Learning outcomes in higher education has been the subject of vivid discussion during recent years (e.g. Barnett, 2004; Gilbert et al., 2003). Traditionally the emphasis in university education has been on academic learning outcomes, such as the development of scientific thinking. In recent decades there has also been an increasing interest on work life related aspects, which are most often conceptualized as transferable skills, generic skills or generic attributes (e.g. Gilbert et al., 2003; Barrie, 2007; Jones, 2009). On the other hand, there is a strong research tradition focusing on learning processes, that is, on student approaches to learning, and on students’ perceptions of their learning environments (e.g. Entwistle, McCune & Hounsell, 2002; Parpala, Lindblom-Ylänne, Komulainen, Litmanen & Hirsto, 2010). So far, there have been little connections between these two research lines of learning outcomes and of learning processes.

Previous studies in student learning have shown that usually students’ approaches to learning and their perceptions of learning environments are associated with each other. Students with deep approach are more likely to see their learning environment as encouraging learning, while surface oriented students more likely tend to perceive their learning environment in negative terms (Parpala et al. 2010; Richardson, 2005). In some studies an association between study approaches and study success has also been found (e.g. Rodríquez & Cano, 2006; Tynjälä et al, 2005). In most of the studies, students’ study success is measured with examination marks, grade point average or the number of study credits. While these measures provide a general quantitative indicator of learning outcomes, they tell little about qualitative features of what student have learnt during their university studies. Thus, these studies do not tell whether students feel that their thinking skills or communication skills, for example, have developed.

What has also been missing in many of these studies is the examination of the relationship between the learning outcomes and process and contextual factors. What is especially needed is a more detailed analysis of how students evaluate their learning outcomes such as the development of their academic and generic skills. In the present study we examine the relationship between students’ self-perceived learning outcomes and the factors that might explain the former, such as students’ approaches to learning, perceptions of learning environment and quality of teaching, study year, and the field of study. The focus is on the scrutiny of the development of scientific thinking skills and generic working life skills. In more detail, the following research questions are addressed: 1) How university students perceive the development of their scientific thinking and generic skills?) Are there differences between different fields of study in perceived learning outcomes? 1) What factors explain the perceived learning outcomes? The data was collected in 2009 and 2010 by an Internet questionnaire from the 1st, 3rd and 5th year students of the University of Jyväskylä, Finland. The number of respondents is 3348 (response rate = 37%).

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