Certificate-based university admissions have higher dropout rates compared to those selected through entrance examinations, according to a joint report by the VATT Institute for Economic Research, the Finnish Institute for Educational Research (Otus), and the Labour Institute for Work and Economy.
The primary focus of research behind the report was to analyse the repercussions of the transformation of the admissions process in Finnish universities. Since the implementation of an admissions reform in 2020, half of the new university students have been chosen based on their secondary school grades, diverging from the conventional reliance on entrance examinations.
The report noted substantial differences in the experiences of those admitted by certificate versus entrance examination regarding the progression of their studies, academic abilities, and overall well-being.
Students who were admitted into uni based on their certificates rated their study skills significantly lower than those who were accepted via entrance exam results. The former group also experienced relatively more motivation and attitude problems and considered discontinuing their studies more frequently.
The entry reform increased the proportion of 19-year-olds among those accepted and enrolled, but the report concluded that the differences cannot be fully explained by the age or background of those admitted based on their certificate grades.
Overall, a relatively small number of students in universities considered dropping out of their studies, but a significantly larger proportion of those admitted by certificate did so compared to their entrance exam counterparts, according to the report.
Pressure to accept a grades-based place
Tua Halen, a student of economics and business administration at Aalto University, said she believes that those admitted by certificate have less knowledge about the field of study, and their choice may not necessarily be the right fit.
Halen obtained a place at Aalto based on her achievements in the autumn of 2020. During her first semester, she took a gap year — not because of a lack of motivation to study but rather her appointment as vice-chair of the Union of Finnish Upper Secondary School Students. Halen said she acquired skills like self-leadership that year, which have been beneficial in her studies.
Business and economics is a popular field because it offers various career opportunities, but Halen noted that it may also attract applicants who are uncertain about their chosen field.
"Many people put business school as their last choice and end up here," Halen said, adding that she thinks applicants are at different levels of preparation for their studies.
"For example, those who have studied the entrance examination materials for economics have a certain advantage when it comes to taking core courses."
Lack of motivation hampers studies
According to the report, about one in four students who began their university studies between 2020 and 2022 reported that their studies had progressed as planned.
The report noted that the highest number of students extending their study time was found in the arts and culture as well as medical fields. The largest number of university students extending their studies was found among those who chose philosophy in their upper secondary qualification exams, followed by those who took exams in Finnish or Swedish as a second language.
Respondents cited exhaustion as the most significant obstacle to progressing with their university studies, and more than one-third reported having suffered from fatigue.
Those admitted by certificate had experienced slightly less fatigue, but the report also stated that they had a relatively higher likelihood of good mental well-being.
The second most significant hindrance to studies, according to the report, was personal attitudes and motivation.
The third most important reason was distance learning or other exceptional arrangements during the Covid-19 pandemic.
Those admitted by certificate more frequently reported that lack of motivation and distance learning had hindered their studies. The report noted that these factors may be associated with age.
On the other hand, for those selected through other means, obstacles to academic progress more commonly included work and livelihood-related issues, as well as family reasons. Financial difficulties were also more common impediments to their academic progress.
Those admitted through other means were, on average, older than those admitted based on certificate grades.
More guidance needed
A certain proportion of students will continue to be selected based on their secondary school certificate results. The report emphasised that instead of focusing on different selection methods, attention should be directed toward addressing their side effects.
For example, efforts should be made to influence those admitted by certificate who are more prone to discontinuing their studies or changing their field of study through communication and guidance in secondary education and the transitional phase of their studies, the report suggested.
Halen said that she found it very beneficial when students visited high schools to present various study fields.
"Each field could also recommend one or even a few books that provide a preliminary understanding of the types of texts one will be reading during the studies," she said.
The report also noted that the necessary skills for university studies should be taught not only through paid preparation courses but also at the secondary level or at the outset of university studies.
High admission scores predict academic success
High scores in both certificate admissions and entrance examinations increase the chances of students' better course grades and faster progress in studies, the report suggested. Therefore, the selection criteria used appear to be able to differentiate students who are suitable for certain fields.
The report emphasised that the results were based on the first year of studies, and they don't provide a complete picture of how well the type of admission could predict graduation.
The report's findings were based on admission statistics and the over 5,300 responses in the 2022 student barometer, which was conducted by the education research foundation Otus over a month-long period in February and March 2022.
