Guidance from the Students Perspective: Identifying Structural Gaps Across Study Path in KAMK Master School
Hussaini, Kaziwa (2026)
2026
All rights reserved. This publication is copyrighted. You may download, display and print it for Your own personal use. Commercial use is prohibited.
Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:amk-2026052717711
https://urn.fi/URN:NBN:fi:amk-2026052717711
Tiivistelmä
This thesis examines students’ experiences of guidance in the Master School at Kajaani University of Applied Sciences (KAMK) with the aim of identifying structural gaps across the study path. The study is development-oriented and seeks to support the improvement of guidance practices by providing a student-centred perspective.
The research was conducted using a qualitative approach. Data were collected through a Webropol survey distributed to Master School students (n=53), consisting of both background questions and open-ended questions. The data were analysed using qualitative content analysis, allowing themes and patterns to emerge from students’ experiences.
The findings indicate that guidance is available throughout the study path, but its quality, accessibility, and consistency vary between different stages and actors. While early-stage guidance supports orientation and study planning, and thesis supervision is considered highly important, significant variation exists in implementation. In several cases, students were unsure whom to contact, highlighting structural ambiguity in guidance roles and responsibilities.
The results suggest that the main challenge is not the absence of guidance, but the lack of clarity, consistency, and visibility within the guidance system. Based on the findings, the study proposes the development of a clearer, role-based and stage-specific guidance model to improve accessibility and support student progress.
This thesis contributes to the development of guidance practices in the Master School by providing a structured understanding of student experiences and identifying concrete areas for improvement.
The research was conducted using a qualitative approach. Data were collected through a Webropol survey distributed to Master School students (n=53), consisting of both background questions and open-ended questions. The data were analysed using qualitative content analysis, allowing themes and patterns to emerge from students’ experiences.
The findings indicate that guidance is available throughout the study path, but its quality, accessibility, and consistency vary between different stages and actors. While early-stage guidance supports orientation and study planning, and thesis supervision is considered highly important, significant variation exists in implementation. In several cases, students were unsure whom to contact, highlighting structural ambiguity in guidance roles and responsibilities.
The results suggest that the main challenge is not the absence of guidance, but the lack of clarity, consistency, and visibility within the guidance system. Based on the findings, the study proposes the development of a clearer, role-based and stage-specific guidance model to improve accessibility and support student progress.
This thesis contributes to the development of guidance practices in the Master School by providing a structured understanding of student experiences and identifying concrete areas for improvement.