my pedagogical skills. I’m also starting as a thesis supervisor for the first time, alongside a more experienced colleague. It feels meaningful to share my expertise and support a student at the final stage of their studies. Teaching and supervision provide a refreshing contrast to the solitary nature of research. Amid all the learning and new experiences, I’m grateful to have a supportive supervisor and an amazing research group by my side. It’s a great way to start the year!

Marianne: As 2026 begins, my doctoral research continues along the same path as before: revising articles and looking ahead to new work. At the end of last year, I submitted the manuscript of my first article to a journal, so in the coming months my main task will be to check my email carefully, in case a response has arrived. This stage is enjoyable in a way, because there is simply nothing I can do to my own text for the moment. Usually, the weight and pressure fall entirely on my shoulders, but now others—in this case, anonymous reviewers—decide when and, to some extent, how I will work on the text. While waiting, I am working on a second article, whose results and a fairly advanced draft have been sitting in a folder, ready to see the light of day. The data for my third article is already collected, and I am eager to start analyzing it and writing the theoretical background. The beginning of the year also involves planning conferences: deciding which ones I can attend, which would be most worthwhile, and how the grants will stretch to cover them. 

Teemu: Research-wise the year 2025 progressed as planned, including plenty of new learning—what could be better?! At the beginning of the new year, I’ve been immersed in the world of structural equation modeling, much like at the end of the previous year, as I finalized the analyses for the first article of my dissertation in 2025 and began working on the analyses for the second article in 2026. Although my primary aim in my dissertation project is to move forward one article at a time, this overlapping approach has been welcome, as the repeated and intensive work with syntax and output supports both learning the methods and deepening my understanding of them. It is difficult to single out the most interesting part of conducting research but carrying out the analyses and interpreting the results are certainly strong contenders. At the same time, I have been planning and advancing upcoming conference presentations. This year will also involve a wide range of new tasks, including data collection in a case organization, qualitative analysis, finalizing article manuscripts, and completing a variety of studies. Overall, it promises to be a busy yet rewarding year, and I am eagerly looking forward to the research-related curiosities it will bring. 

Mia: My doctoral research on the work experiences of highly educated women with an ADHD diagnosis has been progressing well and according to plan. The interviews conducted during the summer produced a rich and interesting dataset — as well as an impressive amount of material to transcribe! Transcription is an important part of the research process, but after listening to the same “well, um…” for the sixth time in a row, the more romantic notions of academic life occasionally felt very far away. That said, spending all those hours with the data has made it feel familiar already at this stage, and I trust that it will make the analysis easier. This year brings with it many new experiences and plenty of first times. I am currently working on my first article for a sub-study, and in February I will dive into the data analysis. I will also be attending my first academic conference, but before that I’ll be heading to the other side of the world: in February–March I will spend a month in Sydney and visit the University of Technology Sydney. The trip includes research group seminars, writing, and networking — but also some time to slow down and enjoy the experience. In the middle of all this, my feelings fluctuate between excitement and nervous anticipation. Can I do this? What if I mess up internationally? I remind myself that I am a doctoral student working on my very first PhD project. New situations, uncertainty, and small missteps are part of the process — and maybe that is exactly what this research journey is meant to be made of.

Sara: My year concluded with my dissertation defence, and the turn of the year offered a good moment to take some more time, recharge, and reflect on the completion of the dissertation project. Therefore, I start the year 2026 with a “clean slate,” as my own postdoctoral project has now begun this January. In the project, I study work loneliness in workplace learning situations in micro-enterprises through narratives. You will hear more about the project soon. My to-do list currently includes tasks related to the project’s initial stage, such as communication about the project and scheduling. The next major task is the collection of interview data. I am really looking forward to data collection after a long break. Fieldwork and meeting people are, for me, some of the most interesting parts of doing research, as interview situations offer a glimpse into another field’s work and organization. This year, as in previous ones, also includes teaching and supervision, which provide me with just the right kind of balance to the research work. From this working year, I look forward to meeting new people and collaborators, gaining insights through data analysis, and delving into the fundamentals – reading and writing. After the final push at the end of last year, achieving a slightly better work-life balance is also at the top of my priority list. Moving toward new things with excitement and curiosity.

Tuomo: Although my research is ongoing and a work in progress from pretty much every perspective, the December holiday season and the turn of the year helped me to hit a reset button a bit, and the short break and the distance it gave me enabled me to continue my research with new enthusiasm. A milestone such as the turn of the year provides perspective, which helps to illustrate how living with constant unfinished business on some level, and fostering internal motivation, are important aspects of research work. I have mainly examined the applicability of the Finnish data from the OECD’s Programme for the International Assessment of Adult Competencies for my research in terms of career changers, and I have become familiar with the use of the software needed to examine the data. The start of the year is also very teaching-oriented, and I have participated in the planning of course content pretty much from scratch. Later I take part in the teaching of the course in question, especially during January and February. Through my teaching work, I have been able to collaborate with other course teachers, and this has brought a nice balance to my fairly independent research work, as well as nurtured a sense of belonging to the academic community. Student contacts have also been inspiring and have brought self-confidence to support the building of my developing researcher identity.

Maija: My doctoral research focuses on the self-management capabilities of students in vocational teacher education programs. The study is a longitudinal project: I conducted the first interviews in spring–summer 2024, and the next round of interviews will take place during this year. Through this follow-up study, I examine the self-leadership capabilities of vocational teachers. I am particularly interested in how self-leadership is experienced and valued at the end of teacher education studies and after the transition into working life. Currently, my work is focused on refining the first article based on feedback from peer reviewers. It has been especially meaningful to uncover insights related to self-leadership at a time when vocational teaching is frequently discussed, even on a national level. Writing the second and third articles still lies ahead, although I already have ideas and plans for them. I pursue my doctoral studies alongside my full-time work, and many thoughts, tasks, and texts have been developed during weekly train journeys between North Karelia and Helsinki. I must admit that the doctoral studies have occasionally felt quite demanding, but thanks to my supportive supervisors, I have always received guidance and encouragement, making this journey immensely rewarding. The journey continues, and I am truly excited about it.

Jasmiina: The year 2026 has been off to quite an eventful start. At the turn of the year, I transitioned from a university lecturer position in general educational sciences to a postdoctoral researcher position at the Department of Applied Education and Teacher Education. The year has involved learning a great deal of new things: I have had to learn the practices of a new department and get to know new (wonderful! <3) colleagues. I have also had to navigate administrative complexities and take on new work responsibilities. These include, among others, coordination tasks for research and development projects, financial administration of research projects, and supervision of junior researchers. At the moment, my focus is firmly on upcoming  and extremely interesting research tasks as we examine how AI agents can be utilized to support teaching and learning. We are also interested in what kind of AI knowledge and skills higher education teachers and student teachers need now and in the future. Alongside these, this year I am delving deeper into analyzing the data I collected last year from a change laboratory intervention, in which we examined and developed practices of technology education, particularly maker pedagogy, in a local primary school. The research currently underway from this project addresses teachers’ collective agency and professional development in the context of formal technology education. Sleeves are rolled up, time to get to work!  

With this burst of enthusiasm, the JATKOT research group will gather at the end of January for a joint seminar day. We will also celebrate last year’s funding successes, new publications, new positions, and, in this way, the continued growth and continuity of our doctoral researchers! 

The JATKOT Research Group