Authors

• University of Tampere. University Services

Keywords

educational grants, employment, higher education institutions, students (college), undergraduates

Abstract

The survey, conducted by the University of Tampere for its fifth-year students in 2009, examines progress with studies, working during studies, and planning of studies.

Studies were first charted by asking the respondents which educational institution and field of study they had primarily wanted to be accepted into when they had applied, and to what extent they agreed with a number of statements relating to studies and study progress (e.g. "University studies have met my expectations", "I have progressed in my studies according to my plans"). Things that had negatively affected the progress of studies were charted.

Planning of studies was examined with questions about the support received from the university when planning studies, and own initiative in searching for information supporting planning. Relating to employment, the respondents were asked whether they had worked during studies and during the academic year 2008-2009, and to what extent they agreed with several statements about working during studies (e.g. "Studying and working at the same time is very stressful", "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"). The respondents were also asked which line of work they aimed at after graduation and later in their career, and to what extent they thought various things would affect their employment (e.g. performance in studies, work experience, international experience).

Views on the relevance of university education in occupational life were charted by presenting a number of statements (e.g. "Education has developed my occupational identity", "I believe that having an education in my field will be appreciated among employers") and by asking how much university studies had improved various skills (e.g. communication skills, project skills).

Finally, the respondents were asked how confident they were about the future, which groups they felt were the closest to them (e.g. university students, family and friends), and whether they studied full-time or part-time.

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