First Step

The WISE Survey was developed jointly by all the partners. During the Kick-off meeting in Milan in November  2014 and during conference calls via Skype partners have discussed student’s needs and services provided by each university. These discussions led to an agreement on which themes should be covered in the survey. A literature review was made in order to map out and utilize earlier research and publications regarding student’s needs and services. On the basis of the literature review, a map of needs was created in order to associate each service with the macro-categories of needs. The map of needs was shared, commented on and completed by all partners and finally used as a starting point for the development and implementation of the survey.



The methodology

Description of the survey

The data were collected by means of a structured survey comprising of general information (age, gender, housing, purpose of studies, employment status etc.). The survey also included specific questions for international students and students with disabilities. The survey covered six main themes of interest: Food, Housing, Financial support, Health and psychological support, Study and personal development support and Sports activities. The respondents were asked to evaluate the importance of needs (scale 1-5) connected to the above mentioned themes and to indicate the level of satisfaction (scale 1-5) regarding the services provided to meet these needs. The structure of the survey was based on the chronological phases of university studies from entry to exit (section 1-4) and specific sections for international students (section 5) and students with disabilities (section 6).

  • Section 1: questions regarding student’s needs at entry and during studies, covering all six themes of interest (importance of need, scale 1-5).
  • Section 2: evaluation of the services offered in the beginning of the studies, i.e. entry services: online/helpdesk service, administrative support during admission, orientation activities etc. (level of satisfaction, scale 1-5).
  • Section 3: evaluation of the services offered during the studies, covering all six themes of interest (level of satisfaction, scale 1-5).
  • Section 4: evaluation of the services offered during the final phase of the studies, covering all six themes of interest (level of satisfaction, scale 1-5).
  • Section 5: questions to international students regarding the importance (scale 1-5) of specific needs (pre-arrival, language issues, additional economic support, administrative procedures etc.) and the services offered to meet these needs (level of satisfaction, scale 1-5).
  • Section 6: questions to students with disabilities regarding the importance (scale 1-5) of specific needs (physical assistance, assistive tools, accessible facilities etc.) and the services offered to meet these needs (level of satisfaction, scale 1-5).

The common language used when developing the survey was English. The final version of the survey was then translated from English into Italian, Croatian, Polish and Swedish.

Distribution

The survey was sent out to students in all four partner countries, more specifically within the following universities:

  • Croatia: The Catholic University of Croatia,
  • Poland: The John Paul II Catholic University of Lublin,
  • Finland: Åbo Akademi University,
  • Italy: Fondazione Endisu – Ente Nazionale per il diritto allo studio e per I servizi agli studenti, ESU Padova, ESU Venezia, ESU Verona and EDUCatt – Ente per il diritto allo studio dell’ Università Cattolica.

The initial answering period for the survey was 12-27 March 2015. It was extended until 9 April in order to get more responses. Two reminders where sent out by each partner using the online survey. The survey was distributed online by partners in Italy, Poland and Finland in the languages of the host university (i.e. Italian, Polish and Swedish), with a separate link to an English version for international students. Italy and Finland used the online survey tool Surveygizmo, whereas Poland used an internal e-platform called e-KUL. Poland initiated the survey online, but changed to a paper based survey during the extended answering period in order to get a higher response rate. Croatia used a paper based survey, which was filled in by 347 of totally 438 students. By the experience in Croatia, it took 15-20 minutes to fill out the survey.

A total of 126,377 students received the survey (either by email or as a paper copy). The number of respondents was 9041 leading to a response rate of 7.1 % in total (Italy 7.3 %, Croatia 79 %, Finland 7.1 % and Poland 3.2 %).

Analysis

As the sample include 9,045 filled in questionnaires, each variable was codified according to the two scale used in the survey: a Likert scale 1-5 to identify the degree of importance of each analyzed need and a Likert scale 1-5 to identify the degree of satisfaction of each analyzed service. As the distribution of variables was not normal and the variable comprised different levels of measurement, non-parametrical test (Kruskal-Wallis) techniques were used (Siegel, 1956) to test significance of differences among identified countries (Croatia, Italy, Finland and Poland). To test our results, a confidence interval of 95% was considered.

The aim of this report is to realize a so called “WISE Matrix” which is a model developed with all the partners in order to identify the services that need to be implemented and in order to find policy implications.

Specifically, the WISE Matrix is a representation of all the analyzed services analyzing two main dimensions:

  • the degree of needs’ importance
  • the degree of services’ satisfaction

Due to the realization of the matrix, it is possible to identify what it is called “Red Zone”. The Red zone is the zone that includes services that show the lower degree of satisfaction but the higher degree of importance. In so doing, the WISE matrix shows the services that are in the red zone and so the services that need to be implemented.

The sample

Table 1 – Response rate

  Croatia(n. 343)   Italy(n. 7,857)   Finland(n. 393)   Poland(n. 448)   Total(n. 9,041)
N %   N %   N %   N %   N %
Email/questionnaires delivered 434     106465     5478     14000     126377  
Completed questionnaires 343 3.8   7857 86.9   393 4.3   448 5.0   9041 100
Response rate (%) 79.0     7.3     7.1     3.2     7.1  

 

A total amount of 126,377 questionnaires was sent to the students in the countries of the partners involved in the WISE project, i.e. Italy, Croatia, Poland and Finland. The total number of surveys collected is 9,041 with a total response rate of 7.1%. The higher response rate is represented by Croatia, with a response rate of 79.0% and 343 questionnaires collected. On the average, Italy sent the highest number of email (106,465) with a response rate of 7.3%. On the contrary, the response rate in Poland is much lower in comparison to the average (3.2%).

Table 2 – General statistics

  Croatia(n. 343)   Italy(n. 7,857)   Finland(n. 393)   Poland(n. 448)   Total(n. 9,041)
N %   N %   N %   N %   N %
Gender                            
Male 93 27.1   2,565 32.7   85 21.6   139 31.0   2,882 31.9
Female 249 72.6   5,250 66.8   304 77.4   298 66.5   6,101 67.5
Not to disclosed 1 0.3   42 0.5   4 1.0   11 2.5   58 0.6
Purpose of current studies                            
Bachelor 298 86.9   4,389 55.9   166 42.2   222 49.6   5,075 56.1
Master 45 13.1   3,355 42.7   186 47.3   200 44.6   3,786 41.9
Doctoral 0.0 0.0   113 1.4   41 10.4   26 5.8   180 2.0
Live                            
With the family 204 59,9   4940 64,9   51 15,2   117 27,3   5312 60,9
Outside family in a student residence 49 14,5   286 3,8   25 7,5   39 9,1   399 4,6
Outside family in an open market apartment 37 11,5   1630 21,4   90 26,9   195 45,5   1952 22,4
Alone in a student residence 11 3,4   287 3,8   74 22,1   33 7,7   405 4,6
Alone in an open market apartment 36 10,7   472 6,2   95 28,4   45 10,5   648 7,4
Employment                            
Part-time 45 13.1   1,231 15.7   129 32.8   72 16.1   1,477 16.3
Full-time 0 0.0   469 6.0   39 9.9   30 6.7   538 6.0
Not-employed 298 86.9   6,157 78.4   225 57.3   346 77.2   7,026 77.7
Phases                            
Entry and during studies 114 33.2   3,267 41.6   242 61.6   279 62.3   3,902 43.2
Exit phase 229 66.8   4,590 58.4   151 38.4   169 37.7   5,139 56.8

 

Concerning the gender of the students answering the questionnaire, the great majority of them are female (67.5%). Much higher than the average is the case of Finland, which shows a percentage of 77.4% of female students answering to the questionnaire. On the other hand, 31.9% of the whole considered sample is composed by male students. Consequently, Finland distinguished itself in this case as well, showing even a lower percentage (21.6%) of male students.

Regarding the purpose of current studies (bachelor, master and doctoral degree) of the interviewed students, 56.1% are bachelor students, 41.9% are master students and only 2% are doctoral students. Croatia constitutes an exception with the higher percentage of 86.9% of bachelor students and the lower percentage of master’s students (13.1%). On the other hand, Finland constitutes an exception if we consider the higher percentage of doctoral students (10.4%).

Concerning the different housing possibilities of the interviewed students: 60.9% of them still live with their families, with the exception of Finland and Poland where the situation is quite different. In Finland, the majority of the students live alone: 28.4% of these live in an open market apartment and 22.1% in a student residence, while another great part lives outside the family but with roommates: 26.9% in an open market apartment and 7.5% in a student residence. Only 15.2% of them still live with their family. In Poland, 27.3% of the students belonging to the sample live with their families, while the great majority of the students live outside the family with roommates: 45.5% in an open market apartment and 9.1% in a student residence.

With regard to the employment status of the interviewed students, the 77.7% declared themselves as not employed, with the exception of Finland. In this country, 57.3% are not employed and in consequence, the percentage of employed students is much higher in comparison to the other countries, in particular if we consider the part-time employed students: 32.8%. These data have to be connected with the information emerged from the housing possibilities, so as to the fact that the majority of the Finnish students who answered the questions live alone and have to pay for the housing and living costs they have.

About the phases of the studies, the students in the sample are grouped into three phase: the entry phase, the during studies phase and the exit phase. The majority of students, exactly the 56.8% of them are in the exit phase. Referring to the same data, the percentage is much lower in Poland (37.7%) and in Finland (38.4%), where there is the higher percentage of students in the entry and during studies phases. In fact, the total percentage of students who found themselves in the entry phase and during their studies is 43.2% and as a consequence, even in this case Poland (62.3%) and Finland (61.6%) have to be considered as exceptions.

Table 3 – Special students

  Croatia(n. 343)   Italy(n. 7,857)   Finland(n. 393)   Poland(n. 448)   Total(n. 9,041)
N %   N %   N %   N %   N %
International students 0 0.0   187 2.4   32 8.1   8 1.8   227 2.5
Student with disabilities 0 0.0   81 1.0   16 4.1   32 7.1   129 1.4

 

The percentage of international students interviewed within the whole sample is 2.5%. The number of international students is much higher in Finland (8.1%). On the other hand, in Croatia there are no international students.

The number of student with disabilities within the whole sample shows a general percentage of 1.4%. The situation is different in Poland, which shows the higher percentage of disabled students (7.1%).

The perceived needs

Table 4 – Needs and definition

Phase/ Perceived needs Definition
A. ENTRY PHASE  
Need to get information about university services The accuracy of pre-enrollment information, reasons that students chose the school in question, and whether or not the school they are attending was their first choice.
Need to be supported in building new relationships Establish new friendships and relationships through welcome day or any type of initiatives in order to get the students to know each other’s and in order to introduce them to student life of the institution.
Need to psychometric or psychological support in order to find emotional predisposition towards a particular course of study Receive support from friends and family, Family/peer encouragement, attend psychological meeting with specialists in order to highlight the emotional predisposition towards a particular course of study.
B. DURING PHASE  
Food needs  
To receive a menu with several and genuine choices The possibility to eat menu with different choices
To eat meals based on healthy nutritional aspects The menus should contain daily calorie consumption
To eat fresh and local food Possibility to eat special menu with Zero-Km products
Friendly services Possibility to easily access to locations, opening times flexibility
To use alternative food facilities Availability of snack machines and catering service
Housing needs  
Comfortable housing The ability to personalize rooms, minimum level of cleanliness, availability of single rooms or family student housing, possibility to live in a student house with multi-services (IT, shared kitchen, relax room)
Housing close to the university Possibility to live very close to the university, availability of parking
Secure and safe accommodation The possibility to provide healthy, safe, and educationally supportive living environments that complement the academic mission of the institution. The possibility to select and supervise of the student and professional staff members who live and work in campus residence halls.
Financial needs  
Financial support that covers tuition fees Possibility to receive financial aid to help students with tuition fee with scholarships. Contributions to board and/or lodging expenses.
Financial support that covers further costs Possibility to receive vouchers or subsidies that can be used to cover further costs (e.g. Free-of-charge borrowing of books from library, Special discounts to use sports facilities, Vouchers or economic help to buy books in off-campus bookshops, Vouchers or economic help to rent a car or to buy gas).
Health and psychological needs  
Need to receive primary health assistance Availability of immediate medical assistance to students who are ill or injured.
Need to receive specialist health assistance Availability of other medical assistance such as nutritionist, gynecologist, dermatologist, physiotherapist, dentist
Need to receive mental health assistance Availability of pastoral support and psychological assistance to students
Study and personal development needs’  
Need of cultural enhancement Possibility to attend educational programs for developing academic and learning skills
Need of personal growth Encourage interactions with students, counseling, mentoring
Need of community Encourage social integration (degree of the student’s integration into the social environment of the institution and her or his perceived personal and social growth)
Need of educational planning and monitoring Encourage course planning/choosing a degree or course of study, Monitoring and follow-up of academic progress, transfer assistance
Need of personal guidance and counseling Possibility to attend orientation activities with tutors and academic advising
Need to develop extra-curriculum experiences Possibility to attend Erasmus program, placement in part-time jobs.
Sports needs’  
Need to choose among different athletic initiatives Possibility to attend fitness programs in order to promote good health and wellness, to teach physical skills, and to encourage positive social interaction among students.
C. EXIT PHASE  
Information about job opportunities Availability to access to placement database to find job alert
Job interview simulation Availability of CV building workshop and assessment simulation.
Improvement of human relationship skills and professional skills Possibility to attend meeting with ex-alumni.
Career development and planning Career development specialists also help students with career exploration, planning their job search, and other skills such as resume writing, interviewing, and making effective presentations. Career development specialists may also help students locate opportunities for internships and cooperative education experiences.

The entry phase

Table 5 – Perceived needs’ importance in the entry phase

  Croatia
(n. 343)
  Italy
(n. 7,855)
  Finland
(n. 393)
  Poland
(n. 448)
  Total
(n. 9.041)
K
M SD   M SD   M SD   M SD   M SD
Need to get information about university services 4.1 0.8   4.3 0.7   4.3 0.7   4.2 0.8   4.3 0.8 *
Need to be supported in building new relationships 3.5 0.9   3.2 0.9   3.8 0.9   3.5 0.9   3.2 0.9 *
Need to psychometric or psychological support in order to find emotional predisposition towards a particular course of study 3.5 1.0   3.8 0.9   3.2 0.9   3.2 1.0   3.8 0.9 *
Mean of need in the entry phase 3.7 0.7   3.8 0.6   3.8 0.6   3.7 0.6   3.8 0.6 *

* p-value <0.05; K = Kruskal–Wallis analysis of variance

Table 5 shows the perceived needs’ importance in the entry phase. The table presents means and standard deviations for each specific need among countries, together with Kruskal-Wallis (non-parametric) tests. As highlighted in the table, the total perceived importance of needs in the entry phase is 3.7. In the whole list of the entry needs, the need to get information about university services shows the higher percentage of perceived importance (4.3), especially in Italy and in Finland, where this need has the same degree of perceived importance. The need to psychometric or psychological support in order to find emotional predisposition towards a particular course of study shows a higher degree of perceived importance in Italy (3.8) than in other countries. The need to be supported in building new relationships is more relevant in Finland (3.8). On average, the needs in the entry phase are perceived as more important in Italy and in Finland (3.8). To the opposite, Poland shows a lower degree of perceived importance of needs in the entry phase (3.7). The distribution of statistics highlights that the degree of importance of each entry needs diverges among different countries, since Kruskal-Wallis tests are significant at a statistical level of 0.05 for all the perceived needs’ in the entry phase.

The during studies phase

Table 6 – Perceived needs’ importance in the during studies phase

  Croatia(n. 343)   Italy(n. 7,855)   Finland(n. 393)   Poland(n. 448)   Total(n. 9,041) K
M SD   M SD   M SD   M SD   M SD
Food needs                              
To receive a menu with several and genuine choices 4.1 0.9   3.8 1.0   3.8 0.9   2.9 1.1   3.8 1.0 *
To eat meals based on healthy nutritional aspects 3.4 1.2   3.3 1.2   3.7 0.9   3.2 1.1   3.3 1.2 *
To eat fresh and local food 4.0 1.0   3.6 1.1   3.5 0.9   3.4 1.1   3.6 1.1 *
Friendly services 4.3 0.8   3.7 0.9   3.9 0.7   3.7 1.0   3.7 1.0 *
To use alternative food facilities 3.8 1.1   3.7 1.0   2.7 1.1   3.2 1.1   3.6 1.1 *
Mean of food need 3.9 0.8   3.6 0.7   3.5 0.6   3.3 0.8   3.6 0.7 *
Housing needs                              
Comfortable housing 4.1 1.0   3.8 1.0   4.1 0.8   3.5 1.1   3.8 1.0 *
Housing close to the university 3.7 1.1   3.6 1.0   3.4 0.9   3.8 1.0   3.6 1.0 *
Secure and safe accommodation 4.1 1.0   4.1 0.9   4.5 0.7   3.8 0.9   4.1 0.9 *
Mean of housing need 3.9 0.8   3.8 0.7   3.9 0.6   3.7 0.8   3.8 0.7 *
Financial needs                              
Financial support that covers tuition fees 4.1 0.9   4.5 0.7   3.9 1.0   4.3 0.8   4.4 0.8 *
Financial support that covers further costs 4.2 0.9   4.3 0.8   4.3 0.8   4.2 0.9   4.3 0.8 *
Mean of financial need 4.2 0.8   4.4 0.7   4.1 0.8   4.2 0.8   4.4 0.7 *
Health and psychological needs                              
Need to receive primary health assistance 4.3 0.9   3.7 1.1   4.4 0.8   3.8 1.0   3.7 1.1 *
Need to receive specialist health assistance 3.9 1.1   3.4 1.2   4.1 0.9   3.7 1.0   3.4 1.1 *
Need to receive mental health assistance 3.7 1.1   3.1 1.1   3.8 1.0   3.0 1.0   3.1 1.1 *
Mean of health and psychological need 4.0 0.8   3.4 0.9   4.1 0.7   3.5 0.9   3.4 0.9 *
Study and personal development needs                              
Need of cultural enhancement 4.1 0.9   4.4 0.7   3.4 0.9   3.7 0.8   4.4 0.8 *
Need of personal growth 4.3 0.8   4.5 0.7   3.9 0.8   4.2 0.8   4.5 0.7 *
Need of community 3.7 1.1   3.3 1.0   3.9 0.9   3.6 0.9   3.4 1.0 *
Need of educational planning and monitoring 3.8 1.0   3.6 1.0   4.0 0.8   3.4 1.0   3.7 1.0 *
Need of personal guidance and counseling 3.6 1.0   3.0 1.0   3.9 0.9   3.2 1.1   3.1 1.1 *
Need to develop extra-curriculum experiences 4.1 0.9   4.1 0.9   3.5 0.9   4.1 0.9   4.1 0.9 *
Mean of study and personal development need 3.9 0.7   3.8 0.5   3.8 0.6   3.7 0.6   3.8 0.6 *
Sports needs                              
Need to choose among different athletic initiatives 3.6 1.2   3.1 1.1   3.5 0.9   3.4 1.1   3.1 1.1 *
Mean of sports need 3.6 1.2   3.1 1.1   3.5 0.9   3.4 1.1   3.1 1.1 *

* p-value <0.05; K = Kruskal–Wallis analysis of variance

Table 6 provides an insight into the degree of importance of needs in the during of studies phase. Generally, the housing needs (3.8) and the financial needs (4.4) are perceived as more important in comparison with other needs. More specifically, the housing needs are perceived as more important in Finland (3.9), in Croatia (3.9) and in Italy (3.8). In particular, the need to live in a comfortable housing is perceived as more important in Croatia (4.1) and in Finland (4.1). Further, the need to live in a secure and safe accommodation is perceived as more important in Croatia (4.1), in Italy (4.1) and in Finland (4.5). On the other hand, in Poland, the importance of housing needs is lower (3.7), where also the need to live in comfortable housing shows the least importance (3.5) in comparison with the other countries.

Concerning the financial needs, Italy shows the highest degree of perceived importance (4.4). In particular, the need to receive financial support that covers tuitions fees (4.5) and the need to receive financial support that covers further costs (4.3) are more important in Italy in comparison with the other countries.

To the opposite, Finland shows the least degree of importance of financial needs (4.1). Specifically, the need of financial support that cover tuition fees is perceived as less important in Finland (3.9); while the need of financial support to covers further costs is perceived as less important in Croatia (4.2).

With regards to study and personal development needs, they seem to be perceived as relatively important in Croatia (3.9) and in Italy (3.8). Specifically, Italy (4.4) and Croatia (4.1) show the higher degree of perceived importance of the need of cultural enhancement and personal growth (4.5), while the need to develop extra-curriculum experiences is perceived as more important in Poland (4.1). On the other hand, in Poland, the study and personal development needs show less importance (3.7).

Regarding the food needs, Croatia (3.9) and Italy (3.6) represent the countries where the degree of importance of food needs is the highest. In particular, the need to receive a menu with several and genuine choices (4.1) and the need to use friendly services (4.3) are higher in Croatia than in other countries. On the other side, Finland (3.5) and Poland (3.3) show the lowest degree of importance of food needs. In fact, the degree of importance of the need to use alternative food facilities is the lowest in Finland (2.7), and the need to receive a menu with several and genuine choices shows less importance in Poland (2.9) in comparison with all the other countries. With regards to health and psychological needs (3.4), these needs seem to be more important in Finland (4.1). In fact, the need to receive primary health assistance (4.4), the need to receive specialist health assistance (4.1) and the need to receive mental health assistance (3.8) show the highest degree of importance in Finland in comparison with the other countries. On the other hand, Italy shows the least degree of importance of the health and psychological needs (3.4). In fact, the need to receive primary health assistance (3.7), the need to receive specialist health assistance (3.4) and the need to receive mental health assistance (3.1) are perceived as less important in Italy in comparison with the other countries. Finally, Croatia seems to show the highest degree of importance of the sport needs (3.6), which is not seen as a relevant in Italy (3.1). The distribution of statistics highlights that the degree of importance of each needs in the during studies phase diverges among different countries, since Kruskal-Wallis tests are significant at a statistical level of 0.05 for all the perceived needs’ in the during studies phase.

The exit phase

Table 7 – Perceived needs’ importance in the exit phase

  Croatia(n. 343)   Italy(n. 855)   Finland(n. 393)   Poland(n. 448)   Total(n.9.041) K
M SD   M SD   M SD   M SD   M SD
Information about job opportunities 4.4 1.0   4.6 0.7   4.1 1.0   4.4 1.0   4.6 0.7 *
Job interview simulation 4.2 1.0   4.0 0.9   3.1 1.1   3.6 1.1   4.0 1.0 *
Improvement of human relationship and professional skills 4.3 0.9   4.4 0.7   3.9 1.0   3.9 1.1   4.3 0.8 *
Career development and planning 4.4 0.8   4.0 0.9   4.0 1.0   4.2 1.00   4.1 0.9 *
Mean of need in the exit phase 4.3 0.8   4.3 0.6   3.8 0.8   4.0 0.9   4.2 0.7 *

* p-value <0.05; K = Kruskal–Wallis analysis of variance

Table 7 shows the perceived needs’ importance in the exit phase. The table presents means and standard deviations for each specific need among countries, together with Kruskal-Wallis (non-parametric) tests. Croatia shows the highest level of perceived importance (4.3) of needs in the exit phase in comparison with all the other countries. More specifically, the need to get information about job opportunities is higher in Croatia (4.4) and in Italy (4.6) than in other countries. Further, the need to career development and planning show the highest degree of importance in Croatia (4.4).

To the opposite, Finland shows the lowest degree of importance (3.8) of needs in the exit phase. In fact, the need of job interview simulation (3.1) and the need of improvement of human relationship and professional skills (3.9) show the lowest degree of importance in comparison with all the other countries.

Finally, the distribution of statistics highlights that the degree of importance of each exit need diverges among different countries, since Kruskal-Wallis tests are significant at a statistical level of 0.05 for all the perceived needs’ in the exit phase.

The services utilization

 

The entry phase

Table 8 – Services in the entry phase: the utilization

  Croatia Italy Finland Poland Total K
N M(%) SD(%) N M(%) SD(%) N M(%) SD(%) N M(%) SD(%) N M(%) SD(%)
Online services and/or helpdesk 319 86.2 34.5 7,119 41.1 49.2 316 73.1 44.4 403 54.3 49.9 8157 44.8 49.7 *
Administrative support during admission 343 93.3 25.0 7,857 55.8 49.7 393 36.6 48.2 448 60.0 49.0 9041 56.6 49.6 *
Possibility to attend orientation activities before the enrolment 313 84.7 36.1 7,500 56.2 49.6 351 72.4 44.8 407 41.8 49.4 8571 57.2 49.5 *
Counseling activities to encourage interactions with other students 343 73.8 44.1 7,857 21.8 41.3 393 70.7 45.6 448 34.6 47.6 9041 26.6 44.2 *
Psychological meeting with specialists in order to highlight the emotional predisposition towards a particular course of study 298 64.8 47.9 7,125 12.6 33.2 308 14.6 35.4 385 18.4 38.8 8116 14.8 35.6 *
Mean of utilization in the entry phase 343 79.3 28.4 7,857 38.1 27.1 393 54.4 27.8 448 42.5 31.5 9041 40.6 28.7 *

* p-value <0.05; K = Kruskal–Wallis analysis of variance

Table 8 provides an insight into the degree of utilization of services in the entry phase. The table presents number of answers, means, and standard deviations for each specific service in the entry phase among countries, together with Kruskal-Wallis (non-parametric) tests. As showed in the table, Croatia shows the highest degree of utilization of the services in the entry phase, confirming that all the services in this phase has a higher degree of utilization in comparison with all the other countries. For example, the service concerning administrative support during admission is the most used service in Croatia (93.3%). To the contrary, in Italy all the services in the entry phase are less used in comparison with all the other countries (38.1%). In fact, the services concerning psychological meeting with specialist in order to highlight the emotional predisposition towards a particular course of study show the lowest rate of utilization (12.6%). Finally, the distribution of statistics highlights that the degree of utilization of each entry service diverges among different countries, since Kruskal-Wallis tests are significant at a statistical level of 0.05 for all the services in the entry phase.

The during studies phase

Table 9 – Food Services in the during studies phase: the utilization

  Croatia Italy Finland Poland Total K
N M(%) SD(%) N M(%) SD(%) N M(%) SD(%) N M(%) SD(%) N M(%) SD(%)
Offer/proposal of menus with healthy choices 269 95.9 19.8 4,466 88.2 32.3 323 97.2 16.5 142 70.4 45.8 5200 88.7 31.7 *
Offer/proposal of menus with seasonal food 267 98.5 12.2 4,308 87.8 32.7 234 92.7 26.0 139 71.9 45.1 4948 88.2 32.3 *
Menus advised by nutritionist with an healthy nutritional chart 251 92.0 27.1 3,952 46.2 49.9 234 76.9 42.2 128 44.5 49.9 4565 50.3 50.0 *
Offer/proposal of local foods 231 91.3 28.2 3,676 72.5 44.7 174 87.9 32.7 130 63.8 48.2 4211 73.9 43.9 *
Friendly canteen facilities 268 98.1 13.6 4,233 65.6 47.5 335 99.4 7.7 151 90.1 30.0 4987 70.3 45.7 *
Availability of snack machines on campus 117 97.4 15.9 2,732 94.4 23.1 55 70.9 45.8 281 94.3 23.2 3185 94.1 23.6 *
Possibility to use catering service to arrange special events within university 81 49.4 50.3 2,429 6.5 24.7 51 45.1 50.3 240 34.2 47.5 2801 10.9 31.1 *
Mean of food services utilization 285 93.2 14.0 5,533 68.6 26.8 342 91.2 18.4 329 69.0 29.3 6489 70.9 27.0 *

* p-value <0.05; K = Kruskal–Wallis analysis of variance

Table 9 provides an insight into the degree of utilization of food services in the during studies phase. The table presents number of answers, means, and standard deviations for each specific food service among countries, together with Kruskal-Wallis (non-parametric) tests. More specifically, in Croatia (93.2%) and in Finland (91.2%) the food services have the highest degree of utilization in comparison with all the other countries. Among all food services, the proposal of menu with seasonal food (98.5%) and friendly canteen facilities (98.1%) are the most used services in Croatia. To the opposite, Italy (68.6%) and Poland (69.0%) show a lower rate of food services’ utilization. In particular, the catering service to arrange special event within university is the lowest used service in all the countries (10.9%). Finally, the distribution of statistics highlights that the degree of utilization of each food service diverges among different countries, since Kruskal-Wallis tests are significant at a statistical level of 0.05 for all the food services in the during studies phase.

Table 10 – Housing Services in the during studies phase: the utilization

  Croatia Italy Finland Poland Total K
N M(%) SD(%) N M(%) SD(%) N M(%) SD(%) N M(%) SD(%) N M(%) SD(%)
Type of housing available
Student housing near the university 62 96.8 17.8 473 93.2 25.1 99 94.9 22.0 59 62.7 48.8 693 91.2 28.4 *
Availability of single rooms 62 96.8 17.8 473 93.2 25.1 99 94.9 22.0 59 62.7 48.8 693 91.2 28.4 *
Availability of family apartments 62 66.1 47.7 507 71.6 45.1 105 70.5 45.8 66 33.3 47.5 740 67.7 46.8 *
Other housing services
Safety and security of the housing facilities 50 34.0 47.9 429 42.2 49.4 83 30.1 46.2 55 27.3 44.9 617 38.6 48.7 *
Parking space near housing facility 62 93.5 24.8 507 92.7 26.0 105 90.5 29.5 66 75.8 43.2 740 90.9 28.7 *
Possibility to personalize student room(s) 57 75.4 43.4 462 57.4 49.5 98 53.1 50.2 62 53.2 50.3 679 57.9 49.4 *
Possibility to organize social events 62 95.2 21.6 507 82.4 38.1 105 87.6 33.1 66 68.2 46.9 740 83.0 37.6 *
Housing facilities
Restaurant hall 62 82.3 38.5 507 69.0 46.3 105 41.9 49.6 66 57.6 49.8 740 65.3 47.6 *
Shared kitchen 62 61.3 49.1 507 67.5 46.9 105 31.4 46.6 66 39.4 49.2 740 59.3 49.2 *
Laundry room 62 83.9 37.1 507 86.0 34.7 105 41.0 49.4 66 89.4 31.0 740 79.7 40.2 *
IT facilities in the rooms 60 71.7 45.4 483 79.7 40.3 100 73.0 44.6 64 78.1 41.7 707 77.9 41.5  
Clean-up services 61 91.8 27.7 493 96.1 19.3 99 83.8 37.0 64 92.2 27.0 717 93.7 24.3 *
Study hall 60 81.7 39.0 489 93.0 25.5 81 34.6 47.9 59 66.1 47.7 689 82.9 37.7 *
Computer hall 61 77.0 42.4 488 90.6 29.2 73 28.8 45.6 63 69.8 46.3 685 80.9 39.4 *
Relaxation room 53 41.5 49.7 468 75.4 43.1 77 40.3 49.4 59 44.1 50.1 657 65.8 47.5 *
Prayer room 57 49.1 50.4 463 76.9 42.2 84 39.3 49.1 54 33.3 47.6 658 66.1 47.4 *
Gym facilities 55 60.0 49.4 460 48.9 50.0 71 15.5 36.4 61 77.0 42.4 647 48.8 50.0 *
Movie hall 59 59.3 49.5 445 61.1 48.8 77 20.8 40.8 56 30.4 46.4 637 53.4 49.9 *
Mean of housing services utilization 62 74.3 16.4 507 76.5 18.8 105 57.5 20.7 66 59.6 27.5 740 72.1 21.2 *

* p-value <0.05; K = Kruskal–Wallis analysis of variance

Table 10 provides an insight into the degree of utilization of housing services in the during studies phase. The table presents number of answers, means, and standard deviations for each specific housing service among countries, together with Kruskal-Wallis (non-parametric) tests. Generally, Italy shows the highest rate of housing services’ utilization (76.5%), while Finland displays the lowest utilization rate (57.5%). Focusing on the type of housing available, Croatia shows the highest usage percentage of single rooms (96.8%) and student housing near the university (96.8%). To the opposite, in Poland, the use of student housing near the university (62.7%), the use of single rooms (62.7%) and the use of family apartment (33.3%) is the lowest in comparison with all the other countries. Regarding the types of housing, an exception is represented by Italy that shows the highest usage percentage of family apartments (71.6%) in comparison with other countries.

Concerning the housing facilities, Italy shows the highest percentage usage of almost housing facilities. An exception is represented by restaurant hall facilities, where Croatia shows the highest percentage usage (82.3%). On the contrary, Finland shows the lowest percentage of usage of almost housing facilities.

Regarding the other housing services, Croatia shows the highest usage percentage of parking space near housing facilities (93.5%), but also a higher percentage regarding the organization of social events (95.2%) and the personalization of student’s rooms (75.4%). To the opposite, Poland represents the lowest usage percentage rate of all the other housing services. In fact, Poland shows the lowest usage percentage of safety and security of the housing facilities (27.3%) in comparison with all the other countries.

Finally, the distribution of statistics highlights that the degree of utilization of each housing service diverges among different countries, since Kruskal-Wallis tests are significant at a statistical level of 0.05 for almost the housing services in the during studies phase. Kruskal-Wallis test is not significant referring to the use of IT facilities in the rooms.

Table 11 – Financial services in the during studies phase: the utilization

  Croatia Italy Finland Poland Total K
N M(%) SD(%) N M(%) SD(%) N M(%) SD(%) N M(%) SD(%) N M(%) SD(%)
Availability of scholarships to cover tuition/enrolment fees 97 75,3 43,4 1,785 80.3 39.8 120 77.5 41.9 88 77.3 42.1 2090 79,8 40,2 *
Possibility to get degree awards 89 20,2 40,4 1,590 21.3 40.9 111 15.3 36.2 76 14.5 35.4 1866 20,6 40,4 *
Special benefit/subvention for student canteen 96 63,5 48,4 1,819 76.2 42.6 119 62.2 48.7 86 63.9 48.3 2120 74,4 43,7 *
Special benefit/subvention for student housing 96 31,3 46,6 1,739 28.3 45.1 121 31.4 46.6 85 24.7 43.4 2041 28,5 45,2 *
Special menu discount price for students who eat in off-campus restaurants/bar 96 32,3 47,0 1,721 29.4 45.6 117 22.2 41.7 84 21.4 41.3 2018 28,8 45,3 *
Availability to use restaurant tickets at canteen 88 20,5 40,6 1,686 24.4 42.9 123 17.9 38.5 84 19.0 39.5 1981 23,6 42,5  
Free-of-charge borrowing of books from library 95 65,3 47,9 1,831 64.7 47.8 122 64.7 48.0 85 71.8 45.3 2133 65,0 47,7 *
Special discounts to use sports facilities 95 16,8 37,6 1,729 20.8 40.6 119 10.9 31.3 84 16.7 37.5 2027 19,8 39,9 *
Vouchers or economic help to buy books in off-campus bookshops 91 19,8 40,1 1,683 16.2 36.8 112 13.4 34.2 78 12.8 33.6 1964 16,0 36,7  
Vouchers or economic help to rent a car or to buy gas 88 5,7 23,3 1,651 6.2 24.2 115 6.1 24.0 78 3.8 19.4 1932 6,1% 24,0  
Vouchers or economic help to pay public transportation 96 19,8 40,1 1,715 29.5 45.6 116 21.5 41.3 83 16.9 37.7 2010 28,0 44,9 *
Financial coverage for health and mental care 89 12,4 33,1 1,695 20.8 40.6 116 12.9 33.7 84 7.1 25.9 1984 19,4 39,6 *
Mean of financial services utilization, 106 36,7 27,2 1,911 39.0 26.9 129 32.6 22.0 94 33.4 25.0 2240 38,3 26,7 *

* p-value <0.05; K =, Kruskal–Wallis analysis of variance

Table 11 provides an insight into the degree of utilization of financial services in the during studies phase. The table presents number of answers, means, and standard deviations for each specific financial service among countries, together with Kruskal-Wallis (non-parametric) tests. Italy shows the highest percentage of usage of financial services (39.0%). More specifically, in Italy the usage percentage of scholarships to cover tuition fees is the highest (80.3%) in comparison to all the other countries.

Not only the availability of scholarships is higher but also the possibility to get degree awards (21.3%) and the availability of special benefits for student canteen (76.2%) are higher than in other countries. Results also evidence that in Croatia, there is a high percentage of usage of special subventions for student housing (31.3%) and special menu discounts for students who eat in off-campus restaurants (32.3%). To the opposite, Finland (32.6%) and Poland (33.4%) present a lower percentage of usage of financial services. In particular, Poland shows the lowest percentage of usage of vouchers to buy rent a car or to buy gas (3.8%), while Finland displays the lowest percentage of usage of degree awards (15.3%). The distribution of statistics highlights that the degree of utilization of each financial service diverges among different countries, since Kruskal-Wallis tests are significant at a statistical level of 0.05 for almost the financial services in the during studies phase. Kruskal-Wallis test is not significant referring to the use of vouchers to buy books in off-campus bookshops and to the use of vouchers to rent a car or buy gas.

Table 12 – Health and psychological services in the during studies phase: the utilization

  Croatia Italy Finland Poland Total K
N M(%) SD(%) N M(%) SD(%) N M(%) SD(%) N M(%) SD(%) N M(%) SD(%)
Primary health care services 163 98,2 13,5 484 58.5 49.3 224 85.3 35.5 95 88.4 32.2 966 74,3 43,7 *
Specialist health care services 149 83,2 37,5 475 43.8 49.7 221 81.0 39.3 89 56.2 49.9 934 60,1 49,0 *
Mental health care services 141 35,5 48,0 468 29.7 45.7 216 35.6 48.0 90 23.3 42.5 915 31,4 46,4 *
Pastoral support 149 53,0 50,1 477 21.8 41.3 207 4.8 21.5 91 45.1 50.0 924 25,3 43,5  
Mean of health and psychological services utilization 164 71,0 27,8 501 40.5 24.3 231 54.3 24.3 102 56.7 31.1 998 50,3 28,0 *

* p-value <0.05; K = Kruskal–Wallis analysis of variance

Table 12 provides an insight into the degree of utilization of health and psychological services in the during studies phase. The table presents number of answers, means, and standard deviations for each specific health and psychological service among countries, together with Kruskal-Wallis (non-parametric) tests. Specifically, Croatia shows the highest usage percentage of health and psychological services (71%), with the highest degree of usage of primary health care services (98.2%), specialist health care services (83.2%) and pastoral support (53%). To the opposite, Italy shows the lowest percentage of usage of health and psychological services (40.5%). In particular, results suggest that in Italy the primary health care services display the lowest degree of usage (58.5%) in comparison with all the other countries. Finally, in Poland the mental health care services are less used in comparison with Croatia and Italy, while Finland shows the lowest usage percentage of pastoral support (4.8%). The distribution of statistics highlights that the degree of utilization of each health and psychological service diverges among different countries, since Kruskal-Wallis tests are significant at a statistical level of 0.05 for almost the health and psychological services in the during studies phase. Kruskal-Wallis test is not significant referring to the use of pastoral support service.

Table 13 – Personal development services in the during studies phase: the utilization

  Croatia Italy Finland Poland Total K
N M(%) SD(%) N M(%) SD(%) N M(%) SD(%) N M(%) SD(%) N M(%) SD(%)
Possibility to be engaged in volunteer jobs 217 72,8 44,6 1,679 18.8 39.1 83 32.5 47.1 115 60.0 49.2 2094 27,2 44,5 *
Opportunities of occasional jobs during studies 209 80,4 39,8 1,689 22.2 41.6 88 67.0 47.3 112 36.6 48.4 2098 30,6 46,1 *
Tutoring advisor 212 81,6 38,8 1,798 64.0 48.0 98 91.8 27.5 106 13.2 34.0 2214 64,5 47,9 *
Educational programs for developing academic and learning skills 211 81,5 38,9 1,703 41.8 49.3 95 73.7 44.3 111 54.1 50.1 2120 47,8 50,0 *
Cultural activities for students 213 91,1 28,6 1,748 60.2 49.0 86 68.6 46.7 115 69.6 46.2 2162 64,1 48,0 *
Programs for student exchange and studies abroad 210 64,3 48,0 1,719 23.7 42.5 83 33.7 47.6 109 17.4 38.1 2121 27,8 44,8 *
Counseling for development of personal skills and ambitions 204 61,3 48,8 1,727 34.8 47.6 86 44.2 50.0 109 28.4 45.3 2126 37,4 48,4 *
Student unions 213 57,7 49,5 1,729 23.7 42.5 94 74.5 43.8 118 72.0 45.1 2154 31,9 46,6 *
Publishing activities 200 45,5 49,9 1,707 14.1 34.8 88 47.7 50.2 109 30.3 46.2 2104 19,3 39,5 *
Mean of personal development services utilization 221 71,6 29,2 1,868 35.9 25.3 102 63.0 26.3 124 46.7 29.9 2315 41,1 28,4 *

* p-value <0.05; K = Kruskal–Wallis analysis of variance

Table 13 provides an insight into the degree of utilization of personal development services in the during studies phase. The table presents number of answers, means, and standard deviations for each specific need among countries, together with Kruskal-Wallis (non-parametric) tests. Going deeply, Croatia (71.6%) and Finland (63.0%) show the highest usage percentages for personal and development services. Specifically, in Croatia the possibilities to get opportunities of occasional jobs and during studies (80.4%) and the cultural activities for students (91.4%) are more used in comparison with other countries. Further, Finland shows the highest degree of use tutoring advisor (91.8%) than other countries.

On the other hand, in Italy, the personal development services are less used (35.9%). In particular, the possibility to be engaged in volunteer jobs displays the lowest usage percentage (18.8%). Further, in Poland, the programs for student exchange (17.4%) and counseling activities (28.4%) for development of personal skills are less used in comparison with Italy and Croatia. The distribution of statistics highlights that the degree of utilization of each personal development service diverges among different countries, since Kruskal-Wallis tests are significant at a statistical level of 0.05 for all the personal development services in the during studies phase.

Table 14 – Sport services in the during studies phase: the utilization

  Croatia Italy Finland Poland Total K
N M(%) SD(%) N M(%) SD(%) N M(%) SD(%) N M(%) SD(%) N M(%) SD(%)
Intra and intercollegiate athletics 25 52.0 51.0 403 59.3 49.2 20 50.0 51.3 17 52.9 51.5 465 58.3 49.4  
Fitness program in a campus-based sports center 26 57.7 50.4 409 59.2 49.2 20 60.0 50.3 20 75.0 44.4 475 59.8 49.1  
Mean of sport services utilization 27 57.4 35.9 432 60.9 33.7 20 55.0 35.9 20 65.0 36.6 499 60.6 33.9  

* p-value <0.05; K = Kruskal–Wallis analysis of variance

Table 14 provides an insight into the degree of utilization of sport services in the during studies phase. The table presents number of answers, means, and standard deviations for each specific need among countries, together with Kruskal-Wallis (non-parametric) tests. More specifically, Poland displays the highest usage percentage (65.0%) of sport services. In particular, the use of fitness program in campus-based sport centers is higher in Poland (75.0%) than in other countries, while the use of intra and intercollegiate athletics activities is higher in Italy (59.3%) than in other countries. Finally, Finland displays the lowest usage percentage of sport services (55.0%). The distribution of statistics highlights that the degree of utilization of each sport service doesn’t diverge among different countries, since Kruskal-Wallis tests are not significant.

The exit phase

Table 15 – Services in the exit phase: the utilization

  Croatia Italy Finland Poland Total K
N M
(%)
SD
(%)
N M(%) SD(%) N M(%) SD(%) N M(%) SD(%) N M(%) SD(%)
Career orientation meeting with an advisor 142 38.0 48.7 4,115 12.4 33.0 124 12.9 33.7 150 29.3 45.7 4,531 13.8 34.5 *
A database of available jobs and placements to help students in finding work opportunities 145 54.5 50.0 4,109 31.0 46.2 132 59.8 49.2 153 48.4 50.1 4,539 33.2 47.1 *
A meeting with alumni 139 36.0 48.2 4,156 19.6 39.7 126 23.8 42.8 156 32.1 46.8 4,577 20.6 40.5 *
Job interviews simulations 146 40.4 49.2 4,122 10.2 30.2 124 11.3 31.8 151 29.8 45.9 4,543 11.8 32.3 *
CV-development workshop 150 48.0 50.1 4,115 14.1 34.9 127 22.0 41.6 158 32.3 46.9 4,550 16.1 36.8 *
Mean of utilization in the exit phase 156 46.4 44.6 4,379 19.0 27.7 144 31.2 35.3 162 35.9 37.5 4,841 20.8 29.6 *

* p-value <0.05; K = Kruskal–Wallis analysis of variance

Table 15 provides an insight into the degree of utilization of services in the exit phase. The table presents number of answers, means, and standard deviations for each specific need among countries, together with Kruskal-Wallis (non-parametric) tests. More specifically, Croatia displays the highest usage percentage of services in the exit phase (46.4%). In particular, the most used service in this phase is the availability of a database in order to help students to find work opportunities (54.5%). In this direction, in Finland, the possibility to have a database with job opportunities shows the highest usage percentage (59.8%) in comparison with all the other countries. Moreover, job interview simulations (40.4%) and CV-development workshop (48.0%) are more used in Croatia than in other countries, To the opposite, in Italy all the services analyzed in the exit phase show the lowest usage percentage (19.0%). In particular, job interview simulations (10.2%) and career orientation meeting with an advisor (12.4%) are less used in comparison with other countries. Finally, the distribution of statistics highlights that the degree of utilization of each service in the exit phase diverges among different countries, since Kruskal-Wallis tests are significant at a statistical level of 0.05 for all the services in the exit phase.

The services satisfaction

The entry phase

Table 16 – Services in the entry phase: the satisfaction

  Croatia Italy Finland Poland Total K
N M SD N M SD N M SD N M SD N M SD
Online services and/or helpdesk 275 3.8 0.9 2,928 3.0 0.9 231 3.5 0.7 219 3.4 1.0 3,653 3.1 0.9 *
Administrative support during admission 320 4.0 0.9 4,388 3.0 1.0 144 3.4 0.8 269 3.3 1.1 5,121 3.1 1.0 *
Possibility to attend orientation activities before the enrolment 265 3.5 1.0 4,212 3.3 1.0 254 3.7 0.9 170 3.4 1.2 4,901 3.3 1.0 *
Counseling activities to encourage interactions with other students 253 3.5 1.0 1,716 2.7 1.2 278 3.6 1.0 155 3.1 1.1 2,402 2.9 1.2 *
Psychological meeting with specialists in order to highlight the emotional predisposition towards a particular course of study 193 3.1 1.1 896 2.5 1.2 45 3.3 1.2 71 2.7 1.1 1,205 2.7 1.2 *
Mean of satisfaction in the entry phase 331 3.6 0.8 6,580 3.1 0.9 357 3.6 0.7 359 3.3 0.9 7,627 3.1 0.9 *

* p-value <0.05; K = Kruskal–Wallis analysis of variance

Table 16 provides an insight into the degree of satisfaction of services in the entry phase. The table presents number of answers, means, and standard deviations for each specific need among countries, together with Kruskal-Wallis (non-parametric) tests. Going deeply, in Croatia and in Finland (3.6) the degree of satisfaction of services in the entry phase is higher in comparison with other countries. In particular, the administrative support during admission displays the highest level of satisfaction in Croatia (4.0), while the possibility to attend orientation activities before the enrollment shows the highest satisfaction level in Finland (3.7). On the other hand, in Italy all the services in the entry phase show the lowest degree of satisfaction (3.1). In particular, psychological meeting with specialists in order to highlight emotional predisposition towards a particular course of study is the lowest (2.5) in comparison with other countries. Finally, the distribution of statistics highlights that the degree of satisfaction of each service in the entry phase diverges among different countries, since Kruskal-Wallis tests are significant at a statistical level of 0.05 for all the services in the entry phase.

The during studies phase

Table 17 – Food services in the during studies phase: the satisfaction

  Croatia Italy Finland Poland Total K
N M SD N M SD N M SD N M SD N M SD
Offer/proposal of menus with healthy choices 258 2.8 1.1 3,938 3.1 1.0 314 3.8 0.9 100 3.2 1.1 4,610 3.1 1.0 *
Offer/proposal of menus with seasonal food 263 2.9 1.0 3,782 3.0 1.0 217 3.5 0.9 100 3.3 1.1 4,362 3.0 1.0 *
Menus advised by nutritionist with an healthy nutritional chart 231 2.2 1.0 1,827 2.7 1.1 180 3.5 1.0 57 2.7 1.1 2,295 2.7 1.1 *
Offer/proposal of local foods 211 2.3 1.1 2,665 2.8 1.0 153 3.3 1.1 83 3.3 1.2 3,112 2.8 1.1 *
“Friendly” canteen facilities 263 3.4 1.0 2,776 3.0 1.0 333 4.1 0.9 136 3.6 1.1 3,508 3.2 1.1 *
Availability of snack machines on campus 114 2.3 1.1 2,578 3.1 1.0 39 3.2 1.0 265 3.4 1.0 2,996 3.1 1.0 *
Possibility to use catering service to arrange special events within university 40 2.9 1.5 159 2.8 1.3 23 3.4 1.1 82 3.5 1.1 304 3.1 1.3 *
Mean of food services satisfaction 284 2.7 0.8 5,349 3.0 0.8 341 3.7 0.7 315 3.3 0.9 6,289 3.1 0.9 *

* p-value <0.05; K = Kruskal–Wallis analysis of variance

Table 17 provides an insight into the degree of satisfaction of food services in the during studies phase. The table presents number of answers, means, and standard deviations for each specific need among countries, together with Kruskal-Wallis (non-parametric) tests. More specifically, Finland shows the highest degree of satisfaction regarding food services (3.7). In particular, the proposal of menus with healthy choices (3.8) and the availability of friendly canteen facilities are the service with the highest satisfaction rate in Finland. To the opposite, in Croatia all the food services show the lowest satisfaction rate (2.7). Specifically, the proposal of local food is the services with the lowest satisfaction degree (2.3). Finally, the distribution of statistics highlights that the degree of satisfaction of each food service diverges among different countries, since Kruskal-Wallis tests are significant at a statistical level of 0.05 for all the food services in the during studies phase.

Table 18 – Housing services in the during studies phase: the satisfaction

  Croatia Italy Finland Poland Total K
N M SD N M SD N M SD N M SD N M SD
Student housing near the university 60 3.4 1.1 441 3.9 1.2 94 4.0 0.9 37 3.3 1.1 632 3.8 1.1 *
Availability of single rooms 41 2.7 1.6 363 3.9 1.2 74 4.0 0.9 22 2.6 1.5 500 3.7 1.3 *
Availability of family apartments 17 2.4 1.3 181 1.9 1.1 25 4.0 0.8 15 2.7 1.4 238 2.2 1.3 *
Safety and security of the housing facilities 58 3.7 1.1 470 3.9 1.1 95 4.0 0.9 50 3.5 1.1 673 3.9 1.1 *
Parking space near housing facility 43 4.0 1.2 265 2.8 1.5 52 3.5 1.3 33 3.1 1.4 393 3.0 1.5 *
Possibility to personalize student room(s) 59 3.8 1.2 418 3.1 1.3 92 4.0 1.0 45 3.1 1.3 614 3.3 1.3 *
Possibility to organize social events 51 3.3 1.5 350 3.0 1.2 44 3.2 1.3 38 2.7 1.3 483 3.0 1.3 *
Restaurant hall 52 3.0 1.2 342 3.0 1.2 33 3.6 0.9 26 3.1 1.4 590 2.8 1.2 *
Shared kitchen 43 3.5 1.2 436 2.8 1.2 43 2.6 1.1 59 3.2 1.2 551 3.1 1.1  
Laundry room 56 3.4 1.3 385 3.0 1.1 73 3.6 1.0 50 3.4 1.1 672 2.9 1.3 *
IT facilities in the rooms 49 3.1 1.3 474 2.7 1.3 83 3.9 1.0 59 3.1 1.3 571 3.1 1.2 *
Clean-up services 47 3.5 1.2 455 3.0 1.2 28 3.5 0.9 39 3.5 1.0 554 3.3 1.2 *
Study hall 22 2.4 1.6 442 3.3 1.2 21 3.8 1.0 44 3.4 1.1 432 2.8 1.2  
Computer hall 28 2.8 1.7 353 2.8 1.2 31 3.6 0.8 26 2.7 1.0 435 3.0 1.3 *
Relaxation room 33 3.4 1.6 356 3.0 1.2 33 3.3 1.2 18 2.9 1.4 316 3.8 1.2  
Prayer room 35 3.3 1.3 225 3.7 1.1 11 3.9 1.0 47 4.2 1.0 340 2.8 1.3 *
Gym facilities 38 3.3 1.2 272 2.7 1.3 16 3.1 1.3 17 2.9 1.2 230 3.0 1.3  
Movie hall 38 2.9 1.5 146 2.8 1.4 11 3.1 1.0 35 3.2 1.3 439 3.0 1.2  
Mean of housing services satisfaction 62 3.3 1.0 502 3.1 0.7 103 3.8 0.6 65 3.2 0.9 732 3.2 0.8 *

* p-value <0.05; K = Kruskal–Wallis analysis of variance

Table 18 provides an insight into the degree of satisfaction of housing services in the during studies phase. The table presents number of answers, means, and standard deviations for each specific need among countries, together with Kruskal-Wallis (non-parametric) tests. With regards to housing services, Finland shows the highest degree of satisfaction rate (3.8). Results evidence that the availability of student housing near the university (4.0), the availability of single rooms and family apartments (4.0), the safety and security of housing facilities (4.0) and the possibility to personalize student rooms (4.0) are the services which the highest satisfaction rate in Finland in comparison with all the other countries. Further, in Croatia, some services, such as the possibility of parking space near housing facilities (4.0) or the possibility to organize social events (3.3) display a higher satisfaction rate. On the other side, Italy shows the lowest satisfaction rate (3.1) concerning housing services. In particular, the availability of family apartments (1.9), but also the availability of IT facilities in the rooms (2.7) displays a lower satisfaction rate. The distribution of statistics highlights that the degree of satisfaction of each housing service diverges among different countries, since Kruskal-Wallis tests are significant at a statistical level of 0.05 for almost the housing services in the during studies phase. Kruskal-Wallis tests are not significant referring to five out of housing services.

Table 19 – Financial services in the during studies phase: the satisfaction

  Croatia Italy Finland Poland Total K
N M SD N M SD N M SD N M SD N M SD
Availability of scholarships to cover tuition/enrolment fees 95 3.2 1.1 1,427 3.8 1.1 87 3.5 1.2 56 3.8 1.1 1,665 3.8 1.2 *
Possibility to get degree awards (additional scholarships for students who graduate within recommended study time) 61 2.7 1.3 286 3.6 1.4 22 3.2 1.4 12 3.8 1.7 381 3.5 1.4 *
Special benefit/subvention for student canteen 121 3.6 1.1 1,175 4.0 1.0 267 4.5 0.7 11 3.5 1.6 1,574 4.0 1.0 *
Special benefit/subvention for student housing 64 3.2 1.2 281 3.8 1.1 152 3.9 1.1 82 3.7 1.2 579 3.7 1.1 *
Special menu discount price for students who eat in off-campus restaurants/bar 57 2.2 1.3 317 3.2 1.3 172 3.6 1.0 32 3.8 1.3 578 3.3 1.3 *
Availability to use restaurant tickets at canteen 54 2.3 1.4 376 3.8 1.1 19 3.2 1.2 15 3.1 1.4 464 3.6 1.3 *
Free-of-charge borrowing of books from library 100 3.4 1.3 922 4.1 0.9 261 4.5 0.7 102 4.2 1.0 1,385 4.1 1.0 *
Special discounts to use sports facilities 72 2.9 1.2 130 2.8 1.2 153 3.8 0.9 44 3.6 1.2 399 3.3 1.2 *
Vouchers or economic help to buy books in off-campus bookshops 66 2.4 1.3 168 2.8 1.3 50 3.1 1.1 28 3.3 1.3 312 2.8 1.3 *
Vouchers or economic help to rent a car or to buy gas 40 2.2 1.3 53 2.7 1.4 11 3.4 1.5 11 3.5 1.9 115 2.6 1.4 *
Vouchers or economic help to pay public transportation 105 3.0 1.3 201 2.8 1.4 207 3.9 1.0 47 4.1 1.1 560 3.4 1.3 *
Financial coverage for health and mental care 106 3.7 1.2 134 3.1 1.3 107 3.9 1.0 35 3.7 1.4 382 3.5 1.2 *
Mean of financial services satisfaction 138 3.2 0.9 1,633 3.8 0.9 287 4.0 0.7 142 3.8 0.9 2,200 3.8 0.9 *

* p-value <0.05; K = Kruskal–Wallis analysis of variance

Table 19 provides an insight into the degree of satisfaction of financial services in the during studies phase. The table presents number of answers, means, and standard deviations for each specific need among countries, together with Kruskal-Wallis (non-parametric) tests. Finland shows the highest satisfaction rate (4.0) among all the financial services in comparison with the other countries. In particular, in Finland the availability of special benefit for student canteen (4.5) and the possibility to borrow books from library free of charge (4.5) are the services which show a higher satisfaction rate among all the other services. In Italy, the availability to use restaurant tickets at canteen (3.8) has a high satisfaction rate. Moreover, in Poland the availability of scholarships to cover tuition fee (3.8), the possibility to get degree awards (3.8) and the availability of special menu discount price for student in off-campus restaurant (3.8) have a higher satisfaction rate in comparison with other service. To the opposite, Croatia shows a lower satisfaction rate regarding financial services (3.2). The availability to use vouchers to rent a car or buy gas (2.2) is the service with the lowest satisfaction rate in comparison with all the other countries. Finally, the distribution of statistics highlights that the degree of satisfaction of each financial service diverges among different countries, since Kruskal-Wallis tests are significant at a statistical level of 0.05 for all the financial services in the during studies phase.

Table 20 – Health and psychological services in the during studies phase: the satisfaction

  Croatia Italy Finland Poland Total K
N M SD N M SD N M SD N M SD N M SD
Primary health care services 160 3.7 0,9 283 3.6 1.2 191 3.8 0.9 84 3.6 1.1 718 3.7 1,1  
Specialist health care services 124 3.6 1,0 208 3.6 1.1 179 3.9 0.9 50 3.5 1.1 561 3.7 1,0 *
Mental health care services 50 3.3 1,2 139 3.4 1.3 77 3.7 1.1 21 3.5 1.5 287 3.5 1,3  
Pastoral support 79 3.9 1,1 104 3.8 1.3 10 3.8 1.3 41 3.8 1.1 234 3.8 1,2  
Mean of health and psychological services satisfaction 163 3.7 0,9 479 3.6 1.1 226 3.8 0.8 97 3.6 1.0 965 3.7 1,0  

* p-value <0.05; K = Kruskal–Wallis analysis of variance

Table 20 provides an insight into the degree of satisfaction of health and psychological services in the during studies phase. The table presents number of answers, means, and standard deviations for each specific need among countries, together with Kruskal-Wallis (non-parametric) tests. Finland shows the highest satisfaction rate of all the health and psychological services (3.8). Pastoral support service displays the highest satisfaction rate in Croatia (3.9). On the other side, Italy and Poland (3.6) show the lowest satisfaction rate among primary and specialist care services. Kruskal-Wallis tests are not significant referring to three out of four health and psychological services, highlighting that the degree of satisfaction of health and psychological services don’t diverge among different countries.

Table 21 – Personal development services in the during studies phase: the satisfaction

  Croatia Italy Finland Poland Total K
N M SD N M SD N M SD N M SD N M SD
Possibility to be engaged in volunteer jobs 158 3.9 1.0 315 3.4 1.2 27 4.1 0.9 69 3.9 1.0 569 3.6 1.1 *
Opportunities of occasional jobs during studies 168 3.0 1.3 375 3.1 1.3 59 3.6 1.1 41 3.1 1.4 643 3.1 1.3 *
Tutoring advisor 173 3.3 1.0 1,150 3.2 1.1 90 3.6 1.0 14 3.8 1.1 1,427 3.2 1.1 *
Educational programs for developing academic and learning skills 172 3.3 1.1 712 3.3 1.0 70 3.3 0.8 60 3.5 1.1 1,014 3.3 1.0  
Cultural activities for students 194 3.2 1.3 1,052 3.5 1.0 59 3.8 0.9 80 3.6 1.2 1,385 3.5 1.1 *
Programs for student exchange and studies abroad 135 3.1 1.2 407 3.6 1.3 28 4.2 0.9 19 4.1 1.3 589 3.5 1.3 *
Counseling for development of personal skills and ambitions 125 2.9 1.1 409 3.3 1.1 70 3.8 0.9 85 3.9 1.1 795 3.1 1.1 *
Student unions 123 3.1 1.3 241 3.1 1.1 42 3.5 1.0 33 3.7 1.1 687 3.4 1.2 *
Publishing activities 91 2.4 1.3 315 3.4 1.2 27 4.1 0.9 69 3.9 1.0 407 3.0 1.2 *
Mean of personal development services satisfaction 221 3.3 0.9 1,764 3.4 0.9 101 3.7 0.6 119 3.7 0.9 2,205 3.4 0.9 *

* p-value <0.05; K = Kruskal–Wallis analysis of variance

Table 21 provides an insight into the degree of satisfaction of personal development services in the during studies phase. The table presents number of answers, means, and standard deviations for each specific need among countries, together with Kruskal-Wallis (non-parametric) tests. Finland and Poland show the highest satisfaction rate on the average of all personal development services (3.7). In Finland, the possibility to be engaged in volunteer jobs (4.1) and the availability of programs for student exchange and studies abroad (4.2) are the services with the higher satisfaction rate in comparison with all the other countries. Further, Poland displays also a higher satisfaction rate concerning counseling services for development of personal skills and ambition (3.9) and publishing activities (3.9). To the opposite, in Croatia, publishing activities (2.4) and the availability of occasional job opportunities during studies (3.0) represent the lowest satisfaction rate in comparison with all the others countries. The distribution of statistics highlights that the degree of satisfaction of each personal development service diverges among different countries, since Kruskal-Wallis tests are significant at a statistical level of 0.05 for almost the personal development services in the during studies phase. Kruskal-Wallis tests are not significant referring to one out of personal development services.

Table 22 – Sport services in the during studies phase: the satisfaction

  Croatia Italy Finland Poland Total K
N M SD N M SD N M SD N M SD N M SD
Intra and intercollegiate athletics 41 3.0 1.1 133 3.2 1.2 51 3.7 1.0 45 3.7 1.1 270 3.4 1.2 *
Fitness program in a campus-based sports center 53 3.0 1.3 82 3.0 1.3 110 3.7 1.0 38 3.7 0.9 283 3.3 1.2 *
Mean of sport services satisfaction 59 3.0 1.1 183 3.3 1.2 119 3.7 0.9 64 3.7 1.0 425 3.4 1.1 *

* p-value <0.05; K = Kruskal–Wallis analysis of variance

Table 22 provides an insight into the degree of satisfaction of sport services in the during studies phase. The table presents number of answers, means, and standard deviations for each specific need among countries, together with Kruskal-Wallis (non-parametric) tests. On average, sport services show the highest satisfaction rate (3.7) in Finland and Poland and less in Croatia (3.0). Finally, the distribution of statistics highlights that the degree of satisfaction of each sport service diverges among different countries, since Kruskal-Wallis tests are significant at a statistical level of 0.05 for all the sport services in the during studies phase.

The exit phase

Table 23 – Services in the exit phase in the during studies phase: the satisfaction

  Croatia Italy Finland Poland Total K
N M SD N M SD N M SD N M SD N M SD
Career orientation meeting with an advisor 54 3.3 1.2 510 3.1 1.3 16 3.3 1.4 44 3.3 1.2 624 3.1 1.3  
A database of available jobs and placements to help students in finding work opportunities 79 3.1 1.3 1,273 2.8 1.2 79 3.5 1.1 74 3.1 1.2 1,505 2.8 1.2 *
A meeting with alumni 50 3.2 1.2 814 3.2 1.1 30 3.7 0.9 50 3.2 1.2 944 3.2 1.1 *
Job interviews simulations 59 3.1 1.3 419 3.2 1.3 14 3.6 1.1 45 3.6 1.2 537 3.2 1.3  
CV-development workshop 72 3.1 1.3 582 3.3 1.2 28 3.5 1.2 51 3.3 1.2 733 3.3 1.2  
Mean of satisfaction in the exit phase 94 3.0 1.1 2,020 3.0 1.1 89 3.5 0.9 104 3.1 1.0 2,307 3.0 1.1 *

* p-value <0.05; K = Kruskal–Wallis analysis of variance

Table 23 provides an insight into the degree of satisfaction of services in the exit phase. The table presents number of answers, means, and standard deviations for each specific need among countries, together with Kruskal-Wallis (non-parametric) tests. On average, Finland is the country with the highest satisfaction rate concerning the overall services in the exit phase. In particular, a meeting with alumni (3.7) and a database with available job opportunities (3.5) are the most satisfied services in Finland. To the opposite, in Italy and in Croatia (3.0) the satisfaction rate of services in the exit phase is lower. In fact, the availability of a database with job opportunities has the lowest satisfaction rate in Italy (2.8) and job interview simulations and CV development workshop (3.1) are the service with a lower degree of satisfaction in Croatia. The distribution of statistics highlights that the degree of satisfaction of each service in the exit phase diverges among different countries, since Kruskal-Wallis tests are significant at a statistical level of 0.05 for almost the services in the exit phase. Kruskal-Wallis tests are not significant referring to three out of personal development services.

A focus on international students

Table 24 – Perceived of international students needs’ importance

  Italy
(n. 187)
Finland
(n. 32)
Poland
(n. 8)
Total
(n. 227)
K
M SD M SD M SD M SD
Support to the student for pre-departure 3.8 1.0 3.2 1.2 3.4 0.8 3.7 1.0 *
Support to the student in finding and understanding information 4.0 1.0 3.8 1.1 3.4 1.0 3.9 1.0  
Support to the student in improving the level of knowledge of the host country’s language 3.8 1.2 3.7 1.1 3.4 1.0 3.7 1.1  
Support to the student through additional economic support either by institutions of the country of origin or by the host institution 4.1 1.0 4.2 0.9 3.7 0.8 4.1 1.0  
Support to the students in dealing with administrative procedures 4.1 0.8 3.6 1.1 3.7 0.8 4.0 0.9 *
Support to the students in dealing with academic tasks 3.9 0.9 3.6 1.0 3.4 1.0 3.9 0.9  
Support to the students in looking for internship, part-time or full-time, paid/unpaid job opportunities 4.3 0.9 4.0 1.3 3.6 1.1 4.2 1.0 *
Support to the students about health issues 3.9 1.0 3.8 1.0 3.4 1.1 3.9 1.0 *
Mean of international students need 3.9 0.7 3.7 0.8 3.5 0.8 3.9 0.7  

* p-value <0.05; K = Kruskal–Wallis analysis of variance

Table 24 provides an insight into the degree of need’s perceived importance of international students. The table presents means, standard deviations for each specific need among Italy, Finland and Poland, together with Kruskal-Wallis (non-parametric) tests. On average, in Italy all the international students’ needs are perceived as more important (3.9) in comparison with all the other countries. In particular, the need to support students in looking for internships and job opportunities (4.3) and the need to support students through additional economic support either by institutions of the country of origin or by the host institution (4.1) are perceived as more important in Italy. To the opposite, in Poland, the need to support students in finding and understanding information (3.4) and the need to support students in improving the level of knowledge of the host country’s language (3.4) are perceived as less important in Poland in comparison with all the other countries. The distribution of statistics highlights that the degree of importance of each need for international students diverges among different countries, since Kruskal-Wallis tests are significant at a statistical level of 0.05 for almost the international students’ needs. Kruskal-Wallis tests are not significant referring to five out of nine international students’ needs.

Table 25 – International students’ services: the utilization

  Italy Finland Poland Total K
N M(%) SD(%) N (%) SD(%) N M(%) SD(%) N M(%) SD(%)
Website and brochure about offered study programs in the language of the host country (or in English) 165 50.9 50.1 27 81.5 39.6 8 75.0 46.3 200 56.0 49.8 *
Mobility program announced on time 162 24.7 43.3 21 28.6 46.3 6 33.3 51.6 189 25.4 43.6  
Presence of staff to support students with VISA and residency application requirements 160 20.6 40.6 28 50.0 50.9 7 57.1 53.5 195 26.2 44.1 *
Information on costs of living in the host country 155 29.7 45.8 25 72.0 45.8 7 57.1 53.5 187 36.4 48.2 *
Welcome day for international students 167 35.9 48.1 24 54.2 50.9 6 33.3 51.6 197 38.1 48.7  
“Buddy” system/tutorship 165 19.4 39.7 27 37.0 49.2 7 71.4 48.8 199 23.6 42.6 *
Local language courses 165 24.8 43.3 29 79.3 41.2 8 75.0 46.3 202 34.7 47.7 *
Medical care services 163 22.7 42.0 24 83.3 38.1 8 75.0 46.3 195 32.3 46.9 *
Mental health services 161 9.9 30.0 26 30.8 47.1 7 42.9 53.5 194 13.9 34.7 *
Extra-curricular activities 158 20.3 40.3 25 40.0 50.0 7 71.4 48.8 190 24.7 43.3 *
Additional scholarship for international students 159 34.0 47.5 25 36.0 49.0 7 71.4 48.8 191 35.6 48.0  
Help from university to find internship, part-time, full-time paid/unpaid job opportunities 160 26.3 44.1 24 33.3 48.2 7 57.1 53.5 191 28.3 45.2  
Housing services 163 22.7 42.0 30 83.3 37.9 8 75.0 46.3 201 33.8 47.4 *
Mean of international students’ services utilization 176 28.2 31.3 31 58.1 28.7 8 64.0 38.1 215 33.9 33.3 *

* p-value <0.05; K = Kruskal–Wallis analysis of variance

Table 25 provides an insight into the degree of utilization of international students’ services. The table presents number of answers, means, and standard deviations for each specific need among countries, together with Kruskal-Wallis (non-parametric) tests. In Poland, all the international students’ services show the higher degree of utilization (64, 0%). In particular, the buddy system tutorship, extra-curriculum activities and additional scholarships for international students (71, 4%) are the most used services in Poland in comparison with all the other countries. Further, in Finland, medical care services and housing services show the higher degree of utilization (83, 3%). To the opposite, in Italy, almost of services for international students are less used (28, 2%) in comparison with all the other countries. In particular, mental health services show the lowest usage rate (9, 9%). The distribution of statistics highlights that the degree of utilization of each service for international students diverges among different countries, since Kruskal-Wallis tests are significant at a statistical level of 0.05 for almost the international students’ services. Kruskal-Wallis tests are not significant referring to four out of fourteen international students’ services.

Table 26 – International students’ services: the satisfaction

  Italy Finland Poland Total K
N M SD N M SD N M SD N M SD
Website and brochure about offered study programs in the language of the host country 84 3.1 1.1 22 3.1 1.3 6 2.8 1.3 112 3.1 1.2  
Mobility program announced on time 40 3.2 1.3 6 2.8 0.8 2 2.0 0.0 48 3.1 1.2  
Presence of staff to support students with VISA and residency application requirements 33 3.6 1.1 14 3.5 1.2 4 2.3 0.5 51 3.5 1.2  
Information on costs of living in the host country 46 3.1 1.2 18 3.5 1.0 4 2.3 0.5 68 3.1 1.1  
Welcome day for international students 60 3.6 1.1 13 3.5 1.1 2 2.0 0.0 75 3.5 1.1  
“Buddy” system/tutorship 32 3.4 1.3 10 3.0 1.1 5 2.6 1.3 47 3.2 1.3  
Local language courses 41 3.6 1.3 23 3.3 1.2 6 3.2 1.2 70 3.5 1.2  
Medical care services 37 3.1 1.2 20 3.7 0.9 6 2.8 1.2 63 3.3 1.1  
Mental health services 16 3.3 1.4 8 3.6 0.5 3 2.7 1.2 27 3.3 1.2  
Extra-curricular activities 32 3.1 1.2 10 2.9 0.9 5 2.2 0.4 47 3.0 1.1  
Additional scholarship for international students 54 3.4 1.5 9 1.9 1.3 5 2.4 1.1 68 3.1 1.5 *
Help from university to find internship, part-time, full-time paid/unpaid job opportunities 42 2.7 1.5 8 2.3 1.0 4 2.0 0.8 54 2.6 1.4  
Housing services 37 3.2 1.5 25 3.4 1.1 6 2.5 1.0 68 3.2 1.3  
Mean of international students’ services satisfaction 137 3.3 1.0 29 3.4 0.8 8 2.8 0.5 174 3.3 1.0  

* p-value <0.05; K = Kruskal–Wallis analysis of variance

Table 26 provides an insight into the degree of satisfaction about international students’ services. The table presents number of answers, means, and standard deviations for each specific service among countries, together with Kruskal-Wallis (non-parametric) tests. On average, in Finland, the satisfaction rate of international services’ services is higher (3.4) in comparison with all the other countries. In particular, medical care (3.7) and mental health services (3.6) show a higher satisfaction rate in Finland than in other countries. To the opposite, Poland shows the lowest satisfaction rate among all international students’ services (2.8). Specifically, the announced time of the mobility program has the lowest satisfaction rate (2.0) in comparison with all the other services in Poland. Kruskal-Wallis tests are not significant referring to thirteen out of fourteen international students’ services, highlighting that the degree of satisfaction of international students’ services don’t diverge among different countries.

A focus on student with disabilities

Table 27 – Perceived of student with disabilities needs’ importance

Italy (n. 81) Finland (n. 16) Poland (n. 32) Total (n. 129) K
M SD M SD M SD M SD
Need of physical assistance for disabled students 3.3 1.5 3.2 1.3 3.3 1.4 3.3 1.4
Need to receive additional assistive tools for disabilities 3.7 1.3 3.7 0.9 3.9 1.5 3.8 1.3
Need to use specific facilities to access the campus 3.9 1.4 3.7 1.3 3.7 1.3 3.8 1.4 *
Need to attend sport competition and fitness program for disabled students 2.5 1.3 2.6 1.3 3.4 1.2 2.7 1.3 *
Mean of student with disabilities need 3.4 1.1 3.3 1.0 3.5 1.1 3.4 1.1 *

* p-value <0.05; K = Kruskal–Wallis analysis of variance

Table 27 provides an insight into the degree of need’s perceived importance of international students. The table presents means, standard deviations for each specific need among Italy, Finland and Poland, together with Kruskal-Wallis (non-parametric) tests. On average, the needs of student with disabilities are perceived as more important in Poland (3.5) and in Italy (3.4). Specifically, the need to receive physical assistance (3.3) is highest in Italy, while the need to receive additional services tools for student with disabilities is more important in Italy and in Finland (3.7). To the opposite, in Croatia, there are no students with disabilities. The distribution of statistics highlights that the degree of importance of each service for student with disabilities diverges among different countries, since Kruskal-Wallis tests are significant at a statistical level of 0.05 for almost the student with disabilities’ services. Kruskal-Wallis tests are not significant referring to two out of five student with disabilities’ services.

Table 28 – Students with disabilities’ services: the utilization

  Italy Finland Poland Total K
N M
(%)
SD(%) N M(%) SD(%) N M(%) SD(%) N M(%) SD(%)
Availability of appropriate IT facilities 69 18.8 39.4 13 38.5 50.6 29 48.3 50.9 111 28.8 45.5 *
Availability of accessible facilities to provide a comfortable access on campus 72 37.5 48.8 12 41.7 51.5 28 39.3 49.7 112 38.4 48.9  
Availability of tutors for disabled students 69 27.5 45.0 12 16.7 38.9 28 25.0 44.1 109 25.7 43.9  
Sport activities for disabled students 68 8.8 28.6 12 0.0 0.0 29 27.6 45.5 109 12.8 33.6 *
Mean of student with disabilities services’ utilization 73 24.7 33.9 15 29.4 34.9 31 37.6 36.2 119 28.6 34.8 *

* p-value <0.05; K = Kruskal–Wallis analysis of variance

Table 28 provides an insight into the degree of utilization of student with disabilities’ services. The table presents number of answers, means, and standard deviations for each specific service among countries, together with Kruskal-Wallis (non-parametric) tests. Specifically, in Poland, all the services for student with disabilities show the higher degree of utilization (37.6%). On the other hand, in Italy the degree of utilization is lower (24.7%). Finally, Finland shows the lowest utilization rate regarding the availability of tutors (16.7%) and sport activities (0%). The distribution of statistics highlights that the degree of utilization of each service for student with disabilities diverges among different countries, since Kruskal-Wallis tests are significant at a statistical level of 0.05 for almost the student with disabilities’ services. Kruskal-Wallis tests are not significant referring to two out of five student with disabilities’ services.

 

Table 29 – Students with disabilities’ services: the satisfaction

  Italy Finland Poland Total K
N M SD N M SD N M SD N M SD
Availability of appropriate IT facilities 13 3.5 1.2 5 3.2 1.3 14 2.9 1.7 32 3.2 1.5  
Availability of accessible facilities to provide a comfortable access on campus 27 3.3 1.2 5 3.0 1.6 11 2.6 1.2 43 3.1 1.2  
Availability of tutors for disabled students 19 3.4 1.3 2 3.0 2.8 7 3.0 1.3 28 3.3 1.4  
Sport activities for disabled students 6 3.0 1.4 0     8 2.1 1.0 14 2.5 1.2  
Mean of student with disabilities services’ satisfaction 32 3.5 1.1 9 2.9 1.4 20 2.8 1.3 61 3.2 1.2  
                             

* p-value <0.05; K = Kruskal–Wallis analysis of variance

Table 29 provides an insight into the degree of satisfaction of student with disabilities’ services. The table presents number of answers, means, and standard deviations for each specific service among countries, together with Kruskal-Wallis (non-parametric) tests. More specifically, in Italy all the services show a higher satisfaction rate on average (3.5). In particular, the availability of appropriate IT facilities (3.5) and the availability of tutors for student with disabilities (3.4) are the services with the highest satisfaction rate in Italy. To the other side, Poland and Finland show the lowest satisfaction rate of services for student with disabilities (2.8). The distribution of statistics highlights that the degree of satisfaction of each student with disabilities’ service doesn’t diverge among different countries, since Kruskal-Wallis tests are not significant.

The WISE Matrix

 

As showed in the matrix, the aim of the project is to identify what it is called “Red Zone”. The Red zone is the zone that includes services that show the lower degree of satisfaction but the higher degree of importance. Regarding the matrix above, it is clear that the services that are considered in the red zone are: food, housing, financial, health, study and personal development, sport and exit.

Table 30 – The WISE Matrix: A synthetic view

screen-shot-2016-09-19-at-15-57-36

 

 

The Matrix below refers only to the special students categories considered: international students and student with disabilities. This WISE Matrix show how services referred to both student with disabilities and international students are in the red zone and so need to be implemented.

 

Table 31 – The WISE Matrix: Special Categories

screen-shot-2016-09-19-at-15-56-34

 

The Matrix below refers only to the services in the during studies phase: food, housing, financial, personal development, health and sport. This WISE Matrix show how services referred to during studies phase are in the red zone and so need to be implemented.

Table 32 – The WISE Matrix: During studies Phase

screen-shot-2016-09-19-at-15-21-10

WISE Matrix in Croatia

 

  Croatia
Importance Satisfaction Utilization
(%)
Entry 3.7 3.6 79.3
Food 3.9 2.7 93.2
Housing 3.9 3.3 74.3
Financial 4.2 3.2 36.7
Health 4.0 3.7 71.0
Study and personal development 3.9 3.3 71.6
Sport 3.6 3.0 57.4
Exit 4.3 3.0 46.4
  Mean 3.9 3.2  

screen-shot-2016-09-19-at-15-20-37

WISE Matrix in Finland

 

  Finland
Importance Satisfaction Utilization
(%)
Entry 3.8 3.6 54.4
Food 3.5 3.7 91.2
Housing 3.9 3.8 57.5
Financial 4.1 4.0 32.6
Health 4.1 3.8 54.3
Study and personal development 3.8 3.7 63.0
Sport 3.5 3.7 55.0
Exit 3.8 3.5 31.2
International students 3.7 3.4 58.1
Students with disabilities 3.3 2.9 29.4
  Mean 3.8 3.6  

screen-shot-2016-09-19-at-15-19-09

 

WISE Matrix in Italy

 

  Italy
Importance Satisfaction Utilization
(%)
Entry 3.8 3.1 38.,1
Food 3.6 3.0 68.6
Housing 3.8 3.1 76.5
Financial 4.4 3.8 39.0
Health 3.4 3.6 40.5
Study and personal development 3.8 3.4 35.9
Sport 3.1 3.3 60.9
Exit 4.3 3.0 19.0
International students 3.9 3.3 28.2
Students with disabilities 3.4 3.5 24.7
  Mean 3.8 3.3  

 

screen-shot-2016-09-19-at-15-18-26

WISE Matrix in Poland

 

  Poland
Importance Satisfaction Utilization
(%)
Entry 3.7 3.3 42.5
Food 3.3 3.3 69.0
Housing 3.7 3.2 59.6
Financial 4.2 3.8 33.4
Health 3.5 3.6 56.7
Study and personal development 3.7 3.7 46.7
Sport 3.4 3.7 65.0
Exit 4.0 3.1 35.9
International students 3.5 2.8 64.0
Students with disabilities 3.5 2.8 37.6
  Mean 3.7 3.3  

 

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