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Living conditions of teacher students in Norway

Living conditions of teacher students in Norway. Presentation ATEE 2010 Budapest Liv Susanne Bugge and Gerd Wikan Hedmark University College. The aim of the study is to analyse the relationship between students living conditions and study progress. This presentation focus on three issues:

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Living conditions of teacher students in Norway

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  1. Living conditions of teacher students in Norway Presentation ATEE 2010 Budapest Liv Susanne Bugge and Gerd Wikan Hedmark University College

  2. The aim of the study is to analyse the relationship between students living conditions and study progress

  3. This presentation focus on three issues: 1. Background: Students living conditions 2. Study design 3. Specific methodological questions

  4. 1. Students living conditionsWhat do we know? Ecomomy Employment Housing Family situation Study hours Study progress

  5. Economy Students have lower income (loan and education grant included) than other groups 63 per cent has loan and education grant as their main source of living Other sources of income: employment, support from family

  6. Employment 56 per cent of the students is employed In average they are employed 9 hours per week Male students earn more than female (7400 NOK versus 6300 NOK) Students work more hours per week the longer they have been studying Main reason for employment: loan/grant is not sufficient (46 per cent)

  7. Housing60 per cent of loan/grant

  8. Family situation 40 per cent are married/cohabiting 20 per cent live together with own children

  9. Study hours

  10. Study progress 2009: 44.7 ECTS (60 ECTS is full time study) 2005: 70 per cent had normal study progress

  11. 2. Study design • Design • Questionnaire with pilot • Qualitative interview • Sample • All teacher students at Hedmark University College

  12. 3. Specific methodological questions • How to get data about time devoted to study? • Students are normally asked how many hours they use to organised learning activities, to self study and to group work per week. Our impression is that most students spend a lot more time than usual in the end of the terms preparing for exams. How could this be included?

  13. How measure study progress? Is it sufficient to ask about number of ECTS last term, (which in Norway is half a year), eventually compared with intention? Or should we try to get data from more than the last term? What do we want to know? “Crude” progress or progress in relation to employment or family situation?

  14. Social life at campus • Are students more motivated if they feel socially included at college/university? • Other students? • Teachers? • Study program? • Other factors?

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