EUROSTUDENT Database (Data Reporting Module)

Welcome to the EUROSTUDENT database!

The database provides key indicators on all topics covered by the EUROSTUDENT survey, for all participating countries. In addition to the charts and tables with detailed results, you can find (thematic) reports and other publications providing interpretations of several topics at the EUROSTUDENT website.

To browse through the database, please select 1) an indicator within the topics, 2) at least one country and 3) a focus group to view the data. Furthermore, it is possible to switch to the data of the fifth (2012-15) as well as the sixth (2016-18) round of EUROSTUDENT, if the respective indicators have been used at the time.

If you have questions or remarks regarding the EUROSTUDENT database, please feel free to contact us via eurostudent@ihs.ac.at

General Information
Methodological Notes

The database allows you to look at the average of the entire EUROSTUDENT population of the respective countries selected by choosing the focus group "all students". This helps you to identify and compare the general overall trends at a national level. It is, however, also possible to select and compare so-called "focus groups" of students for all indicators. These focus groups are based on socio-demographic characteristics, past and current educational situations, and current living situations of students.

The database supports cross-country comparisons for both - all students or specific focus groups. Please note, however, that the data visualization (in charts) has its limitations and if too many countries have been selected at once, viewing and interpreting of the figure might become difficult.

For each country, deviations from the EUROSTUDENT conventions reported by the national research team (such as different wording in the questionnaire, splitting of categories, changes in data cleaning etc.) are noted at the bottom of each page ("country deviation") using separate tabs for the countries selected. Please read them carefully for a meaningful data interpretation. For more information on the general definition and national deviations from the EUROSTUDENT VII target group conventions, please check > Methodological notes. Be aware that these methodological notes may differ in certain aspects between the different rounds of EUROSTUDENT that can be selected.

All data is available for download. In order to download and save your current selection (specific indicators, countries and focus groups) as a MS Excel, please use the download option at the bottom of each table.

The EUROSTUDENT VI target group

The EUROSTUDENT VI target group includes all students who are – at the time of observation (usually: semester) – enrolled in any national study programme regarded to be higher education in a country. Usually that corresponds to ISCED levels 5, 6, and 7.

This means all students should be included regardless of

Nationality – National and foreign students should be included, as long as they are studying for a full degree in the country of observation (and are not only obtaining a limited number of credits, e.g. as an Erasmus student).
Full-time/part-time status – Full-time, part-time, and/or correspondence students should be included as long as the study programmes the students are enrolled in offer a minimum of physical face-to-face interaction in lectures/classes (not only exams).
Character of the higher education institution (HEI) or study programme – General as well as professional orientations of HEIs and study programmes should be included, as long as the programmes and institutions are considered to be higher education in the national context.
Legal character of the HEI – Public and private institutions should be included, as long as private institutions are considered to be a regular part of the higher education system in the national context.

Excluded from the EUROSTUDENT VI target group are:

Students on (temporary) leave, i.e. students who have officially or non-officially interrupted their studies at the time of observation for whatever reason.
Students on credit mobility, short-term mobile students (e.g. Erasmus students), i.e. students who are currently studying in the country of observation (incoming) or who have currently left the country of observation (outgoing) for a short time period (e.g. one or two semesters) with the purpose of gaining only a relatively small number of credits.
Students in ISCED 8 study programmes (PhD and doctoral programmes).
Students in distance learning study programmes which do not offer any physical face-to-face lecture period at all, but are solely based on written/online interaction (apart from exams).
Students at very specialised HEIs, e.g. military or police academies, or HEIs directly affiliated with one company. This might also include programmes providing training only for public administration.
Students in programmes classified as ISCED (2011) levels 5 or 6 which are not regarded to be higher education in the national context. This could encompass, for example, further vocational training programmes for Master crafts(wo)men, or upper secondary schools or post-secondary programmes not regarded as higher education.

Notes on national samples and deviations from the EUROSTUDENT VI standard target group

Not all countries were able to fully comply with the standard target groups. The following list provides additional information on the national samples and indicated deviations from the EUROSTUDENT VI conventions (see above).

Albania (AL) Only full-time students included in sample. This constitutes a deviation from the EUROSTUDENT target group.

Austria (AT) Survey conducted in 2015. The focus group “students with higher education background” presented throughout the report does not include students with parents whose highest degree is at ISCED level 5 (in Austria: Master crafts(wo)men and post-secondary education, parts of vocational upper secondary school) as these degrees are not considered to be higher education in Austria. There are no short cycle programmes in the Austrian HE system.

Switzerland (CH) Short-cycle programmes (post-secondary professional programmes, i.e. ‘höhere Berufsbildung’/ ‘formation professionnelle supérieure’) are not included in sample because they are not considered to be higher education.

Czech Republic (CZ) No short-cycle programmes included in sample as they do not exist or are not considered to be higher education. Part-time students are understood to be students studying during the weekend, etc. Full-time students go to school on a daily basis.

Germany (DE) The German sample does not include students with non-German citizenship holding foreign higher education entry qualifications (“Bildungsausländer”). International students according to EUROSTUDENT conventions are therefore not part of the target group. This constitutes a deviation from the EUROSTUDENT target group. While the German data with regard to parents’ higher education background have been calculated according to EUROSTUDENT conventions, the classification of parents who are Master crafts(wo)men at ISCED level 6, and thus as “with higher education”, is not in line with the national understanding of these degrees as vocational. No short-cycle programmes included in sample as they do not exist or are not considered to be higher education.

Estonia (EE) No short-cycle programmes included in sample as they are not considered to be higher education. Finland: Short-cycle programmes not included in the sample as they do not exist or are not considered to be higher education. Private universities in Finland offer foreign degrees which can be obtained in Finland and were not included in the sample.

Georgia (GE) No non-universities exist in Georgia. No short-cycle programmes included in sample as they do not exist or are not considered to be higher education.

Croatia (HR) Short-cycle programmes not included in the sample due to the very small size and number of these programmes.

Ireland (IE) No private institutions included in the sample. This constitutes a deviation from the EUROSTUDENT target group.

Iceland (IS) No non-universities exist in Iceland.

Italy (IT) No international students are included in the sample. This constitutes a deviation from the EUROSTUDENT target group. Specialised higher education institutions (HEIs) (for arts and interpretation; AFAM – Alta formazione artistica e musicale; SSML – Scuole superiori per mediatori linguistici) are – in line with the EUROSTUDENT conventions – not included in sample, due to the very small size of the sector and the very specialised character. No short-cycle programmes included in sample as they do not exist.

Lithuania (LT) No short-cycle programmes included in sample as they do not exist or are not considered to be higher education.

Latvia (LV) Part-time students are not included in the sample. This constitutes a deviation from the EUROSTUDENT target group.

Norway (NO) Short-cycle programmes not included in the sample as they are not considered to be higher education. Poland: No short-cycle programmes included in sample as they are not considered to be higher education.

Romania (RO) No non-universities exist in Romania. No short-cycle pro grammes included in sample as they do not exist or are not considered to be higher education.

Serbia (RS) Non-universities not included in sample. This constitutes a deviation from the EUROSTUDENT target group. No short-cycle programmes included in sample as they do not exist or are not considered to be higher education.

Sweden (SE) No non-universities exist in Sweden. Slovakia: No short-cycle programmes included in sample as they do not exist or are not considered to be higher education.

Turkey (TR) Online students are – in line with the EUROSTUDENT conventions – not included in the sample, although these make up a large part of the student population. No non-universities exist in Turkey.

Further information can be found in the comprehensive EUROSTUDENT VI Synopsis of Indicators (methodological notes are covered in chapter A3).

Time budget of students by type of activity

Arithm. mean (in hours per week)

Data source: EUROSTUDENT VI, H.4, H.7, H.19

Focus Group: Housing situation

Chart

Chart Legend:

     taught studies: mean
     personal study time: mean
     paid jobs: mean

Table

Country	living with parents						not living with parents
	taught studies: mean		personal study time: mean		paid jobs: mean		taught studies: mean		personal study time: mean		paid jobs: mean
NO	14.0	hours	18.0	hours	9.0	hours	13.0	hours	20.0	hours	12.0	hours

Download Excel File

Technical notes

Time budget in a typical week: reports in clock hours (60min / hour) of the time spent on study-related and employment-related activities throughout the course of a typical week (including weekend). Personal study time: Time students spend on self-preparation separate from taught studies (including studying, homework, reading, and learning the material, etc). Taught studies: Students' contact hours (including lectures, tutorials, seminars, lessons, etc.). Time spent on paid jobs: average including students who do not have paid jobs during the lecture period and students with occasional or regular paid jobs.

Country-specific information

Country deviation

Researchers' comments

Students in Norway spend on average 43 hours a week on their studies and on paid work. The standard deviation indicates that there are variations in students’ total workload. For example, students not living with parents tend to have a higher total workload than students living with parents, as well as the workload increases by age of the students. Students spend on average 13 hours a week on taught study-related activities. The amount of time spent on taught studies is highest among Bachelor students and students at long national degrees, who spent 15 and 16 hours a week on taught studies respectively. The amount of time spent on taught studies is highest among students with a high study intensity, as well as non-university students spend on average 2 hours per week more on taught studies compared to university students. There are also differences according to study fields, with students in the fields of natural sciences, engineering, as well as health and welfare spending most time on taught studies. Students being dependent on self-earned income spend least time on taught studies, with 10 hours a week on average. The time spent on taught studies decreases also if students work more than 20 hours a week, whereas there are only small differences in taught study time between non-working students and those working up to 20 hours a week. There are no differences between students living with parents and those not living with parents. Students in Norway spend on average 19 hours a week on personal study-related activities. The amount of time spent on taught studies is highest among Master students and students at long national degrees, who spent 25 and 26 hours a week on taught studies respectively. In the group of students with a high study intensity, students spend on average 33 hours a week on personal study-related activities. The amount of time spent on personal studies is lower among non-university students compared to those enrolled at a university, as well as students living with parents tend to spend less time on personal studies compared to students who do not live with their parents. Students being dependent on self-earned income spend least time on taught studies, with 15 hours a week on average. The time spent on personal studies decreases also if students work more than 20 hours a week, whereas there are only small differences in personal study time between non-working students and those working up to 20 hours a week. Finally, there are differences between study fields, with students in the fields of natural sciences, engineering, as well as humanities and arts spending most time on taught study activities. Students spend on average 12 hours a week on paid work but there are variations in the amount of time students spend on paid work. Students working to cover their living costs work and those who could not afford to be a student if they did not work spent on average 19 hours a week on paid work. Another important reason for students to have paid work is that they have to support others. Students for whom this is an important reason to have paid work spend on average 28 hours a week on paid work, whereas those for whom this is not an important reason work only 15 hours a week. Moreover, the amount of time spent on paid work increases the more closely the job is related to the studies.

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