The duration of studies is seen as a problem in Finland. This is because, for one, the population is ageing and it is important to lengthen the period of working life (Opetusministeriön työryhmämuistioita ja selvityksiä 2003: 27). Secondly the students in Finland graduate with a longer duration of studies than in other OECD-countries (Opetusministeriön työryhmien muistioita 39:2002). Previous research has found that, on the side of the student, issues such as working during studies, problems in relationships and issues in housing have an effect in the duration of studies (Lempinen & Tiilikainen 2001; Vesikansa ym. 1998). On the side of the university, issues affecting the duration of studies are such as problems with the credit system, heavy degree requirements and problems in guidance (Goldschmidt & Wang 1999, Lempinen & Tiilikainen 2001; Vesikansa ym. 1998). This study is a part of a Ph.D. focusing on the duration of studies in higher education and it seeks to find out what are the factors that are connected with the duration of studies as well as how they are connected with it. In the study an ex post facto criterion group design was used and the data was collected after graduation, in some cases a year or two after graduation. Because, at the time of the data collection, the approaching Bologna process, the study focuses more on the student and not on the changing university surroundings.

This study is a part of a Ph.D. focusing on the duration of studies in higher education and it seeks to find out what are the factors that are connected with the duration of studies as well as how they are connected with it. In the study an ex post facto criterion group design was used and the data was collected after graduation, in some cases a year or two after graduation. Because, at the time of the data collection, the approaching Bologna process, the study focuses more on the student and not on the changing university surroundings. In the study the criterion group consisted of students, whose time to the completion of a master’s degree was among the 18% fastest graduates in their respective faculties. The control group was collected using a stratified sampling method and consisted of students whose time to a master’s degree was either average or slower than average in their respective faculties. Both groups had approximately 520 graduates. All students graduated from the six faculties of the University of Turku in the years 1999-2001. These faculties are Medicine, Law, Education, Natural sciences, Humanities and Social sciences. The data was collected by a survey conducted to both groups in 2002 consisting of questions about their background, approach to their studies and so forth. Also statistics on the graduates’ time-to-degree, credits gained and thesis’ grades were used.

The results indicate that there are some connections between the students’ economical capital and duration of studies and very few connections with social capital or cultural capital. The clearest connection was with the age of graduation. Also connected with the duration of studies were some indicators of the approach to studying such as practical orientation and deep approach.