FSD2996 University of Tampere Survey for Fifth-year Students 2014
The dataset is (B) available for research, teaching and study.
Study description in other languages
- No other files available
- 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 2014, examines progress with studies, working during studies, 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. "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. Several statements about study environment and ability to study were presented (e.g. "Students are treated fairly and equally", "I have received enough information and support to plan my studies").
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).
Relating to employment, the respondents were asked whether they had worked during studies and during the academic year 2013-2014, and 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"). The respondents were also asked to what extent they thought various things would affect their employment (e.g. performance in studies, work experience, international experience).
Future plans were surveyed by asking the respondents when they planned to graduate, which things might potentially delay graduation, whether they were planning on taking supplementary courses after graduation, and which line of work they aimed at after graduation. Finally, the respondents were asked which educational institution and field of study they had primarily wanted to be accepted into when they had applied 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.
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