FSD2677 Evaluation of Degree Reform in Finland 2010: Higher Education Institutions
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Study description in other languages
- No other files available
- Finnish Higher Education Evaluation Council (FINHEEC)
curriculum, educational policy, educational systems, higher education institutions, tertiary education, university courses
The evaluation survey examined how well the objectives set for the Bologna Process had been achieved in higher education institutions in Finland and how well the new two-cycle degree structure functioned at institutional level. Other main themes included mobility of students and degree requirements.
A number of questions investigated how well national goals for the degree reform and goals set by the institution itself had been achieved. Other topics included the sufficiency and usefulness of national support for implementing the reform at institutional level, how well the institution had succeeded in organising the reform and how actively certain stakeholders had participated in the reform. Cooperation with other higher education institutions was charted. The functionality of the two-cycle system was studied with several open-ended questions relating to the status of bachelor degree, master degree and the university of applied sciences (UAS) master degree. Further questions investigated the impact of the reform on the length of study, that is, how quickly students complete their course.
The next set of questions studied whether the reform had facilitated and increased domestic and international mobility of students. Questions covered, for instance, progressing from bachelor degree programme to master degree programme, mobility between different types of university and study fields, mobility of international students to Finland and Finnish students' periods of study abroad.
One theme focused on the impact of the reform on curricula and degree requirements and what factors had been taken into account in education planning when amending the requirements. Finally, the respondents were asked to evaluate the implementation and success of the degree reform in their own institution.
Background variables included the name of the institution and whether it was a university or a university of applied science (polytechnic).
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