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Vertaileva tutkimus opintomenestystä selittävistä tekijöistä Aalto-yliopiston kolmessa korkeakoulussa
No full textThe explanatory factors of the academic performance of the university students interest scholars, teachers, curriculum developers and study psychologists.
In Finland there have been several qualitative and explorative studies on the topic but a quantitative study which uses large archival data is missing.
The objective of this master thesis is to examine which factors may explain students' academic performance in three schools of the Aalto University.
The research problem is analysed by examining the association between the grades of students' mathematics and law courses and master theses.
In addition, this thesis also examines other explanatory factors for the success.
The theoretical framework of the study is the modified model for learning which combines some theoretical models and empirical results of the previous pedagogic and psychological literature.
The research data includes students from the following departments: department of Real Estate, Planning and Geoinformatics, department of Industrial Engineering and Management, department of Management, department of Accounting, and department of Marketing.
The data is retrieved from the archives of the Aalto University and it covers years 2000-2012.
The main estimation method is multivariate regression analysis but also descriptive statistics, t-test and correlation analysis have been used.
The results provide evidence that the grades of the compulsory mathematics and law courses explain students' academic performance in all three schools.
The results demonstrate that success in mathematics is even more important predictor of later academic performance in the School of Science and the School of Engineering than in the School of Business.
Early starting age of university studies is an additional important driver of academic success.
For students of land surveying the law courses were an important determinant of theses grades.
I did not obtain evidence that gender influences theses grades but women's grade point averages were higher than men's among the engineering students.
The results are in line with the predictions of the modified model for learning.
Psychosocial context is an important determinant of academic performance.
Successful integration into one's own university community during the first academic year of studies is extremely important and a source of self-efficacy feeling in the study process.
Self-efficacy driven student achieves good study results and graduates in time.Korkeakouluopiskelijoiden opintomenestykseen vaikuttavat tekijät ovat tutkijoita, opettajia, opetuksen suunnittelijoita ja opintopsykologeja kiinnostava aihe.
Suomessa aiheesta on tehty monia laadullisia ja eksploratiivisia selvityksiä, mutta laajaan havaintoaineistoon pohjautuva tilastollinen tutkimus puuttuu.
Tämän tutkimuksen tavoitteena on vastata siihen, mitkä tekijät voivat selittää opiskelijoiden opintomenestystä Aalto-yliopiston kolmessa eri korkeakoulussa.
Tutkimusongelmaa analysoidaan vertaamalla opiskelijoiden matematiikan ja juridiikan peruskurssien arvosanojen yhteyttä heidän myöhempään opintomenestykseensä.
Lisäksi tavoitteena on tarkastella opintomenestykseen vaikuttavia tekijöitä myös laajemmin.
Työn teoreettisena viitekehyksenä käytetään modifioitua oppimisen kokonaismallia, jossa yhdistetään aikaisempien tutkimusten teoreettisia malleja ja tuloksia.
Tutkimusnäyte koostuu maankäyttötieteiden ja tuotantotalouden laitoksen opiskelijoista sekä Kauppakorkeakoulun laskentatoimen, markkinoinnin ja johtamisen laitoksen opiskelijoista.
Tutkimusaineistona käytetään Aalto-yliopiston opintorekisterin arkistomateriaalia vuosilta 2000 - 2012.
Päätutkimusmenetelmänä on monimuuttujaregressioanalyysi, mutta myös kuvailevia tunnuslukuja, t-testiä ja korrelaatioanalyysia käytetään havaintojen analyysiin.
Tutkimustulokset osoittavat, että matematiikan ja juridiikan peruskurssien arvosanoilla on positiivinen yhteys myöhempään opintomenestykseen kaikissa korkeakouluissa.
Matematiikan peruskurssimenestyksen merkitys kuitenkin korostuu Perustieteiden ja Insinööritieteiden korkeakouluissa.
Myös alhaisempi opintojen aloitusikä korreloi myöhemmän opintomenestyksen kanssa.
Kiinteistötalouden opiskelijoiden juridiikan peruskurssimenestys ennustaa tulosten mukaan lopputyön arvosanaa paremmin kuin matematiikan peruskurssimenestys.
Työssä ei saatu vahvaa näyttöä sille, että sukupuoli vaikuttaisi lopputyön arvosanoihin, mutta naisten opintojen keskiarvot olivat miesten vastaavia parempia teekkareiden keskuudessa.
Tutkimustulokset antavat tukea modifioidussa oppimisen kokonaismallissa esitetyille syyseuraussuhteille.
Psykososiaalinen konteksti on erittäin tärkeä oppimistuloksiin vaikuttava tekijä.
Onnistunut integraatio omaan opiskelijayhteisöön ensimmäisenä opiskeluvuotena on äärimmäisen tärkeätä ja mahdollistaa positiivisen minäpystyvyystunteen syntymisen oppimisprosessissa.
Minäpystyvä opiskelija saavuttaa myös hyviä oppimistuloksia ja valmistuu ajallaan
Business students’ learning and assessment in a COVID-19 world: empirical evidence from Finland
No full textPublisher Copyright: © 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.This study examines business students’ learning and assessment under remote teachings during the COVID-19 pandemic in a well-established Finnish university. A survey method is used to collect information on 336 business students including 42 accounting students. As indicated by students’ responses, a majority of the students succeeded in assessing and self-regulating their learning, but a considerable group of students failed in this task. Students gave a lot of positive feedback on supervised electronic exams, such as scheduling efficiency, improved ability to focus, and reduced stress level. Students also reported a low number of monitoring problems in these exams. Furthermore, the results provide evidence that some students see the risk that problems in monitoring coursework threaten the value of their university degrees. However, about half of the students did not want to increase monitoring. Accounting students’ opinions were mostly similar to those of the other business students. This study contributes to the literature by showing key factors that influence students’ learning in remote teaching under abnormal conditions. In addition, it demonstrates how the constructivist model of learning can be used to explain students’ learning and assessment in these circumstances.Peer reviewe
Business students' learning and assessment in a COVID-19 world: empirical evidence from Finland
Full text linkThis study examines business students' learning and assessment under remote teachings during the COVID-19 pandemic in a well-established Finnish university. A survey method is used to collect information on 336 business students including 42 accounting students. As indicated by students' responses, a majority of the students succeeded in assessing and self-regulating their learning, but a considerable group of students failed in this task. Students gave a lot of positive feedback on supervised electronic exams, such as scheduling efficiency, improved ability to focus, and reduced stress level. Students also reported a low number of monitoring problems in these exams. Furthermore, the results provide evidence that some students see the risk that problems in monitoring coursework threaten the value of their university degrees. However, about half of the students did not want to increase monitoring. Accounting students' opinions were mostly similar to those of the other business students. This study contributes to the literature by showing key factors that influence students' learning in remote teaching under abnormal conditions. In addition, it demonstrates how the constructivist model of learning can be used to explain students' learning and assessment in these circumstances
The impact of firm-specific fundamentals and incentives on the disclosure of the first-time adoption of IFRS. Evidence from Finland
No full textEssays on corporate risk and transition disclosures in the IFRS era
Full text linkHigh-quality narrative communication in corporate financial reports is important to make company reporting more useful to investors. However, standard-setters face a taxing challenge in deciding how these sections in corporate financial reports could be regulated most effectively. The objective of this dissertation is to examine risk and transition disclosures by Finnish listed firms in the IFRS era. It will address whether corporate risk and transition disclosures can be improved by releasing a detailed risk disclosure standard and authoritative disclosure recommendations. Also, the economic consequences of high-quality risk disclosures on stock markets will be examined. Finally, this research examines the non-regulatory determinants of risk and transition disclosures.
This research uses positivist research methodology, which is the mainstream methodological avenue in financial accounting research. The main test methods are the standard mean test and the multivariate regression analysis. The sample firms in all essays consist of Finnish listed firms. The disclosure data were manually collected and coded. Data for the other variables were retrieved from the Thomson One Banker Financial, IBES, Worldscope and Datastream databases, or collected manually from the annual reports of the firms or from the register of Euroclear Finland Oy.
This dissertation documents that a detailed national risk disclosure standard increases the quality of overall risk reviews in several dimensions. The results also demonstrate that risk disclosure quality associates negatively with information asymmetry. Additionally, it was found that the usefulness of risk disclosures to investors depends on firm riskiness, investor interest and market conditions. Regarding corporate transition disclosure, the results indicate that recommended disclosure has more mandatory characteristics than voluntary disclosure. Moreover, this dissertation documents several significant non-regulatory determinants of risk and transition disclosures such as firm size, profitability, financial leverage, growth prospects, listing on the NYSE, and board independence.
The results benefit regulators, managers, investors, and analysts. This dissertation demonstrates for standard-setters such as the IASB, and the FASB, the SEC, and other national regulatory bodies that risk reporting under IFRS can be influenced through a detailed national disclosure standard. The findings suggest that a single legislative provision may not be effective enough to ensure transparent disclosure of abstract issues such as risks. Many managers may need detailed descriptions of the required disclosures with illustrative examples. We also demonstrate that managers react to the CESR (now ESMA) transition disclosure recommendation, which is actively promoted by the Finnish Financial Supervision Authority. Thus, in some cases (for example when urgent disclosure improvements are needed) authoritative disclosure recommendations may be a faster and more cost-efficient way to achieve disclosure improvements than laws or standard
What drives quality of firm risk disclosure? The impact of a national disclosure standard and reporting incentives under IFRS
No full textPeer reviewe
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
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