University of Tampere Survey for Fifth-year Students 2008

The survey, conducted by the University of Tampere for its fifth-year students in 2008, 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. 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"). Relating to employment, the respondents were asked whether they had worked during studies and during the academic year 2007-2008, 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 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"). 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), whether they studied full-time or part-time, and whether they were going to graduate before the end of the degree reform's transition period (2008). Background variables included, among others, the respondent's age, gender, field of study, school (faculty), number of credits, and length of internship/studies abroad.

该调查由坦佩雷大学于2008年为该校五年级学生进行，旨在探究学习进程、学习期间工作情况以及学习计划的制定。调查首先通过询问受访者他们在申请时最初期望被录取的教育机构和研究领域来描绘学习轨迹，并就一系列与学习和学习进展相关的陈述（例如：“大学学习满足了我的期望”，“我按照自己的计划在学习上取得了进步”）达成程度进行评估。调查还记录了影响学习进展的负面因素。通过关于大学在学习计划过程中提供支持的提问以及自身在搜寻支持计划信息方面的主动性的问题，对学习计划的制定进行了考察。在副修课程方面，呈现了若干陈述（例如：“我根据自身兴趣选择副修课程”，“其他学生的推荐对我的选择有影响”）。关于就业，受访者被询问是否在学习期间和2007-2008学年期间工作，以及他们对在学习期间工作的若干陈述达成程度的看法（例如：“同时学习和工作非常紧张”，“我工作是为了避免借款”，“工作占用了学习所需的时间”，“我不工作是为了尽快毕业”）。受访者还被询问他们在毕业和未来职业生涯中希望从事的行业，以及他们认为哪些因素会影响他们的就业（例如：学习表现、工作经验、国际经验）。通过呈现一系列陈述，对高等教育的观点以及大学教育在职业生活中的相关性进行了调查（例如：“限制学生用于学习的时间是合理的”，“应增加奖学金”，“教育发展了我的职业身份”）。最后，受访者被询问他们对未来的信心程度，他们认为哪些群体与他们最为亲近（例如：大学生、家人和朋友），他们是否全日制学习或非全日制学习，以及他们是否会在学位改革过渡期（2008年）结束前毕业。背景变量包括受访者的年龄、性别、研究领域、学院、学分数量以及海外实习/学习时长等。