The problem of time in higher education: Theory, policy, and practice
Thesis event information
Date and time of the thesis defence
Place of the thesis defence
Lecture hall L10, Linnanmaa campus
Topic of the dissertation
The problem of time in higher education: Theory, policy, and practice
Doctoral candidate
Master of Education Jarkko Impola
Faculty and unit
University of Oulu Graduate School, Faculty of Education and Psychology, General Education Research Unit
Subject of study
Educational Science
Opponent
Professor Maximilian Sailer, University of Passau
Custos
University Lecturer (Emeritus), Adjunct Professor Eetu Pikkarainen, University of Oulu
Is there still time to study? Higher education time culture in theory, policy, and practice
The doctoral dissertation examined the time culture of higher education in the Finnish context. The work and its results can be divided into three parts.
The first, theoretical part examined pedagogical activity from the perspective of a linear conception of time. The study argues that the possibility for upbringing and education requires a temporal framework that enables an understanding of the past, present, and future as a continuum in which it is possible to build on previous experiences and set future-oriented goals. Against this framework, the time-pressure driven higher education culture was re-evaluated from the perspectives of both providing education and studying.
The second part examined the European Credit Transfer and Accumulation System (ECTS) as a time-based instrument for measuring studies. In Finland, one ECTS credit is considered to correspond to approximately 27 hours of study. The study identifies theoretical and practical problems associated with this way of thinking, which are particularly related to the ECTS system's built-in tendency to equate study time with student workload and the difficulties in predicting students' actual effort and learning.
The third part of the study dealt with the views of teaching staff and students on the time allocation and workload of studies, based on the researcher's own survey data. Based on data collected from one research-intensive university and one polytechnic university, teachers were mainly convinced of the effectiveness of their workload estimates, while students were more critical of them. These time allocations were often based on the employer's guidelines, as well as the teachers' own experience and student feedback. There was a weak correlation between students' study time and workload as compared to the number of credits they were currently enrolled in, except for the time spent in contact teaching. A more significant correlate of learning outcomes than time use was the workload reported by the students themselves, which in their responses was often linked to personal life and well-being besides factors related to the quality of studies.
The conclusions of the study present some recommendations for managing and reducing time pressure in higher education. In addition to addressing the general culture of speed, the study discusses measures for reasonable assessment of the workload and developing studies from a student workload perspective.
The first, theoretical part examined pedagogical activity from the perspective of a linear conception of time. The study argues that the possibility for upbringing and education requires a temporal framework that enables an understanding of the past, present, and future as a continuum in which it is possible to build on previous experiences and set future-oriented goals. Against this framework, the time-pressure driven higher education culture was re-evaluated from the perspectives of both providing education and studying.
The second part examined the European Credit Transfer and Accumulation System (ECTS) as a time-based instrument for measuring studies. In Finland, one ECTS credit is considered to correspond to approximately 27 hours of study. The study identifies theoretical and practical problems associated with this way of thinking, which are particularly related to the ECTS system's built-in tendency to equate study time with student workload and the difficulties in predicting students' actual effort and learning.
The third part of the study dealt with the views of teaching staff and students on the time allocation and workload of studies, based on the researcher's own survey data. Based on data collected from one research-intensive university and one polytechnic university, teachers were mainly convinced of the effectiveness of their workload estimates, while students were more critical of them. These time allocations were often based on the employer's guidelines, as well as the teachers' own experience and student feedback. There was a weak correlation between students' study time and workload as compared to the number of credits they were currently enrolled in, except for the time spent in contact teaching. A more significant correlate of learning outcomes than time use was the workload reported by the students themselves, which in their responses was often linked to personal life and well-being besides factors related to the quality of studies.
The conclusions of the study present some recommendations for managing and reducing time pressure in higher education. In addition to addressing the general culture of speed, the study discusses measures for reasonable assessment of the workload and developing studies from a student workload perspective.
Created 3.3.2026 | Updated 4.3.2026