Teachers' and students' views on higher education workload determination practices.

Autor/in	Impola, Jarkko
Titel	Teachers' and students' views on higher education workload determination practices.
Quelle	In: European Journal of Higher Education, 16 (2026) 1, S. 201-219Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	2156-8235; 2156-8243
DOI	10.1080/21568235.2025.2542152
Schlagwörter	Lehre; Studium; Hochschule; Student; Ausland; Finnland
Abstract	Determining appropriate workload is an integral part of educational planning in higher education. These estimates are often based on defining a specific ratio of study work per available study time. However, teachers' ways of estimating student workload and students' perceptions of them have been underexamined. In this study, teachers and students from two Finnish universities were surveyed on their views on workload determination. Workload estimations for courses were based mainly on teachers' experience, employer instructions, and students' feedback. Estimating the difficulty of study work and study time was found challenging. Student feedback, teachers' skill and autonomy, and collegial support were considered central to successful workload estimates. Teachers were more confident about the appropriateness of the workload estimates than students. Students' views on the appropriateness of workload estimates were barely related to their study time, workload experience, or learning. The results imply critically reconsidering higher education student workload determination practices critically. (HRK / Abstract übernommen).
Erfasst von	Hochschulrektorenkonferenz, Bonn
Update	2026/4