Exchange experiences in Finland

“I am aware of the stereotypes about Finns being introverted. But I feel like I have not met many such people“

Miro

This autumn we have had the joy of sharing our work times and spaces with two exchange researchers from Italy and Czechia, Giulia and Miro, who have been working with us at Turku and Rauma. In this post they share their experiences as exchanges researchers and their insights about work-life balance, the importance of moving breaks for all, the role of community in PhD life, and the value of trust in teaching and research.  

Giulia (Italy) 

Hi everyone! I’m Giulia, a PhD student from Italy, and I arrived at the University of Turku about two months ago to begin my visiting period abroad as part of my research program. My first encounter with Turku was through its natural surroundings, and I was captivated by the gorgeous trees I saw from the bus window. The moment I stepped off the bus here, I took a deep breath of the fresh, beautiful air and felt nature enveloping me like a gentle hug that seemed to say, “Welcome!”.  

I wasn’t sure what to expect from this experience, aside from the stories I had heard about the cold weather and the disappearing sun. I also heard a lot about the pleasant Finnish work environment and the kindness of the Finnish people, and I can confirm all of that (also the sun part 😊 )! In Italy, we have beautiful things, but what we miss most is a gentle approach to work and a good balance between professional and personal life. After two months here, I can say I’ve relearned how to give myself more time to take care of myself and my loved ones. This has really helped me be more productive at work, filled with positive energy and less stress. What has also made my experience better, despite the ever-present PhD deadlines that can lead to stressful feelings, is the company of my colleagues. In Italy, we don’t have the same casual coffee and relaxation spaces as here in Finland, which is where I connect with my colleagues during breaks to chat about things unrelated to work. Everyone has been very nice. Even though loneliness sometimes creeps in—especially as a PhD visiting student—the Docturne Team has found ways to combat it. We have writing rituals twice a week and take stretching breaks during the day. There is always space for laughter, even over small things. 

For anyone coming here for a short time, I would recommend finding a place in the Student Village. I live in a single room with a shared kitchen, and being close to others, especially fellow exchange students and PhD students like me, has been really important from the start. We all share the same need to make new friends and explore a new country. So far, I can say I’ve made amazing friends with whom I’ve spent a lot of my free time. Soon, we’ll be heading to Finnish Lapland for the quintessential Finnish experience—meeting Santa Claus, of course! Can you believe it?

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Miro (Czech Republic)

Dear friend (reference to The Perks of Being a Wallflower is intended 😊), 

I’d like to share some things I’ve noticed while here in Finland. I came because of the famous Finnish education system and because I know several people who visited and found it so inspiring that they couldn’t stop talking about it. Now, I’m here myself, gathering my own experiences. 

First, the country is far more beautiful than I expected. I love how even the small green spaces around Rauma remind me of the foothills of the High Tatras (mountains in Slovakia). Secondly, everyone seems to be very friendly. I am aware of the stereotypes about Finns being introverted. But I feel like I have not met many such people (which actually makes sense 😊). 

Also, education is really interesting. The first thing I noticed is that the breaks are an important part of primary education. Back in my school days, breaks felt shorter, and we were only sometimes allowed outside (during the big break and in the summertime). When the bell rang, we were expected to be seated and waiting for the teacher. Here, it’s different. It seems that many kids really enjoy the opportunity to take a break and run outside. I really liked when the teacher asked how everyone was doing at the beginning of the lesson. And if kids were tired, there was a space to do a bit of stretching. It seems like people and the whole system care about children’s well-being. 

However, I’ve also heard complaints. Surprisingly, the things they mention are very similar to what I hear in the Czech Republic: “Teaching is hard. There’s too much work. There are too many students per class. The pay could be better. It’s tough to balance teaching and research. There is not enough time to do both properly.” I’m not sure what to think of it. I do believe there’s truth behind these complaints, but somehow, I still feel things might be a little better here in Finland. 

Another thing I’ve noticed is that trust is somehow deeply embedded in Finnish culture. Teachers here told me they don’t need to monitor students for cheating during tests (some were even surprised I asked). There’s no school inspection, and teachers aren’t buried in paperwork that gets endlessly checked by school and municipality administrators – as I hear is the case in the UK (from a teacher in Pori originally from the UK). In many self-service checkouts (supermarkets or even a university cafeteria in Turku), there is no control (such as the scales or employees checking the meals for students). You can simply leave your jacket and things in the lobby and not be worried if they will still be there when you return. People in the north don’t lock their doors. It is very pleasant to be in an environment where such trust is a given thing. I believe it allows people to focus on more important things than just preventing what should not happen in the first place. You know how huge the security doors business is. Here, it’s mostly unnecessary. 

And such trust clearly has some implications for professional practice. In my dissertation, I study psychological assessment. Assessments are often used to control eligibility, ensuring only those in need receive help. But we could also use assessments to understand how best to support each child’s growth. These are two distinct goals, and many intelligence-testing professionals are aware of the difference. IQ testing has been one of psychology’s most influential areas. Still, as Wasserman (2003) pointed out, “After nearly a century and in what must be considered one of applied psychology’s greatest failures, intellectual assessment has not been systematically linked to effective interventions” (p. 435). I was told that IQ assessment is not common practice in Finland. And, after a few months here, I am not surprised. Maybe the link to trust (and thus no controlled eligibility decisions) is not entirely obvious. But I feel like it can be seen as part of the underlying cultural phenomenon. 

Unfortunately, I don’t think there’s a simple way to transfer this culture elsewhere. Some people I’ve spoken with believe the roots of this trust culture stem from values that also exist in the Czech Republic or the UK. For instance, teachers here say kids understand that cheating will only create problems for them later. This is true in the Czech Republic and the UK, too, but students often still try to cheat even with teachers watching. Individual teachers and schools can work to create a different and positive culture, but that can be difficult if it isn’t supported by the home environment or broader cultural norms. I’m not surprised there’s no easy way to bring about broad, positive change. It’s unfortunate but not unexpected. Yet, I’m grateful for this experience. It’s given me insights that have reshaped how I think about my dissertation, education and culture itself.