At Humak UAS, the guidance and coaching of the students is seen as a broad entity that supports and improves the students’ professional development. It is the shared responsibility of everyone working at Humak. Every students is respected as an individual who has a right to guidance and coaching that are high quality and meet their needs. The role of the student is to be an active participant in the process.

Guidance consists of student counceling and the informational and advisory work that the counceling entails. Coaching focuses on the working life and the student’s own field of competence.

The various stages of the education clearly and consistently advance the professional skills and knowledge that the student will need in working life. This is achieved by adhering to the principles of Humak’s coaching pedagogy. Learning takes place in genuine working life situations or conditions simulating them, as much as possible.

Instructional tables clarify the roles of guidance and coaching

The guidance and coaching of Humak degree students and Humak Open UAS students as viewed from the perspective of different actors can be seen on the instructional tables attached below. The tables clarify the roles and responsibilities that various people have in the process of guidance and coaching. With the help of these tables, you can easily find out who to contact.

The principles of guidance and coaching

At Humak UAS, principles of guidance and coaching have been devised. These principles form the basis of all the work that is done at the institution. The principles have been created by using the criteria of the Finnish National Agency for Education and the criteria for digital guidance that were devised during the eAMK (eUAS) project.

  1. Planning, goal-orientation, and proper timing: A student can receive the guidance and coaching they need at every phase of their studies, as a part of the Professional development (5 ECTS) study course. The student knows how to seek guidance and who to contact in different situations.

  2. Accessibility:Accessibility means that the physical, mental, and social environment is devised in a way that enables everyone to interact with to others in an equal manner. Accessibility includes linguistic accessibility as well. A student has the right to receive personal support because of e.g. learning difficulties, injuries, illnesses, or cultural background. Guidance is available in different ways (personal guidance or group guidance) and with various tools.

  3. Supporting professional development, continuous learning, and career planning: Throughout their studies, the student can receive support with studying, recognizing and depicting their own competences, as well as their professional development. The student can recognize different opportunities of work, employment, and continuation studies in relation to their own competence. The student can make plans and decisions concerning their own career and proceed accordingly.

  4. Activity, involvement, and accountability: The student has an active role in advancing their studies. They plan out their personal study and career path with the support of guidance and coaching. The student is able to set goals to their own competence, based on the curriculum.

  5. Ethicalness, confidentiality, and security: The guidance and coaching takes the general ethical principles of student counceling into consideration. Counceling sessions are characterized by an atmosphere of trust and the space in which the counceling occurs allows the interaction to happen in an uninterrupted, secure manner. The guidance situation meets the requirements and standards of informational security.

  6. Well-being: The student has an access to services and activities that support their studies and life in general. Their personal life and well-being are considered during guidance and in their personal development plan.
  • No labels