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BACKGROUND
The effects of globalisation and the This change makes it particularly import- The ISB survey tracks satisfaction
resulting growth in people’s international ant to listen to the students now. with studies, services and living, and
mobility also reach the higher education On what grounds do foreign students the students’ reasons for coming to the
sector. Around 5 million higher education choose a Finnish higher education insti- country and plans after graduation. As
students study outside their homelands – tution? What kinds of experiences do higher education institutions from sev-
their number has doubled in slightly over they have of studying in Finland? Are the eral countries participate in the survey,
10 years. The biggest streams of stu- students satisfied with the teaching they the participant institutions can also
dents come from Asian countries to the are given and are the services functional compare their results at the international
western OECD countries, most commonly from the students’ perspective? level. In total, 110,386 students from
the United States, Great Britain and International Student Barometer 129 higher education institutions and 17
Australia1 . The number of foreign degree (ISB) is a survey aimed at international countries responded to the ISB survey of
students has also grown in Finland. exchange and degree students studying autumn 2017.
Today, in total over 20,000 foreigners are in different countries carried out by the This publication presents the results
completing their degrees in Finland’s 14 British iGraduate since 2005. Finland has of the foreigners completing their entire
universities and 23 universities of applied previously participated in the survey in higher education degree in Finland. The
sciences. 2010 and 2014. The present ISB survey results indicate how interesting and
Finnish higher education institutions which was carried out in autumn 2017, attractive Finnish higher education is and
and foreign students have faced a new had 15 Finnish higher education institu- provide information on how arrival to Fin-
situation as higher education institutions tions take part, including 13 universities land could be made easier. The themes
implemented tuition fees from non-EU/ and 2 universities of applied sciences. will also be highlighted in the policies to
EEA students in the autumn of 2017. The The Finnish National Agency for Educa- promote internationalisation in higher
fees may affect both the students’ will- tion EDUFI supported the participation education of the Ministry of Education
ingness to come to Finland as well as to receive results from as many higher and Culture2.
their experiences of studying in Finland. education institutions as possible.
02 FACTS EXPRESS — WHAT BROUGHT STUDENTS TO FINLAND, HOW DO THEY FIND STUDYING HERE?
18 % 27 %
d to the survey
81 % of responde
nts were from no
vs. 77 % of all for n-EU/EEA countri
eign deg ree students in Fin es
land Doctoral Doctoral
students students
IN FINNISH HIGHER
AMONG THE
EDUCATION
34 % 62 %
RESPONDENTS
INSTITUTIONS IN 2016
Most common Russian, Vietnamese, Chinese, Russian, Indian and
nationalities: Chinese and Nepalese Vietnamese Master’s Master’s
students students
48 % 10 %
fields: administration, mathematics
and information technology,
biosciences, technology,
Bachelor’s Bachelor’s
education and social sciences.
students students
Quality of research 94 The most important reasons for choosing to study in Finland
were the content and cost of education, quality of research and
Cost of education 94
reputation of the higher education institution. The proximity to
Reputation of this institution 93 home country stood out as the least important factor.
The foreign students studying in Finland considered an
Personal safety and security 90 opportunity to a scholarship, bursary or fee waiver as a more
Cost of living 88
important selection criterion compared to their peers in other
countries. By contrast, the foreign students in Finland per-
Earning potential of the degree 88 ceived the city or location of studies, opportunities to work
during or after studies and the reputation of an individual aca-
Scholarship/bursary/fee waiver 87
demic as less important criteria than the respondents in other
Opportunities for further countries.
study in this country 81
There were no major changes in these numbers compared
Opportunities for full-time
work in this country
81 to the results of 2014. However, there was an increase from
Opportunities to 77% to 87% in the significance of an opportunity to receive a
75
work while studying scholarship, bursary or fee waiver. The number of students
City/Location 74 who considered the opportunity for permanent residence as an
important factor had also grown (from 60% to 66%).
Social life 73 The students from non-EU countries put more emphasis on
Reputation of factors linked to subsistence: the opportunities for a scholar-
71
an individual academic ship, bursary or a fee waiver, costs of living and opportunities
Opportunity for permanent to work while studying. They also put more value on opportuni-
residence in this country 66
ties for further study, full-time work and permanent residence
Ease of getting a visa 63 in Finland. By contrast, there was no difference in the cost of
education as a selection criterion between the students from
Proximity to my home country 27
EU and non-EU countries.
0 20 40 60 80 100 %
03 FACTS EXPRESS — WHAT BROUGHT STUDENTS TO FINLAND, HOW DO THEY FIND STUDYING HERE?
Arrival satisfaction 89 90
“I am totally satisfied with the
Living satisfaction 85 89 process and services. Just one
Support services satisfaction 88 89 problem I faced and that was about
the internet connection in the very
Learning satisfaction 84 87
first day which was not connected in
80 90 100 %
my room, so couldn’t communicate
with my family that day.”
ARRIVAL – BEST OVERALL SCORES – student, Bangladesh
GIVEN TO SERVICES AT THE
BEGINNING OF STUDIES
STUDYING – LEARNING
The services delivered at the beginning of studies include ser-
vices and support related to the arrival in the country, accom-
ENVIRONMENTS AND FACILITIES ARE
modation and settling in the local area as well as the services A STRENGTH OF FINNISH HIGHER
and support available when starting one’s studies. Satisfaction EDUCATION INSTITUTIONS
with these aspects is important as first impressions may play a
crucial role in shaping the student’s subsequent experience.
The students were most satisfied (87–92%) with the service The survey included three areas concerning studies: teaching,
and orientation provided by the higher education institution, studies in general, and learning environments and facilities.
including meeting academic staff, academic registration, Learning environments and facilities are a strength of
formal welcome at the institution and orientation. 81% were Finnish higher education institutions. Whether concerning
satisfied with explaining how the student’s course of study classrooms, library facilities or virtual learning environments,
would work. the students were nearly invariably (92–95 %) satisfied or very
EU citizens have a more critical view on the services at the satisfied with them.
beginning of studies compared to others. Doctoral students In teaching, the students lauded the subject area expertise
were more frequently dissatisfied with the formal welcome of lecturers and the English skills of staff. The assessment
and orientation of the higher education institution than other of work and personal support with learning were also highly
students. However, doctoral students arrive to universities rated. While the scores for feedback on coursework and the
throughout the academic year, whereas the events are mainly teaching ability of lecturers received the lowest score in con-
organised at the beginning of the academic year. nection to teaching, there was nonetheless a satisfaction rate
Out of the respondents, 80–83% were satisfied with the ser- of over 80%.
vices of the accommodation office, welcome or pickup, the con- There was greater dispersion in the factors more generally
dition of accommodation on arrival and internet access at the connected to studies. Nearly all respondents were satisfied
accommodation, and 80% were satisfied with organised events. with the size of the classes and multicultural aspects. However,
Again, doctoral students were less satisfied than others, which only around half of them were satisfied with factors related to
might serve as evidence of their being left outside of the organ- employment and career. These included advice and guidance on
ised activities. Setting up a bank account was considered most long-term job opportunities and careers from academic staff,
difficult, and only 62% of the respondents were satisfied with and opportunities for work experience as a part of the studies.
this. In many parts, Bachelor’s degree students were more crit-
ical than students completing Master’s and Doctoral degrees.
”The teachers are seriously committed They were less satisfied with the quality of lectures, the teach-
to their work, so the learning ing ability of lecturers, the academic content of studies, feed-
back and assessment criteria. By contrast, doctoral students
experience is even more inspiring.” were most satisfied with these areas.
– student, Brazil These results must be taken with a certain degree of
04 FACTS EXPRESS — WHAT BROUGHT STUDENTS TO FINLAND, HOW DO THEY FIND STUDYING HERE?
reservation, as the survey data included of accommodation and nearly as many findings also made in other interna-
few foreign Bachelor’s degree students with internet access at their accommo- tional studies: foreign students do well
because of the low participation rate of dation. There was more dissatisfaction in forming groups among themselves
universities of applied sciences. None- with the cost and funding of living. Only but poorly in doing this with locals.
theless, the results may indicate that 73% were satisfied with the cost of Non-EU students were more likely to
more emphasis is put on the teaching accommodation and 64% with the cost make friends from their own country;
for Master’s and Doctoral degrees. of living. Over half of the respondents by contrast, students from EU member
The students from the EU had a were dissatisfied with the availability of states were more satisfied with making
more critical view of many of the areas financial support and the opportu- friends from Finland.
compared to those from non-EU coun- nity to earn money while studying. The respondents were by far the
tries. While this difference is not major, The non-EU degree students were most satisfied (97%) with the safety
it reoccurs in many contexts, such as slightly more satisfied with the costs and security of Finland. Over 90% of
the teaching ability of lecturers, smooth of living, and the EU citizens with the respondents were satisfied with the
running of the course, feedback on their opportunity to earn money while quality of the external campus envi-
coursework and the fair and transpar- studying. The responses do not include ronment, the institution’s eco-friendly
ent assessment of work. information on whether the dissatisfac- attitude, the design and quality of the
tion concerned the available jobs or the campus buildings, and the surround-
regulations restricting work. ings outside the institution, and 87%
LIVING – FINLAND’S Nonetheless, there was an increase with transport links.
SAFETY AND SECURITY in satisfaction compared to 2014. Back
then, only 38% were satisfied with their
IS LAUDED opportunity to earn money,
52% with the cost of living and 66%
with the cost of accommodation. ”Finland is perfect
In addition to studies, other aspects of Satisfaction with social life varied
the students’ lives also influence their according to whether concerning con-
mix of city life with
studying experience. Indeed, satis- tacts with Finns or other foreigners. human development
faction with living was observed from The students felt that they had fared
and countryside and
perspectives such as accommodation, well at making friends from other coun-
cost of living, social life and the man- tries (89%) and their own country (83%), nature.”
agement of daily tasks. but more poorly at making friends from – opiskelija, Chile
90% were satisfied with the quality Finland (59%). This result strengthens
05 FACTS EXPRESS — WHAT BROUGHT STUDENTS TO FINLAND, HOW DO THEY FIND STUDYING HERE?
83
same time, there is discussion on the demographic develop-
ment resulting from the ageing of the population in Finland;
the working life needs international competence, experts and
networks on a different scale compared to the previous millen-
% nium.
In 2009, 51% of graduated foreigners were still working in
Finland a year after their graduation3 and 44% five years after
their graduation . What do the results of the ISB survey say
RECOMMEND FINLAND about the preconditions of employment?
There is most room for improvement in different matters
AS A COUNTRY
FOR STUDIES
“My university should offer more job
seeking opportunities for students.”
– student, China
06 FACTS EXPRESS — WHAT BROUGHT STUDENTS TO FINLAND, HOW DO THEY FIND STUDYING HERE?
WEAKNESSES STRENGTHS
Foreign degree students were least satisfied with these areas Foreign degree students were most often satisfied with these
areas
Opportunities for earning money while studying Safety and security of living
Opportunities for gathering work The surroundings outside the higher education
experience as part of studies institution
23 % 14 % 9 %
in Finland. Only less than one fourth were planning to move
elsewhere, and less than one fifth were still undecided. Stay-
ing in Finland was more popular among non-EU students than
those from the EU member states.
planned on staying planned on planned on staying
Although there is room for development, overall, the results
Finland for long term continuing further in Finland for short
from Finland are good, a fact that is also partly strengthened employment studies in their term employment
by the respondent’s willingness to stay in the country. The fact higher education
that as many as 83% would recommend Finland as a country institution
for studies is also a good sign.
Bibliography:
1 Education at a Glance 2017. OECD Indicators. Indicator C4 What is the profile of internationally mobile students?
2 Ministry of Education and Culture: Policies to promote internationalisation in Finnish higher education and research 2017–2025.
3 CIMO: In Finland, at work, elsewhere? Status of international higher education students in Finland 5 years after their graduation. Facts Express 1B/2016.
The Finnish National Agency for Education is an agency operating in the administrative branch of the Ministry of Education and Culture. It
is responsible for the development of education, early childhood education and care, and lifelong learning as well as for the promotion of
internationalisation.