Finland | New doctoral research from the University of Oulu reveals that higher education course credits often fail to reflect the actual time students spend studying, highlighting inconsistencies across subjects and programmes.The study, conducted by Jarkko Impola, examined responses from 684 students and 208 teachers. It found that courses designed to have equal workloads can differ significantly in practice, despite the European Credit Transfer and Accumulation System (ECTS) estimating one credit as approximately 27 hours of work.Findings show that independent study takes up the largest portion of students’ time, yet its connection to credit allocation is weak. While scheduled teaching hours tend to align with credits, the overall workload varies widely depending on the field of study and stage of education.The research also highlights that more than half of students work alongside their studies, creating additional pressure and competition for time. Notably, higher perceived workload was linked to lower learning outcomes, suggesting that excessive demands may negatively impact academic performance.Impola emphasizes that students’ sense of workload is influenced not only by academic tasks but also by personal challenges such as employment, finances, and health.The study calls for improved course planning, better alignment between credits and actual workload, and stronger collaboration among teaching staff. It also recommends collecting regular student feedback and providing better guidance and time-management support to help students balance academic and personal responsibilities.
Source: University of Oulu
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