Studiebarometeret for higher education students is now updated with results from 2024
You can compare up to three study programmes in the portal
If you wish to compare more than three study programmes, you can export all the added programs in the list to excel.
Export all to ExcelLyd- og musikkproduksjon 2 – komposisjon
Your own involvement
To what extent do you agree with the following statements:
Scale: 1-5 (1 = do not agree - 5 = fully agree).
| Average | Standard deviation | Total number of responses | Response distribution | ||||||
|---|---|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | Do not know | ||||
| I actively participate in lectures and seminars | 3,7 | 1,14 | 14 | 7 | 7 | 14 | 50 | 21 | - |
| I show up well prepared for lectures and seminars | 3,9 | 0,95 | 14 | - | 7 | 29 | 36 | 29 | - |
| I think of myself as a hard-working student | 4,1 | 1,00 | 14 | - | 7 | 21 | 29 | 43 | - |
| I am motivated for studying | 4,2 | 0,89 | 14 | - | - | 29 | 21 | 50 | - |
| I participate in lectures, seminars and other organised learning activities that are offered by the vocational school | 4,4 | 0,77 | 14 | - | - | 14 | 29 | 50 | 7 |
Digital tools
To what extent do you experience the following:
Scale: 1-5 (1 = to a low degree - 5 = to a high degree).
| Average | Standard deviation | Total number of responses | Response distribution | ||||||
|---|---|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | Do not know | ||||
| Digital tools are used in such a way that I am actively involved in class | 4,4 | 0,76 | 14 | - | - | 14 | 29 | 57 | - |
| The teachers have the necessary knowledge and skills to use digital tools in their teaching | 4,3 | 0,83 | 14 | - | - | 21 | 29 | 50 | - |
| The use of digital learning platforms works well in my study programme | 4,1 | 0,86 | 13 | - | - | 31 | 31 | 38 | - |
| I am trained in using digital tools/programmes that are relevant to my subject field | 4,5 | 0,76 | 14 | - | - | 14 | 21 | 64 | - |
Work load
Indicate how many hours per week, on average in your study programme this far (not including holidays), you spend on:
| Average | Standard deviation | Total number of responses | Response distribution | ||||||
|---|---|---|---|---|---|---|---|---|---|
| 0 | 1-10 | 11-20 | 21-30 | 31-40 | Over 40 | ||||
| Paid work | 3,4 | 8,03 | 11 | 82 | - | 9 | 9 | - | - |
| Independent study (assigned readings, assignments, independent practice, group work with other students, etc.) | 21,6 | 19,67 | 11 | - | 27 | 55 | 9 | - | 9 |
| Learning activities organised by the vocational school (including all teaching and supervision sessions, plus supervised professional training if relevant) | 12,8 | 4,45 | 11 | - | 45 | 55 | - | - | - |
Supervised professional training
We do not have data on vocational practice training for this study programme
Teaching and study methods
To what extent are the following teaching- and work methods used in your study programme?
Scale: 1-4 (1 = Not used, 2 = Used little, 3 = Used somewhat, 4 = Used frequently)
| Average | Standard deviation | Total number of responses | Response distribution | ||||||
|---|---|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | Do not know | ||||
| Other forms of independent study | 3,6 | 0,84 | 14 | 7 | - | 14 | 79 | - | - |
| Workplace visits | 1,3 | 0,47 | 14 | 71 | 29 | - | - | - | - |
| Field work | 1,4 | 0,84 | 14 | 79 | 14 | - | 7 | - | - |
| Classroom teaching / lectures | 3,8 | 0,43 | 14 | - | - | 21 | 79 | - | - |
| Study groups without teachers | 3,6 | 0,51 | 14 | - | - | 43 | 57 | - | - |
| Written assignments | 1,6 | 0,85 | 14 | 57 | 36 | - | 7 | - | - |
| Lab practice | 1,0 | 0,00 | 14 | 100 | - | - | - | - | - |
| Online teaching / online lectures | 2,4 | 0,63 | 14 | 7 | 50 | 43 | - | - | - |
| Supervised vocational training | 1,0 | 0,00 | 14 | 100 | - | - | - | - | - |
| Projects | 4,0 | 0,00 | 14 | - | - | - | 100 | - | - |
| Quiz | 1,9 | 0,62 | 14 | 21 | 64 | 14 | - | - | - |
| Roleplaying | 1,1 | 0,27 | 14 | 93 | 7 | - | - | - | - |
| Simulations | 1,3 | 0,61 | 14 | 79 | 14 | 7 | - | - | - |
| Student presentations | 2,0 | 0,96 | 14 | 36 | 36 | 21 | 7 | - | - |
| Academic supervision | 3,4 | 0,63 | 14 | - | 7 | 50 | 43 | - | - |
Creative disciplines - additional questions
We do not have data on the creative disciplines for this study programme
Overall satisfaction
I am, all things considered, satisfied with my current study programme
Scale: 1-5 (1 = do not agree - 5 = fully agree).
| Average | Standard deviation | Total number of responses | Response distribution | ||||||
|---|---|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | Do not know | ||||
| I am, all things considered, satisfied with my current study programme | 4,1 | 1,03 | 14 | - | 7 | 21 | 21 | 50 | - |
Indexes in detail
If you wish to known which questions the indices are composed of, click on these below.
| Average | Standard deviation | Total number of responses | Response distribution | |||||||
|---|---|---|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | Do not know | |||||
| Academic and social environment | ||||||||||
|
Academic and social environment Scale: 1-5 (1 = not satisfied - 5 = very satisfied) |
||||||||||
| The academic environment among the students in the programme | 4,3 | 0,70 | 15 | - | - | 13 | 47 | 40 | - | |
| The social environment among the students in the programme | 4,3 | 1,03 | 15 | 7 | - | - | 47 | 47 | - | |
| The relationship between the students and the teachers in the programme | 4,7 | 0,46 | 15 | - | - | - | 27 | 73 | - | |
| Working life relevance of your study programme | ||||||||||
|
To what extent do you agree with the following statements: Scale: 1-5 (1 = to a low degree - 5 = to a high degree). |
||||||||||
| Representatives from the workforce make effective contributions to teaching, project work, supervised professional training, etc. | 3,9 | 1,04 | 14 | - | 7 | 29 | 21 | 36 | 7 | |
| I receive useful information about how my skills and knowledge can be used in working life | 4,0 | 0,91 | 14 | - | 7 | 14 | 43 | 29 | 7 | |
| I acquire skills and knowledge that are useful in working life | 4,2 | 0,80 | 14 | - | 7 | - | 57 | 36 | - | |
| I acquire skills that ensure that I can enter the labour market without any further education | 3,9 | 1,28 | 14 | 7 | 7 | 14 | 29 | 36 | 7 | |
| Teaching | ||||||||||
|
To what extent do you agree with the following statements: Scale: 1-5 (1 = do not agree - 5 = fully agree) |
||||||||||
| The teaching is set up in way that facilitates active student participation | 4,8 | 0,41 | 15 | - | - | - | 20 | 80 | - | |
| The frequency of teacher feedback on my work is sufficient | 3,8 | 1,08 | 15 | - | 20 | 7 | 47 | 27 | - | |
| The teachers make their teaching engaging | 4,3 | 0,80 | 15 | - | - | 20 | 33 | 47 | - | |
| I am satisfied with the academic supervision and the academic discussions with the teachers on the programme | 4,3 | 0,96 | 15 | - | 7 | 13 | 27 | 53 | - | |
| Teachers show up to lessons well prepared | 4,7 | 0,62 | 15 | - | - | 7 | 20 | 73 | - | |
| The teachers convey the syllabus in a way that is easy to understand | 4,5 | 0,64 | 15 | - | - | 7 | 33 | 60 | - | |
| The teachers give constructive feedback on my work | 4,3 | 0,88 | 15 | - | - | 27 | 20 | 53 | - | |
| The teaching covers key parts of the syllabus (reading list, learning outcomes, etc.) | 4,5 | 0,64 | 15 | - | - | 7 | 33 | 60 | - | |
| Representatives from the workforce make effective contributions to teaching, project work, supervised professional training, etc. | 3,9 | 1,04 | 14 | - | 7 | 29 | 21 | 36 | 7 | |
| Organisation | ||||||||||
|
To what extent do you agree with the following statements: Scale: 1-5 (1 = do not agree - 5 = fully agree). |
||||||||||
| I receive thorough information regarding course assessments and examinations (e.g. practical information about how and where to take exams, and the opportunity to appeal your result) | 4,1 | 0,95 | 14 | - | - | 36 | 14 | 43 | 7 | |
| The courses / different parts of my study programme are academically coherent (i.e. fit well together) | 4,4 | 0,84 | 14 | - | 7 | - | 43 | 50 | - | |
| Teaching is seldom postponed or cancelled | 4,8 | 0,43 | 14 | - | - | - | 21 | 79 | - | |
| The available information about your study programme is of high quality | 3,9 | 0,86 | 14 | - | - | 43 | 29 | 29 | - | |
| I have received a thorough introduction to the learning outcomes for the programme/course | 3,7 | 1,18 | 14 | 7 | - | 36 | 21 | 29 | 7 | |
| I have received a thorough introduction to the programme/course syllabus | 4,3 | 0,83 | 14 | - | - | 21 | 29 | 50 | - | |
| Important information about your study programme is easily accessible | 3,9 | 0,83 | 14 | - | - | 36 | 36 | 29 | - | |
| Beginning your studies | ||||||||||
|
To what extent do/did you experience that: Scale: 1-5 (1 = to a low extent - 5 = to a large extent). |
||||||||||
| The study programme builds on the knowledge and skills you had at the start of your studies | 4,0 | 1,31 | 15 | 13 | - | - | 47 | 40 | - | |
| The content of the study programme corresponded well with the expectations you had before the start of your studies | 3,7 | 1,10 | 15 | - | 13 | 33 | 20 | 33 | - | |
| You were provided with the necessary practical information before starting your studies | 4,2 | 0,86 | 15 | - | - | 27 | 27 | 47 | - | |
| You were motivated for your studies when starting your degree | 4,5 | 0,92 | 15 | - | 7 | 7 | 13 | 73 | - | |
| Large parts of the study programme focuses on skills or knowledge you already have | 3,1 | 1,39 | 15 | 13 | 20 | 40 | - | 27 | - | |
| You were introduced to the syllabus early on in the study programme | 4,5 | 0,64 | 15 | - | - | 7 | 40 | 53 | - | |
| Student assessment | ||||||||||
|
To what extent do you find that examinations and other written assignments so far have: Scale: 1-5 (1 = to a low degree - 5 = to a high degree). |
||||||||||
| Facilitated the use of digital tools (where applicable) | 4,7 | 0,63 | 14 | - | - | 7 | 14 | 71 | 7 | |
| Contributed to your academic development | 4,3 | 0,83 | 14 | - | - | 21 | 29 | 50 | - | |
| Required comprehension and reasoning skills | 4,3 | 0,73 | 14 | - | - | 14 | 43 | 43 | - | |
| Had clear assessment criteria | 4,2 | 1,05 | 14 | 7 | - | - | 50 | 43 | - | |
| Focused on central parts of the curriculum | 4,6 | 0,65 | 14 | - | - | 7 | 29 | 64 | - | |
| Student influence | ||||||||||
|
Student influence Scale: 1-5 (1 = not satisfied - 5 = very satisfied) |
||||||||||
| The students' opportunity to influence the study programme’s content and design | 4,3 | 0,91 | 14 | - | 7 | 7 | 36 | 50 | - | |
| How the students' input and views are taken into account and followed up | 3,9 | 1,04 | 14 | - | 7 | 21 | 21 | 29 | 21 | |
| How your vocational school facilitates students' influence through student representatives, local student councils, etc. | 4,0 | 0,95 | 14 | - | 7 | 14 | 36 | 29 | 14 | |