Tiina Tambaum: Aside from research, I am also greatly motivated by teaching

Tiina Tambaum, Doctor of Pedagogy, Lecturer of Social Gerontology, Tallinn University Haapsalu College

After finishing secondary school, my dream was to become a teacher. This is one of the reasons I chose to study mathematics. However, I only worked as a math teacher for a month, when I had to replace my mother at the Lähte Secondary School when she was sick with pneumonia. Nonetheless, my background in mathematics has opened up many doors for me. Thanks to it, I was able to secure a position at an IT company as a mother of three children. My education also played a decisive role when applying for the position of manager at Tallinn University’s Centre for Knowledge Transfer 20 years ago.

Knowledge transfer was the first step in my interest towards science. The Estonian term for knowledge transfer, teadmussiire, had just been freshly coined at the university. As manager of the centre, my job was to bring scientists and entrepreneurs together to launch development projects. One project involved the development of software aimed at elders. I closely monitored the testing. Both I and the young programmers in my team could not hide our surprise at how differently the elders sitting in front of us perceived what was shown on the computer screen. This realisation greatly piqued my interest.

I delved into our library’s databases, discovering that a lot of research had been conducted about generational differences, except for in Estonia, where research was severely lacking. I discovered the researcher’s perspective and how much can be accomplished by science. It motivated me, and I took my first big step on the path towards a career in academia.

The first step was to get a PhD. I was most interested in cross-generational studies and developing digital skills among elders. This area was severely lacking in research in Estonia, despite the existence of many projects and training in the field. I looked for international contacts and experts to help me out. Thanks to this initiative, I gained a strong base in educational gerontology.

As the areas of research were highly interesting to me, no worldly obstacles proved too great in my pursuit. I was preparing for my new career during weekends, vacations and every other waking moment. This time should have all been dedicated to my friends and family. I was so motivated by science that I forgot them entirely. I was able to do so, as by then, my children had grown up.

It took me a lot of time to gain any semblance of confidence as a researcher, even though I conducted projects by myself from the very beginning. I entered academia as a middle-aged person and had no prior experience in the field. I started getting more confident after my third and fourth science articles had been accepted. Reviewer approval was a good indicator that I was on the right track. However, getting there took ten years.

As a scientist, I wish to conduct developmental research and create new tools for practitioners in the field. I need to provide well-tested and functional tools for society. This interests me the most as a researcher. Very often, it seems like practitioners introduce ideas that have not been properly researched or tested. Ideas that sound good on paper can cause a lot of harm. For example, when kids from a kindergarten are brought to perform at a nursing home, it widens the generational gap, instead of making it smaller.

Science has shown that unless people from different generations are made to work together in a way that highlights their similarities and helps them learn about each other, generational stereotypes can deepen, despite good intentions.

My research has brought two tools to practice: a model for communal digital learning and the telephone society methodology. The people who have learned to use and apply these methods can attest to their efficacy.

Right now, I am working on creating a more age-inclusive self-evaluation tool for organisations.

Aside from research, I am also greatly motivated by teaching, especially when I see perspectives change as a result of my lectures. For example, it can be harmful to do tasks for old people instead of letting them do it. They can see it as demeaning. Many have never thought about such nuances. Older people should be supported in making independent decisions, instead of letting other people decide for them. It is an area dominated by stereotypes.

The joys of being a scientist:

• As a scientist, I get to read a lot. I am especially happy when reading helps me form a new connection between theory, personal ideas and practice.
• I like that the university provides an environment that fosters development and intelligent conversation.
• Scientists have the freedom to plan their time independently, even though that can sometimes lead to becoming overworked.
• Being a scientist is part of my identity.

Career:

• Project manager at a software company – 5 years
• Manager of Tallinn University’s Centre for Knowledge Transfer – 9 years
• Scientist – 11 years

Education:
2021 Tallinn University, Doctorate in Educational Sciences
2004 Estonian Business School, Master’s in Business Administration
2001 University of Tartu, Master’s in Pedagogy
1991 University of Tartu, Institute of Mathematics