Tracking students’ study progress: Students’ and guiding teachers’ accounts at the vocational school and higher educational levels
Hietala, Perttu; Nätynki, Piritta (2020)
Hietala, Perttu
Nätynki, Piritta
2020
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Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:amk-202003113295
https://urn.fi/URN:NBN:fi:amk-202003113295
Tiivistelmä
Tracking credit accumulation is a small, but an integral part of the study counselling. For students it is a means to manage and master their study progress. However, challenges exist for educators in following the status of their students. A study was conducted at a vocational school and university of applied sciences in Finland to explore the issues relating to credit tracking. Primary data was collected from both participating institutions in the form of a student survey, guiding and counseling staff interviews and a co-creation workshop for students.
Five key findings emerged from the research data. 1. Students and teachers had contradictory views on the skills and motivation for tracking study progress. 2. Tools used at the education institutions were not adequate for the purpose especially in cases of deviating study paths. 3. There was a lack of coherence both in used systems and ways of working related to guidance and counseling. 4. Teachers had sparse resources for the guidance and counseling and 5. Sparse resources had led to infrequent study progress follow-up which in turn challenged guidance and counseling work.
This study suggests that there is a great importance in following credit accumulation, because it effects on students’ possibilities for getting a degree and career planning and education institutions funding. Thus, the process of tracking credit accumulation as a means of counseling and guidance is important. Heterogenous student population with diverse needs, unfit tools for following study progress, and scarce resources for guidance and counseling challenge the education institutions’ in keeping track of students’ credit accumulation. Findings from the data can be utilized by vocational and higher education institutions in redefining guidance and counseling resources and practices as well as developing the tools used for following study progress.
Five key findings emerged from the research data. 1. Students and teachers had contradictory views on the skills and motivation for tracking study progress. 2. Tools used at the education institutions were not adequate for the purpose especially in cases of deviating study paths. 3. There was a lack of coherence both in used systems and ways of working related to guidance and counseling. 4. Teachers had sparse resources for the guidance and counseling and 5. Sparse resources had led to infrequent study progress follow-up which in turn challenged guidance and counseling work.
This study suggests that there is a great importance in following credit accumulation, because it effects on students’ possibilities for getting a degree and career planning and education institutions funding. Thus, the process of tracking credit accumulation as a means of counseling and guidance is important. Heterogenous student population with diverse needs, unfit tools for following study progress, and scarce resources for guidance and counseling challenge the education institutions’ in keeping track of students’ credit accumulation. Findings from the data can be utilized by vocational and higher education institutions in redefining guidance and counseling resources and practices as well as developing the tools used for following study progress.