Student feedback system at the university

The Finnish Bachelor’s Graduate Survey

The Finnish Bachelor’s Graduate Survey is a national university feedback survey that examines bachelor’s students satisfaction with their university and their experiences with their studies. The results of the survey are utilised in the development of university education and nationally in the steering of higher education. All graduating bachelor’s degree students or students with corresponding studies from universities are requested to fill in the questionnaire.

View the national results at education administration's reporting portal Vipunen.

View the results of the University of Helsinki and read more on the graduate surveys in the Flamma work group for quality management of degree programmes (mostly in Finnish, requires logging in with University credentials).

Career monitoring

The universities’ national career monitoring surveys aim to provide comprehensive information on the employment of the recently graduated, the relationship between their work and education as well as how well university education meets the needs of working life. Master’s career monitoring follows those who have completed a master’s degree, a Bachelor of Science in Pharmacy or a Bachelor of Education in Early Childhood Education for five years after their graduation. The careers of doctoral degree holders are monitored for three years after graduation.

View the results of the University of Helsinki and read more on the surveys.

The Osaamistutka application is based on the career monitoring results at the University of Helsinki. It allows you to analyse the professional competence provide by education and the competence needs of working life.

View the national results on the Finnish universities’ career services network Aarresaari and the education administration's reporting portal Vipunen.

HowULearn questionnaires

HowULearn questionnaires are included in both bachelor’s and master’s level studies for all students who started their studies on 1 August 2017 or later. The questionnaires contain statements based on university pedagogical theory and research. HowULearn provides students with information and feedback to support their learning. Degree programmes can make use of the results of the questionnaire as they plan and develop their teaching. Read more about HowULearn surveys in Flamma.

HowULearn questionnaires are available through the UniHow system. UniHow is a research-based learning and teaching support system used by the University of Helsinki.

International Student Barometer (ISB)

The International Student Barometer is a survey targeted at international students, sent to all international students (bachelors, master’s and doctoral) of the University of Helsinki, including both degree and exchange students. The survey comprehensively charts the learning experience of international students. The survey is carried out by I-graduate, an international benchmarking and research  organisation specialised in education. The survey enables the international comparison of international students’ experiences.

Read more in the Instructions for Students on the webpage The International Student Barometer (ISB).

Course feedback system Norppa

University of Helsinki's course feedback system Norppa has been in use from September 1, 2021 on. By default course feedback form is automatically created with six fixed University level questions for selected course types. Additional questions can be added by the study program and/or teacher. Read more about Norppa in wiki.

The Centre for University Teaching and Learning is developing an interactive research-based tool for development measures taken during courses known as HowUStudy.

In addition to national and University-level student feedback surveys degree programmes and faculties can have their own unit-specific surveys. Programmes can utilize surveys by subject-specific student organisations or other feedback channels for example development seminars.

All teachers are encouraged to collect feedback on their teaching. How teachers collect and make use of feedback is taken into account when assessing their teaching skills (see the teaching skills assessment criteria in Finnish) and in the selection criteria for the Teachers’ Academy.

Click here for tips on how to collect feedback. Review also the data protection guidelines for teachers.

Student feedback in the quality management of degree programmes

Each bachelor’s, master’s and doctoral programme assesses its operations on an annual basis and forms an overview of its current status. Functionality of programme’s feedback processes is part of assessment. For this assessment, University Services organizes faculty-specific feedback sessions where results of national student feedback surveys as well as university-level student feedback surveys are presented and discussed. As a result the steering group lists the measures and resources required in the following year to implement and develop the programme. Read more about annual follow-up.

Each curriculum is valid for a three-year period and drafted in accordance with the University’s general instructions and timetable. The preparatory work takes place during the academic year that precedes the curriculum period. Degree programmes prepare not only a three-year curriculum, but also a teaching programme for each academic year, with detailed information on the practical provision of teaching in the programme. In preparing their curricula, degree programmes take into account development needs identified in annual follow-up and make use of feedback obtained from students and employers as well as feedback collected on teaching. Read more about curriculum design.

Interactive forums in the feedback culture

• Student-teacher interaction as part of teaching situation
• Development seminars and practices related to teaching in the faculties and degree programmes
• Degree programme steering group's discussions on the current status of the programme
• Degree programme directors’ forums
• Visits by the vice-rector in the faculties
• Discussions in the Academic Affairs Council and the streering group for doctoral education