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FSD2894 University of Tampere Survey for Fifth-year Students 2006

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Authors

  • University of Tampere. University Services

Keywords

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

Abstract

The survey, conducted by the University of Tampere for its fifth-year students in 2006, examines, among others, progress with studies, minor subjects, working during studies, and planning of studies.

Studies were first charted by asking the respondents whether they were studying full time, 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"). 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"). The respondents were also asked which groups they felt were the closest to them (e.g. university students, family and friends). Things that had negatively affected progress of studies were charted.

Regarding employment, the respondents were asked whether they had worked during studies, to what extent they agreed with several statements related to 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"), whether they had worked during the academic year 2005-2006, and which field they had worked in. Views on higher education and the relevance of university education in occupational life were charted by presenting a number of statements (e.g. "Limiting the time students spend on studies is justified", "Study grant should be increased", "Education has developed my occupational identity").

Relating to graduation, the respondents were asked whether they were going to graduate before the end of the degree reform's transition period (2008), what year they were planning on graduating, and whether they were going to continue studies after graduation. Finally, the respondents were asked to assess the extent to which various things would affect their employment (e.g. performance in studies, topic of the Master's thesis, international experience).

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

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