Authors

• University of Tampere. University Services

Keywords

educational grants, employment, higher education institutions, housing benefits, student loans, students (college), undergraduates

Abstract

The survey, conducted by the University of Tampere for its students in 2005, examines progress with studies, working during studies, minor subjects, financial circumstances, and planning of studies.

Relating to employment, the respondents were asked whether they had worked during the academic year, which field and sector they had worked in, and to what extent they agreed with several statements related to working during studies (e.g. "I work because I want to avoid taking a student loan", "Working takes up time needed for studies", "I don't work because I want to graduate as soon as possible"). With regard to minor subjects, a number of statements were presented (e.g. "I choose my minor subject(s) based on my own interests", "Recommendations from other students have an effect on my choices"), and things that had delayed studies were charted.

Relating to grants and benefits, the respondents were asked questions about financial aid for students (which comprises study grant, student loan, and housing supplement). Questions probed, among others, the number of months the respondents had spent out of their eligibility period for financial aid, whether they thought the remaining months would suffice until graduation, whether they had taken a student loan and how much, and whether they had had to cancel study grant or housing supplement on account of earned income.

Planning of studies was surveyed extensively. The respondents were asked, for instance, whether they had made study plans and with whom, how long a time period the plans covered, and whether the plans had changed and why. Opinions on the introduction and implementation of the personal study plan (HOPS) were investigated. Relating to the Finnish degree reform (part of the Bologna process), the respondents were asked whether they were going to graduate before the end of the transition period and from which sources they wished to receive more information on the reform.

Background variables included, among others, the respondent's age, gender, school (faculty), number of credits, and length of internship/studies abroad.