Browsing by Subject "korkeakoulu"

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  • Kanerva, Henna (Helsingfors universitet, 2017)
    Objective. The previous studies have focused mainly on deviant linguistic processing regarding dyslexia, while people's experiences and contextual factors have received less attention. This study gives voice to the dyslexic students who can tell about their own experiences about dyslexia. Additionally, the objective of this study is to examine what kind of difficulties the students face while studying and which strengths they have. This study can bring a new perspective and decrease prejudices towards dyslexia. Method. Focused interview was used as a method of this study. The interviews consisted of questions inspired by the previous literature. Eight students were interviewed, six of them were studying at the university and two of them were studying at the university of applied sciences. The interviews were recorded and transcribed. The transcriptions were analysed with qualitative content analysis. Results and conclusion. On the basis of the analysis the interviews included several positive aspects. Many of the participants told they were quite open about their own dyslexia. They were also used to observe their learning and they had found several useful ways to learn. Many of them used deep learning as their learning method. They had also coped several difficulties and they believed in themselves. Especially organizing big amount of information, learning foreign languages and organizing different studying was challenging for them. Several participants reported that their learning was quite slow. In this study dyslexia was a phenomenon, not only a limitation. All the students have their strengths and limitations, regardless if they have a dyslexia or not.
  • Toikka, Joanna (Helsingin yliopisto, 2022)
    Aim. The aim of this study was to examine the experiences of adults on the autism spectrum of being themselves and the factors related to masking in higher education and transitioning to working life. Previous studies have shown that many people on the autism spectrum feel the need to mask their characteristics typical of the autism spectrum. It has been found that masking can have negative effects on the mental health and wellbeing of the person who masks. This study reveals the experiences of adults on the autism spectrum of being themselves and which factors are related to masking. Methods. The data of the study consisted of the interviews collected for the international IMAGE project. The participants were adults on the autism spectrum from Finland (n=7) and the United Kingdom (n=5). The data was analyzed in the phenomenological framework using qualitative, data-driven content analysis. Results and conclusions. The results showed that the diagnosis of autism spectrum was reported mainly for a specific reason, not spontaneously. Experiences of being accepted ranged from positive to negative, and it was particularly challenging to be oneself in extracurricular activities. Three themes emerged in the factors related to masking. First, masking and openness on the other hand were associated with the concern about their consequences: participants considered possible negative consequences on job search, other people and themselves. Another factor related to masking was social environment. Masking increased when the person on the autism spectrum did not know their company, while knowledge about the autism spectrum and friendly attitude reduced it. What is more, one’s own opinion of the autism spectrum was related to masking. A positive attitude towards the autism spectrum reduced the need for masking, while one's own or others' negative experiences of being open about the autism spectrum increased its hiding. In higher education and workplaces, it would be important to reinforce factors that increase the possibility for the people on the autism spectrum to be themselves and not mask if they wish so.
  • Helve, Oskari (Helsingin yliopisto, 2019)
    There has been increasing research attention on wellbeing of students in higher education both in Finland and internationally. Because of its goal-oriented nature, higher education resembles working in many ways. Thus, research on students´ wellbeing has started utilizing concepts derived from occupational research. Burnout and study engagement are concepts that are being used in research on both lower educational levels and higher education. Burnout describes feelings of exhaustion, cynicism and inadequacy experienced when demands of studying exceed available resources. Engagement on the other hand means feeling vigorous, dedicated and absorbed in studying and arises when demands and resources are better balanced. The goal of this thesis was to increase understanding of social resources that can guard against the negative effects of demands and foster engagement in higher education. It investigated how social support, guidance and counselling from the educational institution and sense of belonging to studying related groups are related to burnout and engagement experienced by students. The data for this study was the Finnish Student Health Service´s Student Health Survey from 2016, which is a representative sample of students in universities and universities of applied sciences in Finland (N=3110). Burnout symptoms were measured using the SBI-9 measure and engagement using the Schoolwork Engagement Scale. The total scores on these two scales were analyzed together with social support, guidance and counselling and sense of belonging to studying related groups. Pearson´s correlation coefficients were obtained to reveal the bivariate associations of these variables followed by two hierarchical regression analyses on burnout and engagement individually. All of the social resources were included as predictors in these models and the stage of studies, gender and feeling of being in the right field of study were controlled for as background variables. The results supported both hypotheses and existing literature. It was found that those students who were able to talk about their matters with someone, had received guidance to their studies and felt like they belong to studying related groups had lower levels of burnout symptoms. Similarly, students with sufficient social resources were more engaged in their studies. The results indicate that social resources are an important factor in wellbeing of higher education students. Future research should continue to further study these resources using more accurate measures incorporating different types of social support or different groups in the educational context.
  • Peltola, Katja (Helsingfors universitet, 2016)
    Higher education is seen to be a part of the global educational market nowadays. In order to stand out on this market, universities work for accreditations so that they can prove the level of their quality. Accreditations are preceded by long processes during which the university has to show that is meets all the requirements. There is quite a lot of research on accreditations as such but less on how they effect the internal power relations at a university. In this research, the aim was to study the effects of an accreditation process on internal power relations at a university. The theoretical starting point was Risto Heiskala's power theory which combines resource theories and structuralism and Hannu Simola's grid of the effects of a power mechanism. Simola's grid is based on Heiskala's theory. The aim was to analyse how accreditation processes present themselves a university from the power aspect and also how accreditation processes are talked about and how they are regarded. The material was collected at Svenska handelshögskolan (Hanken) where they were working towards an accreditation. The material consisted of 26 protocols and 6 interviews. All the interviewees worked in the university management. The analysis was based on Simola's grid and the material was analysed using critical discourse analysis. The results of this research show that a lot of power is used during accreditation processes. During these processes, many power relations seem to change, either momentarily or more permanently. At times, the use of power seems to be conscious while at times it seems to be more unconscious. The effects of power that is being used seem to cover all the four areas in Simola's grid, namely resources, position, identity and self-regulation. According to the results of this research, the effects seem to be more complicated than the grid suggests. In some research papers, accreditations have been mentioned as a new form of steering. According to the results of this research, this steering mechanism seems to cover the whole university and its staff and this is why there should be more research on the internal effects of the processes. The material in this research represented mainly the point of view of the management. In order to get a broader picture of the situation in future research, the material should cover also the research and teaching personal. In this research, the material was collected in a small university but it would be interesting to see whether the results apply also for a larger organisation.
  • Manninen, Elisa (Helsingfors universitet, 2016)
    Aims. The aim of this study was to examine the students' experiences of accessibility at the Faculty of Behavioural sciences, University of Helsinki. According to previous research, students face different barriers to study during their studies. These barriers have an effect on the students' ability to study. Based on the principles of accessibility, the study environment should be available to everyone both on a physical, physiological and social level. Not a single concrete barrier nor an attitude should set any insurmountable obstacles for the students. The ideology of inclusion has spread from the comprehensive schools to higher education to promote equality. According to the ideology, every student is accepted as an equal member of the university community regardless of his or her special needs. One of the views that has influenced the ideology of inclusion is the social model of disability. According to this view, disability is based on social arrangements and therefore it can be influenced, diminished or even removed. This study produced information about the types of barriers of study the students have experienced and in which ways they have tried to overcome these barriers. In addition to that, this study examined the means the students need additionally to overcome the barriers. Methods. 47 students of the Faculty of Behavioural Sciences at the University of Helsinki took part in this study. The data was collected with an internet-based questionnaire. The data was then analyzed by qualitative content analysis. Two different levels of analysis were created from the data. The first analysis level consisted of all 47 respondents. The second analysis level included those 14 respondents, who have a learning difficulty, a sickness or any other state that has an effect on their ability to study. The data was analyzed on both levels of analysis according to all three research questions. Results and conclusions. This study displayed that students experience a wide range of different barriers to study. On the first analysis level the barriers centered around the study environment, especially on the administrative frames of studying. On the second analysis level the barriers focused on the area of personal life, especially on the difficulties in learning and studying, and also distress and fatigue. Based on the results, the students possessed some means to use in overcoming the barriers to study, but they were also often forced to manage by themselves. The students required a wide range of means to overcome the barriers. The most vital means were support, guidance and informing, and changes to the concrete teaching arrangements.
  • Tuominen, Heta; Hirvonen, Riikka; Juntunen, Henriikka; Viljaranta, Jaana; Niemivirta, Markku (2023)
    We investigated university students’ (N = 737) stress, coping strategies, and recovery after the transition to remote teaching due to the COVID-19 pandemic. Further, we examined how students’ differential emphasis on perfectionistic strivings and concerns (perfectionistic profiles) link with these. On average, students reported more challenge stress than hindrance stress. The most typical coping strategies were acceptance and positive framing, while seeking others’ support was least typical. However, these somewhat varied in relation to the four perfectionistic groups we identified: ambitious (36 %), perfectionists (25 %), non-perfectionists (24 %), and concerned (15 %). Most stress was reported by perfectionists and concerned. Ambitious and perfectionists favoured active coping and planning, while ambitious and non-perfectionists emphasised acceptance and positive framing. Perfectionists reported inferior recovery. Our findings suggest students’ differential emphasis on their goals and related concerns to be linked with their stress experiences during the pandemic. Particularly a combination of high strivings and concerns seems to threaten well-being.
  • Lahdelma, Minja (Helsingin yliopisto, 2021)
    Goals. The aim of this study was to examine the challenges autistic university students face when searching for a job, and the supporting structures that universities offer. Research on autistic graduates’ transition between university and employment is scarce. The numbers of autistic students are on the rise in higher education. It is important to evaluate the structures that universities have in place to support their transition into employment. The autism spectrum condition manifests differently with every individual but there are some common characteristics: challenges in social interaction and communication, as well as repetitive and/or restricted behaviour. These characteristics can present challenges during job application. Research shows that especially job application and the processes involving it can create barriers for autistic graduates. Methods. The data is collected as a part of the IMAGE Project. Participants were Finnish autistic university students or recent graduates (n=7) and career advisors (n=5). Data was collected through semi-structured interviews during spring 2019. The interviews were transcribed and then analysed using grounded theory. Results and conclusions. This study shows that many autistic students didn’t use career services even though they recognized needs for support in searching for a job. Three aspects affected students seeking support from career services: 1) need for support and recognising it, 2) meeting the need for support and 3) accessibility of support. Many of the support needs expressed by autistic students were met by services offered by universities, but problems with accessibility of career services created barriers which hindered students from using the services. There were structures in place that guided students into career services but often getting help demanded that students actively seek it. This demand for self-directness may form a barrier for many autistic students. Based on this study universities should create systematic structures that guide students into services as effortlessly as possible.
  • Moilanen, Riikka (Helsingin yliopisto, 2018)
    Tutkimuksen kohteena ovat yliopisto-opiskelijat ja se tarkastelee tilastollisin menetelmin opiskelijoiden käsityksiä rikollisuuden syistä. Lisäksi selvitetään sitä, miten opiskelu mahdollisesti vaikuttaa heidän arvoihinsa ja asenteisiinsa sekä niiden kautta rikollisuuden syykäsityksiin. Tutkimus pyrkii myös arvioimaan edellä mainittujen tekijöiden mittaamiseen kehitetyn instrumentin (kyselylomake) toimivuutta. Tutkimuksen teoreettisen viitekehyksen muodostavat sosiaalitieteellisen kriminologian yleiset rikollisuuden syitä koskevat teoriat sekä poliittista sosialisaatiota käsittelevät teoreettiset muotoilut. Tutkimuksessa käytetty Rikollisuuden syykäsitykset-aineisto (N=687) on kerätty survey-kyselyllä Helsingin yliopiston kriminologian luennoilla vuosina 2011-2016. Opiskelijat ovat vastanneet kyselyyn luentosarjan alussa ja suurin osa vastaajista on oikeustieteen opiskelijoita. Tutkimuskysymysten kannalta keskeisissä analyyseissä on käytetty menetelminä faktorianalyysiä sekä lineaarista regressioanalyysiä, joiden avulla on muodostettu faktorimalli kyselyn rikollisuuden syykäsityksiä koskevan kysymyspatterin muuttujista ja tutkittu selittävien muuttujien yhteyttä faktoroituihin syykäsityksiin (erityishuomio opiskeluun ja asenteisiin liittyvissä muuttujissa). Näiden lisäksi arvoja ja asenteita on tarkasteltu mm. ristiintaulukointien ja korrelaatioiden kautta. Faktorianalyysissä havaittiin, että rikollisuuden syykäsitysmuuttujista on löydettävissä latentti rakenne, joka poikkeaa jossain määrin kyselylomakkeen asiaa koskevan kysymyspatterin taustana olleesta viitteellisestä teoreettisesta skeemasta ja jonka perusteella voidaan tehdä päätelmiä siitä, minkälaisia konstruktioita vastaajat muuttujista muodostavat. Faktoroinnin avulla voitiin myös todeta, että mukana on muutama monitulkintainen muuttuja, joiden uudelleenmuotoilua on syytä ainakin pohtia kyselylomakkeen jatkokäyttöä harkittaessa. Lisäksi selvisi, että opiskeluun liittyvillä tekijöillä on yhteys asenteisiin ja sitä kautta käsityksiin rikollisuuden syistä. Eri tieteenalojen opiskelijat vaikuttavat eroavan toisistaan vasemmisto-oikeisto- ja liberaali-konservatiivi-akseleilla tarkasteltuna ja tämä ero arvoissa sekä asenteissa välittyy myös käsityksiin rikollisen käytöksen taustalla vaikuttavista kausaliteeteista. Sosiodemografisista taustamuuttujista regressiomallissa oli mukana sukupuoli, joka sekin näyttää jossain määrin vaikuttavan opiskelijoiden syykäsityksiin.