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Student surveys were used in several pilot projects. They turned out to have
several uses: a basis for discussion is group guidance meetings, capturing
interest in student exchanges among students to be able to target information
and guidance to interested parties, and capturing the ideas and needs of students
vis-à-vis mobility.

Whatever the purpose of the surveys, they fulfilled the function of adapting
activities to the students’ needs and wishes. The surveys have provided oppor-
tunities for adapting activities to the circumstances of a specific student group.
This has proven to be particularly important among groups where mobility is
particularly low.

Even if student surveys are a good way of capturing students’ ideas about and
interest in exchanges, they require resources for planning, conducting, analysing
and possibly implementing. Experience from the pilot projects shows that it is
important to find the right level and that there are adequate resources for the
work being done.

Example 4: Guidance at Finnish HEIs – guidance courses,
personal study plans and academic guidance counsellors

The Finnish HEIs that were visited by the project group have compulsory
guidance/introduction courses worth 1–2 credits at the start of a period of
study. During this course, students have the opportunity to reflect on and
plan their studies by drawing up a personal study plan. The introduction
course often stretches over the first semester. The purpose of the course
and the personal study plan is to help the student reflect on their studies
and what they will then use their education for. One aim is for the students
to take greater responsibility for planning their studies.

The course is often followed up with subsequent scheduled guidance meet-
ings during the rest of their studies. Opportunities for student exchanges
are brought up during these courses and when drawing up a personal
study plan. At one HEI, students who are not planning to go on an exchange
are encouraged to make an alternative study plan that includes an exchange,
which reveals the opportunities for a student exchange as part of the
programme.

During, and prior to, the recurring guidance meetings, the HEIs use differ-
ent types of questionnaires and discussion templates, which also include
questions about student exchanges and internationalisation. At several of
the HEIs there are also academic counsellors, i.e. teaching staff who have
specific responsibility for providing academic guidance to a group of stu-
dents as part of their jobs.

The HEIs met by the project group reported multiple effects that raised
quality. The students’ results improved, the HEI has better potential
for following student performance and the measures also result in a
greater degree of student completion and higher number of outward
exchange students.

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