# Agricultural Students Face Social Challenges Due to Preference for Individual Activities - Savonia AMK

> Future Work Ability Project has launched agricultural students’ pilot focusing on generic skills development.

## Project Overview
Since August 2023, Savonia University of Applied Sciences has been participating in the Future Work Ability Project, which aims to proactively support students’ study abilities and detect challenges early. The project is coordinated by Karelia University of Applied Sciences, with Savonia University of Applied Sciences and the Joensuu Region Different Learners Association as key partners.

Savonia’s role focuses on promoting pedagogical wellbeing by investigating the topic and finding practical applications to support continuous learning. A significant part of this involves pilot programs with Agrology Bachelor’s and Master’s students to develop their generic skills.

## The Importance of Generic Skills
Generic skills (transferable or soft skills) include communication, teamwork, adaptability, and interpersonal skills. Research indicates that 59% of higher education students have at most a satisfactory level of these skills. In universities of applied sciences, 24% of students exhibit a weak level of generic skills, compared to 7% in universities. These skills are critical for academic progress, assignment completion, and thesis development.

## Addressing Social Challenges in Agriculture
In the Agricultural faculty, students often prefer individual activities, such as working with animals or on farms. This preference for independent work makes group-based assignments at school particularly challenging, creating obstacles in their learning process and impacting their wellbeing. The pilot program aims to enhance students' comfort and competence in group work to make collaborative assignments less daunting and more productive.

## Pilot Program Structure
The pilot involves three distinct groups with tailored approaches:
*   **Bachelor’s Daily Program Students:** Face-to-face workshops for younger students needing guidance on self-reflection.
*   **Bachelor’s Multiform Program Students:** Online self-study courses with scheduled online consultations.
*   **Master’s Students:** A hybrid approach combining in-person sessions and remote participation.

### Bachelor’s Program Themes (Three-Year Cycle)
1.  **First Year: Getting to Know Oneself** – Focus on personality (MBTI), strengths (VIA Character Strengths), and individual values.
2.  **Second Year: Goal Setting** – Introduction to SMART goals, the GROW model, and group dynamics theory.
3.  **Third Year: Motivation** – Understanding internal/external motivation and the IKIGAI concept.

### Master’s Program Themes (Two-Year Cycle)
1.  **First Year: Group Dynamics and Effective Communication** – Real-world case studies, the GROW model, and client communication.
2.  **Second Year: Self-Awareness** – Building self-awareness to align strengths and values with individual master’s theses.

## Pilot Conclusions
### Multiform Students
*   Improved self-awareness, personal values, and strengths.
*   Enhanced listening and group work abilities.
*   Need for more practice in conflict resolution, feedback, and diversity awareness.
*   Desire for increased consultation opportunities.

### Daily Program Students
*   Minimal improvement in self-awareness and values.
*   Slight improvement in recognizing personal strengths.
*   No significant improvement in group work, conflict resolution, or feedback skills.
*   Positive feedback regarding PPD lessons and the teaching environment.

### Master’s Students
*   Significant improvement in self-awareness, group dynamics, and group work skills.
*   Moderate improvement in client work and task delegation.
*   Increased confidence in handling conflicts and asking questions.
*   Significant improvement in taking responsibility for group goals.

## Authors
*   **Agnieszka Laherto**, Business Coach and R&D specialist in Savonia, Wellbeing specialist in Future Work Ability Project
*   **Anna Hatunen**, Wellbeing & Study Counsellor in Savonia

## References
Ursin, J., Hyytinen, H. & Silvennoinen, K. (toim.) 2021. Korkeakouluopiskelijoiden geneeristen taitojen arviointi – Kappas!-hankkeen tuloksia. Opetus- ja kulttuuriministeriön julkaisuja 2021:6.