Authors

• Tampere University. University Services

Keywords

COVID-19, academic achievement, advice, discrimination, distance education, equal education, facilities, higher education institutions, occupational qualifications, psychological well-being, social participation, students (college), undergraduates, university courses

Abstract

The survey is conducted among second-year and fourth-year students at the Tampere University to collect information on the success of their studies, the development of their skills and expertise, and their well-being. In addition to the above, the survey focuses on experiences of study and learning environments, student services, inclusion and equality, and distance learning.

The survey started by asking how the respondents' studies were progressing, whether they had received the support they needed to plan their studies, and whether the personal study plan, course options and modes of study were supporting their progress. Next, students' views on the development of their own knowledge and expertise were explored. Respondents were then asked to rate the learning and study environments and their effectiveness. Further, respondents rated a range of student services. Next, students' experiences of inclusion and equality were explored. Respondents were asked about issues such as attachment to studies and the university, equality in teaching and facing harassment. The final section dealt with student wellbeing and learning ability. Respondents rated a range of statements relating to issues such as coping, loneliness and the workload of studies. The Student Boredom Inventory (SBI-9) was used in this context. Finally, respondents were asked about the impact of the Covid-19 pandemic on their studies.

Background variables included the respondent's gender, faculty and year when commenced studies.