Ahlvik, C., & Paakkanen, M. (2017). Itsemyötätuntoa työelämään [Self-compassion to work life.] In A. P. Pessi, F. Martela, & M. Paakkanen (Eds.), Myötätunnon mullistava voima [The revolutionary power of compassion] (pp.151-165). PS Kustannus.

Bakke, D. W. (2005). Joy at work: A revolutionary approach to fun on the job. Penguin Group.

Bass, B. M. (1985). Leadership and performance beyond expectations. Free Press. https://doi.org/10.1002/hrm.3930250310

Billett, S. (2017). Developing domains of occupational competence: Workplaces and learner agency. In M. Mulder (Ed.), Competence-based vocational and professional education. Bridging the worlds of work and education (pp. 47-66). Springer. https://doi.org/10.1007/978-3-319-41713-4

Bohm, D. (1996). On dialogue. Routledge.

Boyd, R., & Myers, G. (1988). Transformative education. International Journal of Lifelong Education, 7(4), 261-284. https://doi.org/10.1080/0260137880070403

Buber, M. (1988). The knowledge of man. Humanities Press International, Inc.

Cranton, P. (1994). Understanding and promoting transformative learning. Jossey-Bass.

Cresswell, J. W., & Plano Clark, V. L. (2011). Designing and conducting mixed methods research. Sage Publications.

Cui, V., Vertinsky, I., Robinson, S., & Branzei, O. (2018). Trust in the workplace: The role of social interaction diversity in the community and in the workplace. Business and Society, 57, 378-412. https://doi.org/10.1177/0007650315611724

De Bruijn, E. (2012). Teaching in innovative vocational education in the Netherlands. Teachers and Teaching: Theory and practice, 18(6), 637–653. https://doi.org/10.1080/13540602.2012.746499

Dufva, M. (2020). Megatrendit 2020 [Megatrends 2020]. Erweko. www.sitra.fi

FeldmanHall, O., Dalgleish, T., Evans, D., & Mobbs, D. (2015). Empathic concern drives costly altruism. NeuroImage, 105, 347–356. https://doi.org/10.1016/j.neuroimage.2014.10.043

Ford, R., & Meyer, R. (2015). Competency-based education 101. Procedia Manufacturing, 3, 1473–1480. https://doi.org/10.1016/j.promfg.2015.07.325

Fox, D. (1983). Personal theories of teaching. Studies in Higher Education, 8, 151-163. https://doi.org/10.1080/03075078312331379014

Geyer, A. L., & Steyrer, J. M. (1998). Transformational leadership and objective performance in banks. Journal of Applied Psychology, 47, 397-420. https://doi.org/10.5296/ijhrs.v10i4.17660

Gidley, J. (2013). Global knowledge futures: Articulating the emergence of a new meta-level field1. Integral Review, 9(2), 145-172.

Gidley, J. (2016). Postformal education: A philosophy for complex futures. Springer. https://doi.org/10.1007/978-3-319-29069-0

Grabov, V. (1997). The many facets of transformative learning theory and practice. New Directions for Adult and Continuing Education, 1997(74), 89-96. https://doi.org/10.1002/ace.7410

Guskey, T., & Gates, S. (1986). Synthesis of research on the effects of mastery learning in elementary and secondary classrooms. University of Kentucky Educational, School, and Counseling Psychology Faculty Publications. https://uknowledge.uky.edu/edp_facpub/23

Hargreaves, A. (2019). Teacher collaboration: 30 years of research on its nature, forms, and effects. Teachers and Teaching, 25(5), 603–621. https://doi.org/10.1080/13540602.2019.1639499

Hiltunen, E. (2017). Mitä tulevaisuuden asiakas haluaa? [What does the future customer want?]. Docendo.

Inglehart, R. (2014). The silent revolution in Europe: Intergenerational change in post-industrial societies. American Political Science Review, 65(4), 991 – 1017. https://doi.org/10.2307/1953494

Isaacs, W. (1999). Dialogue and the art of thinking together. Doubleday. https://bit.ly/3ByZoZv  

Jernigan, I. E., Beggs, J. M., & Kohut, G. F. (2002). Dimensions of work satisfaction as predictors of commitment type. Journal of managerial psychology, 17(7), 564–579. https://doi.org/10.1108/02683940210444030

Karjalainen, A. (2014). Pedagoginen-muutos-yliopisto-organisaatiossa-idealismia-vaiko-realismia? [Pedagogical change in university organization – idealism or realism?]. https://docplayer.fi/264167-

Karjalainen, A., & Nissilä, S. -P. (2008). Designing and piloting 60 ects-credit teacher education program for university teachers. Staff and Organization Development for Teaching and Research/ Personal- und Organisationsentwicklung in Einrichtungen der Lehre und Forschung, 2008(1+2), 24-28. https://bit.ly/3slZ9ge

Korthagen, F. (2004). In search of the essence of a good teacher: Towards a more holistic approach in teacher education. Teaching and Teacher Education, 20(4), 77-97. https://doi.org/10.1016/j.tate.2003.10.002

Korthagen, F., Attema-Noordewier, S., & Zwart, R. C. (2014). Teacher-student contact: exploring a basic but complicated concept. Teaching and Teacher Education, 40, 22-32. https://doi.org/10.1016/j.tate.2014.01.006

Kupferberg, F. (1996). Kreativ kaos i projektarbejdet. [Creative chaos in project work.] Aalborg Universitetsforlag.

Kuusi, O., Hiltunen, E., & Linturi, H. (2000). Heikot tulevaisuuden signaalit: Delfoi-tutkimus [Weak future signals: Delphi study]. Futura, 19(2), 21-24. https://www.doria.fi/handle/10024/22752

Lloyd Yero, J. (2002). Teaching in mind: How teacher thinking shapes education. MindFlight Pub.

Marshall, C., & Rossman, G. B. (2011). Designing qualitative research. Sage.

Marton, F., & Neuman, D. (1989). Constructivism and constitutionalism. Some implications for elementary mathematics education. Scandinavian Journal of Educational Research, 33(1), 35-46, https://doi.org/10.1080/0031383890330103

Menges, R., & Rando, W. (1989). What are your assumptions? Improving instruction by examining theories. College Teaching, 37, 54-60. https://doi.org/10.1080/87567555.1989.10532160

Merriam, S. (2008). Adult learning theory for the twenty-first century. New Directions for Adult and Continuing Education, 119, 93–98. https://doi.org/10.1111/j.1559-3584.1981.tb00554.x

Mezirow, J. (1990). How critical reflection triggers transformative learning. In J. Mezirow et al. (Eds.), Fostering critical reflection in adulthood. A guide to transformative and emancipatory learning (pp.1-20). Jossey-Bass.

Mezirow, J. (1991). Transformative dimensions of adult learning. Jossey-Bass.

Mezirow, J. (1998). On critical reflection. Adult Education Quarterly, 48(3), 185-198. https://doi.org/10.12691/education-3-4-17

Ministerial Conference Bologna. (1999). The Bologna declaration of 19 June 1999. The European Ministers of Education. https://bit.ly/3sbsn2N  

Morin, E. (2001). Seven complex lessons in education for the future. UNESCO.

Morin, E. (2008). On complexity. Hampton Press.

Niikko, A. (2003). Fenomenografia kasvatustieteellisessä tutkimuksessa [Phenomenography in educational research]. Joensuun Yliopisto [University of Joensuu].

Nissilä, S. -P. (2005). Individual and collective reflection: how to meet the needs of development in teaching? European Journal of Teacher Education. Special issue: Turning schools into learning organizations, 28(2), 209-219. https://doi.org/10.1080/02619760500093354

Nissilä, S. -P. (2010). Dynamic dialogue in learning and teaching. Towards transformation in vocational teacher education. VDM Publishing House Ltd.

Nissilä, S.-P. (2015). Designing and testing an educational program for professional development in workplaces. Sharing expertise in teachers´ peer group mentoring. In D. Hanesova (Ed.), Education – research – evaluation (pp. 81-99). Univerzita Mateja Bela, SR.

Nissilä, S.-P., & Karjalainen, A. (2020). Development of pedagogical thinking and awareness in higher education social contexts – Longitudinal study on teacher growing process. ePooki. Oulun ammattikorkeakoulun tutkimus- ja kehitystyön julkaisut 72 [e-Pooki, the publications of Oulu Applied University research and development work 72]. http://urn.fi:/urn:nbn:fi-fe2020091870039

Nissilä, S.-P., Karjalainen, A., Koukkari, M., & Kepanen, P. (2015). Towards competence-based practices in vocational education – what will the process require from teacher education and teacher identities? CEPS Journal, 5(2), 9-30. https://doi.org/10.26529/cepsj.140

Nordensvärd, J. (2014). The politics of education: Education from a political and citizenship discourse. Policy Futures in Education, 12(3), 340-346. https://doi.org/10.2304/pfie.2014.12.3.340

Schneider-Mayerson, M., & Leong, K. L. (2020). Eco-reproductive concerns in the age of climate change. Climatic Change, 163(2), 1007-1023. https://doi.org/10.1007/s10584-020-02923-y

Schön, D. (1983). The reflective practitioner: How professionals think in action. Basic Books. https://doi.org/10.1177/14733250090080010802

Schreier, M. (2012). Qualitative content analysis in practice. Sage.

Scott, S. M. (1997). The social construction of transformation. Journal of transformative Education, 1(3), 264-284. https://doi.org/10.1177/1541344603001003006

Senge, P. (1990). The fifth discipline. Doubleday. https://doi.org/10.1002/hrm.3930290308

Senge, P. (2006). The fifth discipline: The art and practice of the learning organization. Random House.

Simola, H., Hansen, P., Lanas, M., Niemelä, M., Nikkola, T., Saari, A., & Säntti, J. (2021). Kanava: Mediaseksikkyys ei saa korvata tutkimusnäyttöä- Koulua pitää kehittää kouluna eikä muotivirtausten mukaan [Channel: Media sexiness must not replace research evidence -School must be developed as a school and not according to fashion trends]. Suomen Kuvalehti. https://bit.ly/3Jg79GD

Singer, T., & Klimecki, O. (2014). Empathy and compassion. Current Biology, 24(18), 875-878. https://doi.org/10.1016/j.cub.2014.06.054

Spännäri, J. (2016, July 10-14). Compassion – the key to meaningful and decent work [Paper presentation]. The 3rd Isa Forum of Sociology, Vienna Austria.

Tynjälä, P. (2016). Asiantuntijan tieto ja ajattelu. [Expert knowledge and thinking.] In E. Kallio (Ed.), Ajattelun kehitys aikuisuudessa: Kohti moninäkökulmaisuutta [Development of adult thinking: Towards multifaceted thinking] (pp 227–244). Suomen Kasvatustieteellinen Seura.

Van Laar, D., Edwards, J. A., & Easton, S. (2007). The work-related quality of life scale for healthcare workers. Journal of Advanced Nursing, 60(3), 325–333. https://doi.org/10.1111/j.1365-2648.2007.04409.x

Van Manen, M. (1999). Knowledge, reflection, and complexity in teacher practice. In M. Lang, J. Olson, H. Hansen & W. Bunder (Eds.), Changing schools/ changing practices: Perspectives and educational reform and teacher professionalism (pp. 65-75). Grant Publishers.

Wenger, E. (1998). Communities of practice: Learning, meaning and identity. Journal of mathematics teacher education, 6(2),185-194. https://doi.org/10.1017/CBO9780511803932

Wenger, E. (2010). Communities of practice and social learning systems: The career of a concept. In C. Blackmore (Ed.), Social systems and communities of practice (pp. 179-180). Springer. https://doi.org/10.1007/978-1-84996-133-2

Wilenius, R., & Halonen, T. (2017). Patterns of the future: understanding the next wave of global change. World Scientific Publishing Europe Ltd. https://doi.org/10.1142/q0083

Wood, S., van Veldhoven, M., Croon, M., & de Menezes, L. M. (2012). Enriched job design, high involvement management and organizational performance: The mediating roles of job satisfaction and well-being. Human Relations, 65(4), 419-446. https://doi.org/10.1177/0018726711432476