FSD2892 University of Tampere Survey for Second-year Students 2006
Aineisto on käytettävissä (B) tutkimukseen, opetukseen ja opiskeluun.
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- University of Tampere. University Services
employment, higher education institutions, student organizations, students (college), tutoring, undergraduates
The survey, conducted by the University of Tampere for its second-year students in 2006, examines tutoring, participation in the activities of student associations, progress with studies, employment, and planning of studies.
Studies were first charted by asking the respondents to what extent they agreed with a number of statements relating to studies and study progress (e.g. "Studies in the University have met my expectations", "I have progressed in my studies according to my plans"). Regarding tutoring and guidance, satisfaction with student tutoring and guidance provided by the department were surveyed.
Planning of studies was examined with questions about the usefulness of the personal study plan (HOPS), support received from the university when planning studies, and own initiative in searching for information supporting planning. Participation in the activities of student associations was charted. Things that had negatively affected progress of studies were charted as well as whether enough alternative methods to complete courses were provided.
Relating to studies at the time of the survey, the respondents were asked, among others, whether they had actively studied during the academic year, whether they had studied less in some periods than others, and whether they had studied during breaks. Relating to employment, the respondents were asked whether they had worked during the academic year and in which periods.
Finally, the respondents were asked whether they studied full-time or part-time, which educational institution and field of study they had primarily wanted to be accepted into when they had applied, whether they had planned to go on student exchange, and which groups they felt were the closest to them (e.g. university students, family and friends).
Background variables included, among others, the respondent's age, gender, field of study, school, and number of credits.
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