Problems
Problems related to the English-taught programmes were mapped in three ways. First, we had a structured question about student-related problems. Second, the questionnaire had a struc- tured question about complications to do with teaching. And third, there was an open-ended question about any other problems that the programme had come across.
All in all, student-related problems rank as only moderate at best (or worst). The mean value is below the value of 3 (=a fairly moderate problem). The biggest student-related problems had to do with not all admitted international students beginning their studies or the programmes not having enough good applicants. The universities of applied sciences and the universities attracted different kinds of applicants: the universities of applied sciences found it a bigger problem to get good applicants from Finland than from abroad, whereas the situation was the reverse in the universities. However, the interviews made it clear that the universities’ Master’s programmes also faced a challenge in recruiting Finnish students. As they are given the Mas-
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ter’s-level right of study from the start, Finnish university students do not have a great need to transfer to a separate Master’s programme in the middle of their degrees.
The skills and competences of the international students are rated below those of the Finnish students in all three areas (knowledge of the field, English proficiency, and readiness for inde- pendent study). It is in independent study that the international students are on average felt to do least well. This has to do with colliding cultures, for it takes time to get used to the Finnish culture of study which values an independent approach.
Programmes in Information Technology stress the problems more than other big fields of edu- cation. The most marked difference between the fields is in attracting good Finnish applicants: this was clearly felt to be a bigger problem in IT and Engineering than was the case in Business Studies and Health Care and Social Services.
Admitted international students don’t start their studies We don’t get enough good
applicants from Finland We don’t get enough good
applicants from abroad International students not ready for
independent study International students have poor
command of English International students know little about field of study at the outset Little interaction between Finnish and international students studying
in the same group Finnish students know little about
field of study at the outset Finnish students not ready for
independent study Finnish students have poor
command of English
1,0 1,5 2,0 2,5 3,0 3,5 4,0
= UNI = UAS
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Figure 8: Student-related problems in largest fields of education, average (1=not a problem at all – 4=significant problem)
Difficulties with teaching and practical arrangements rank on average as even less significant than problems pertaining to students. Most of the responses rate teaching-related complica- tions around or below the value of 2=“not a very big problem”. The biggest problem is find- ing training placements for international students, but even this is seen on average as only a slightly more serious problem than “not a very big problem”. These results are not directly comparable with those of student surveys, but it does seem that internships are felt to be a bigger problem by the international students themselves than by the heads of programme (cf. Union of Students in Finnish Universities of Applied Sciences SAMOK 2008; Niemelä 2008; Kinnunen 2003). The universities of applied sciences clearly rate finding training placements as a bigger problem than the universities.
The programmes do not rate the organisation of international students’ services as particularly problematic. Nor are there felt to be significant issues in the teachers’ language and cultural
1,0 1,5 2,0 2,5 3,0 3,5 4,0
= health care = engineering = business = IT
Admitted international students don’t start their studies We don’t get enough good
applicants from Finland We don’t get enough good
applicants from abroad International students not ready for
independent study International students have poor
command of English International students know little about field of study at the outset Little interaction between Finnish and international students studying
in the same group Finnish students know little about
field of study at the outset Finnish students not ready for
independent study Finnish students have poor
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skills and competencies. Here, too, the programme heads are more positive than the student surveys (cf. Union of Students in Finnish Universities of Applied Sciences SAMOK 2008; Niemelä 2008; Kinnunen 2003). In hiring teachers, the programme heads emphasise exper- tise in the subject matter above anything else: they would rather have to-the-point teaching in even slightly faltering English than beside-the-point education with impeccable language skills. The arranging of Finnish or Swedish language courses appears as a minor problem, even if the lack of this provision is widely debated in the public as a hindrance to integration. But here, too, the heads of programme assess the situation more positively than do the student surveys (Union of Students in Finnish Universities of Applied Sciences SAMOK 2008; Niemelä 2008; Kinnunen 2003).
All in all, the university of applied sciences programmes rank problems related to teaching and organisation higher than do the universities.
Below is a compilation of the biggest problems related to teaching and organisation in the four largest fields of education. It is hardest to find training placements for foreign students in Busi- ness Studies programmes, while the recruitment of teaching staff is hardest in Health Care and Social Services. Engineering programmes tend to have more difficulties with the teachers’ language skills and multicultural competencies.
Hard to find training placements for international students Hard to recruit teaching staff to
programme Organisation of international students’ services is uncoordinated
Teaching staff poorly equipped to meet with multicultural group Teaching staff have poor command
of English
Cooperation with partners does not work (if programme offered
jointly)
Hard to arrange Finnish or Swedish courses for international students
1,0 1,5 2,0 2,5 3,0 3,5 4,0
= UNI = UAS
Figure 9: Problems related to teaching and organisation, average (1=not a problem at all – 4=significant problem)
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Figure 10: Problems related to teaching and organisation in largest fields of education, average (1=not a problem at all – 4=significant problem)
Finally, the open-ended answers raised several other problems encountered by the programmes. These are classified under six headings as problems related to: 1) international students, 2) students in general, 3) structures and practices of the higher education institution, 4) coop- eration between the higher education institution and other actors, 5) coordination at national level, and 6) marketing and student recruitment.
By far the most-commonly raised problems had to do with international students. What chafed most in these English-taught programmes were intercultural encounters and related issues.
In addition, the following issues turned up in several answers: information at the HEI is in Finnish/Swedish only
•
international students’ problems with visas and residence permits •
problems related to the funding of the programme. •
1
International studentshave little money and have to work alongside study; degree makes way for work, not vice •
versa
move to bigger cities and drop out if they cannot find a job in the town of study •
1,0 1,5 2,0 2,5 3,0 3,5 4,0
= health care = engineering = business = IT
Hard to find training placements for international students Hard to recruit teaching staff to
programme Organisation of international students’ services is uncoordinated
Teaching staff poorly equipped to meet with multicultural group Teaching staff have poor command
of English
Cooperation with partners does not work (if programme offered
jointly)
Hard to arrange Finnish or Swedish courses for international students
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integrate poorly/slowly into Finland and Finnish culture of study, which takes time away •
from study
have needs and problems which request more personal and individual attention; adds to •
the personnel’s workload
cheat more than Finnish students in their studies •
have varied basic training and education; goes back to the differing degree structures of •
the different countries.