Zero-Achievers Non-Progressing Studies in Finnish Open University : Three Preventive Factors

Abstract

Current education policy responds to changes and needs in working life by guiding individuals at different stages of working careers to develop their skills in the spirit of lifelong learning. More and more are applying with hope and enthusiasm to the Open University to strengthen their competence but are unable to get their studies completed. The article explores factors related to the non-progression of studies by students at the Open University in Finland. We call non-progressing students zero-achievers who enroll in studies but do not complete a single credit during the period of course. This research is a descriptive mixed methods study. The research data was collected by an online survey sent to 414 of one Open University zero-achiever students and 185 responses were received. The qualitative data was analysed through the means of content analysis and the quantitative data was examined through percentages and averages. The data was analysed comprehensively combining the quantitative and qualitative data by themes according to the three main factors for the non-progression of studies. The Open University student explained their non-progression in studies by three preventive factors: difficulties in reconciling areas of life, lack of generic skills, and passivity in seeking guidance. The purpose of this research is to raise zero-achievement as a phenomenon at a time marked by the ideal of high performance, the ideology of lifelong learning and the digitalization and massification of higher education. Alongside the ideal of efficiency, a wide range of students must be remembered in educational systems. The research contributes important new knowledge to education policy, to academic community and for university students to identify and avoid preventive factors for the progression of studies. Based on the research, the construction of shared understanding about above aspects is recommended to reach common goals.