David Hoffman
David M. Hoffman, PhD (Social Sciences) is a Senior Researcher at the Finnish Institute for Educational Research (FIER) and an Adjunct Professor at the Faculty of Education and Psychology, at the University of Jyväskylä (JyU), FINLAND. David is also a Senior Editor of the Nordic-based, open access, Journal of Praxis in Higher Education.
At FIER, David and Quivine Ndomo co-lead a hybrid research group focused on Migration, Mobilities and Internationalization (miNET). miNET researchers facilitate Contested Complexity in Education, an interdisciplinary Research Seminar, co-developed and co-led by David and Jawaria Khan.
Over the past few decades, David has published a wide range of solo and collaborative research characterized by candid skepticism of uncritical, traditional and conventional higher education discourses and practices driving established transnational under-served populations, globally; as well as emergent under-served populations within Finnish society, in the 21st century.
David’s newest book project, in progress, highlights what global audiences do not understand about Finland’s culture, society and un-engaged challenges to our (higher) education system: the unseen limitations of ‘Lessons from Finland’. At the same time, David’s book tackles what audiences in Finland have never understood about ‘Lessons for Finland’ that are in plain sight: in the last place on earth the current generation of educational leadership is looking.
David and Tiina (Kantola) met while undergraduates and teammates on the cross-country skiing and running teams at the University of Alaska, Anchorage (UAA). After migrating to Finland, for Master’s level studies in the early 1990s, David and Tiina started their family, raising two dual-national sons. David, Tiina, Ville and Veikko each attend(ed) JyU, in four different faculties and programs, specializing in four different disciplines: Social and Public Policy; Exercise Physiology and Coaching; Accounting & Finance and Music and Drama Education.
For fun, David enjoys cabin life when he is not stuck in the city, one-handed fly-tying and float tube fly-fishing, hiking, snowshoeing, fine barbecue, beer and seeing how long he can remain offline and still remain employed.
Address: Finnish Institute for Educational Research
PO 35 University of Jyväskylä
FI-40014
FINLAND
At FIER, David and Quivine Ndomo co-lead a hybrid research group focused on Migration, Mobilities and Internationalization (miNET). miNET researchers facilitate Contested Complexity in Education, an interdisciplinary Research Seminar, co-developed and co-led by David and Jawaria Khan.
Over the past few decades, David has published a wide range of solo and collaborative research characterized by candid skepticism of uncritical, traditional and conventional higher education discourses and practices driving established transnational under-served populations, globally; as well as emergent under-served populations within Finnish society, in the 21st century.
David’s newest book project, in progress, highlights what global audiences do not understand about Finland’s culture, society and un-engaged challenges to our (higher) education system: the unseen limitations of ‘Lessons from Finland’. At the same time, David’s book tackles what audiences in Finland have never understood about ‘Lessons for Finland’ that are in plain sight: in the last place on earth the current generation of educational leadership is looking.
David and Tiina (Kantola) met while undergraduates and teammates on the cross-country skiing and running teams at the University of Alaska, Anchorage (UAA). After migrating to Finland, for Master’s level studies in the early 1990s, David and Tiina started their family, raising two dual-national sons. David, Tiina, Ville and Veikko each attend(ed) JyU, in four different faculties and programs, specializing in four different disciplines: Social and Public Policy; Exercise Physiology and Coaching; Accounting & Finance and Music and Drama Education.
For fun, David enjoys cabin life when he is not stuck in the city, one-handed fly-tying and float tube fly-fishing, hiking, snowshoeing, fine barbecue, beer and seeing how long he can remain offline and still remain employed.
Address: Finnish Institute for Educational Research
PO 35 University of Jyväskylä
FI-40014
FINLAND
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Papers by David Hoffman
Good intentions are not sufficient to cope with these challenges. This is because of the emerging complexity inherent in many types of international, interdisciplinary fields of study and the complexity of the career trajectories needed to make these studies a reality.
Our study underlines that there are no beliefs, values, norms and practices linked to research team dynamics, that hold across the current territory, generations, disciplines, cultures, organizations and individuals leading and conducting comparative studies—and
even less reflection on the implications of this fact. Compounding this lack of awareness is a less-than-perfect understanding of the way in which ICT-based collaboration bears on research team dynamics. We assert that a holistic, critical, long-term approach to emerging insights into the global division of academic labor, serves our field better than folk psychology or the methodological parochialism that sustains convention at the expense of creativity. Careful consideration of emergent processes, relationships and linkages that explain how short-term cooperation—within projects—begins to make sense—over careers—illuminates key focal points, which, in turn qualitatively illuminates the way forward concerning conceptualization and problematization of our practice; and novel methodological routes available for those interested in attaining better outcomes, over the long term.
high-tech, innovative, competitiveness. However, a critical focus on institutional dynamics
and trajectories of higher education careers illuminates questions about the reproduction of
global inequities, rather than the societal transformation Finland’s education system was once
noted for. The purpose of this self-ethnography of career trajectories within Finnish higher
education is designed to call attention to institutional social dynamics that have escaped the
attention of scholarly literature and contemporary debates about academic work and practice
within highly situated research groups, departments and institutes. Our analysis illuminates
emergent stratification, in a country and institution previously characterized by the absence
of stratification and the ways in which this reinforces - and is reinforced by – the tension
between transnational academic capitalism, methodological nationalism and the resulting
global division of academic labour that now cuts across societies, manifesting within the one
institution Finland’s general population trusts to explain, engage and ameliorate stratification:
Higher Education.
The aim of this study is to analyse the extent of influence the Bologna Process has had on Finnish higher education. This qualitative multiple case study analyses changes which are related to or caused by the implementation of policy objectives associated with the Bologna ...
Journal articles by David Hoffman
Good intentions are not sufficient to cope with these challenges. This is because of the emerging complexity inherent in many types of international, interdisciplinary fields of study and the complexity of the career trajectories needed to make these studies a reality.
Our study underlines that there are no beliefs, values, norms and practices linked to research team dynamics, that hold across the current territory, generations, disciplines, cultures, organizations and individuals leading and conducting comparative studies—and
even less reflection on the implications of this fact. Compounding this lack of awareness is a less-than-perfect understanding of the way in which ICT-based collaboration bears on research team dynamics. We assert that a holistic, critical, long-term approach to emerging insights into the global division of academic labor, serves our field better than folk psychology or the methodological parochialism that sustains convention at the expense of creativity. Careful consideration of emergent processes, relationships and linkages that explain how short-term cooperation—within projects—begins to make sense—over careers—illuminates key focal points, which, in turn qualitatively illuminates the way forward concerning conceptualization and problematization of our practice; and novel methodological routes available for those interested in attaining better outcomes, over the long term.
high-tech, innovative, competitiveness. However, a critical focus on institutional dynamics
and trajectories of higher education careers illuminates questions about the reproduction of
global inequities, rather than the societal transformation Finland’s education system was once
noted for. The purpose of this self-ethnography of career trajectories within Finnish higher
education is designed to call attention to institutional social dynamics that have escaped the
attention of scholarly literature and contemporary debates about academic work and practice
within highly situated research groups, departments and institutes. Our analysis illuminates
emergent stratification, in a country and institution previously characterized by the absence
of stratification and the ways in which this reinforces - and is reinforced by – the tension
between transnational academic capitalism, methodological nationalism and the resulting
global division of academic labour that now cuts across societies, manifesting within the one
institution Finland’s general population trusts to explain, engage and ameliorate stratification:
Higher Education.
The aim of this study is to analyse the extent of influence the Bologna Process has had on Finnish higher education. This qualitative multiple case study analyses changes which are related to or caused by the implementation of policy objectives associated with the Bologna ...