In this study we scrutinize Master’s level students’ experiences of guidance at the University of Jyväskylä. More specifically the target group consists of the Finnish students who have been selected to the basic master’s level studies, but who have other than University of Jyväskylä Bachelor degree as the basis of their qualification requirement. The two-cycle system of higher education enables student transitions between higher education institutions, but there is also a political agenda in Finland to enforce the intake from the vocational upper secondary level. These students are commonly merged into existing student mass and they have heterogeneous backgrounds. However, it is our experience that quite often they need support in transition and academic skills. There are only few studies and very little information available of the study experiences of these students.

We focus on the students’ experiences of support and guidance in the transition phase to university studies, guidance in relation to study practices and studying, as well as career guidance. As the basis for our analysis of guidance we have used the model of holistic career guidance (Watts & Esbroeck 1998). The questions related to expertise focus on personal working life relation, knowledge and skills, and employability, and by whom the guidance and support is provided (Penttinen et al. 2013). The variables concerning students' experiences of guidance are further analysed in relation to a number of background variables, such as motivation, age, faculty, main study mode, working alongside the studies, estimated year of graduation, and compensation of previous studies or work.

Penttinen, L., Skaniakos, T., & Lairio, M. (2013). Supporting students' pedagogical working life horizon in higher education. Teaching in Higher Education vol 8(8). 2013. Watts AG & Van Esbroeck (1998) New Skills for New Futures. Higher Education Guidance and Counselling Services in the European Union. VUB Press Brussels