We are currently renewing our visual image and the UEF brand. The objective of this process is to enhance our attractiveness, competitiveness and people’s awareness of us. The competition for the best students and staff is getting tighter, and we need a strong brand also in order to be able to recruit internationally. We want to stand out in this competition by being a university that is academic with a laid-back twist, and where modern expertise and curiosity for new things meet a lively and human-oriented atmosphere.
The reputation and brand of universities is a sum of many things, the most important ones being the quality and content of research and education. However, universities aren’t exactly the best examples of branding, since they cannot be readily distinguished from one another on the basis of their brands. Thanks to the preparation of our new strategy, we now have an increasingly clear picture of our strengths, and we need a new brand to communicate these strengths both internally and externally – to create a strong UEF identity. State-of-the-Smart is a message telling that the UEF has something to give and something to say, that we take unique perspectives to things and, most importantly, that we know what we’re doing.
Sound familiar? I should hope so, because none of this will become alive until the entire academic community – all staff members and students – recognise the brand and feel like it’s their own. A brand is not created through speeches and blog posts; it’s created through our everyday work and activities. Appreciation for our own work, respect for the work of others, and nice and decent behaviour create a community we can genuinely be proud of. And that’s when it’s easy to tell about it to others, too.
A learning environment is a whole created by the physical, social and pedagogical environment, and on many levels, it affects what and how we learn. For the outcome, the way we learn is at least as important as the things we learn: it affects our ability to utilise the skills we have learned in working life later on.
Dating back to medieval convent schools, the traditional unidirectional teaching method in which the teacher transfers knowledge to the student continues to prevail, although the world around us has changed drastically. In some specific fields, this method can produce good individual players, but it doesn’t train the skills of collaborative working needed in today’s working life.
Thanks to digitization, the production and sharing of knowledge has experienced a revolution. This, too, calls for new skills which we do not gain from traditional learning methods. When working to solve complex problems, we need to be able to produce and share information both alone and together. We need expertise that is built on a diverse base combining formal knowledge, non-formal knowledge and experiential knowledge. In today’s world, lifelong learning is supplemented by lifewide learning.
We live in a world that is characterised by fundamentally open access to information, and we need to make fundamental changes to our philosophy of teaching and learning. We need to move from controlled, unidirectional dosing of knowledge to collaborative learning between teachers and learners, which enhances social sharing of knowledge, networked expertise and teamwork skills. Teaching facilities and technologies are tools we can use to support this, but first and foremost, we need to change our operating culture.
A change in the operating culture requires that we take an open attitude towards knowledge and that we have the courage to give our ideas to be tested in larger forums. An important task of the teachers is to encourage students to solve problems and help them mine their way through open and extensive data resources.