FSD2909 University of Tampere Survey for Fifth-year Students 2011
Aineisto on käytettävissä (B) tutkimukseen, opetukseen ja opiskeluun.
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- University of Tampere. University Services
employment, higher education institutions, students (college), tutoring, undergraduates
The survey, conducted by the University of Tampere for its fifth-year students in 2011, examines progress with studies, working during studies, planning of studies, and plans after graduation.
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, whether they studied part time or 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").
Planning of studies was examined with questions about support received from the university when planning studies and own initiative in searching for information supporting planning. Things that had negatively affected the progress of studies were charted. 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 their skills (e.g. communication skills, project skills).
Relating to employment, the respondents were asked to what extent they agreed with statements about 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").
Views on the future were surveyed by asking the respondents whether they were going to continue studies after graduation, which line of work they aimed at after graduation and later in their career, to what extent they thought various things would affect their employment (e.g. performance in studies, work experience, international experience), and how confident they were about the future.
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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