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"fi": "Uraseurannoilla kerätään vuosittain valtakunnallisesti tietoa yliopistoista valmistuneiden työllistymisestä ja työelämän osaamistarpeista. Vuoden 2020 tohtoriuraseurannalla kartoitettiin vuonna 2017 suomalaisista yliopistoista valmistuneiden tohtoreiden varhaista työuraa ja työtilannetta kolme vuotta valmistumisen jälkeen. Kyselyn teemoja ovat muun muassa tohtorikoulutuksen vaikutus työllistymiseen, koulutuksen vastaavuus työelämän osaamistarpeisiin nähden ja nykyisen työsuhteen laatu. Ensiksi vastaajilta kysyttiin heidän työmarkkinatilanteestaan tohtorin tutkinnon suorittamista ennen ja sen jälkeen sekä mahdollisista työttömyysjaksoista tutkinnon suorittamisen jälkeen. Seuraavaksi kysyttiin vastaajan nykyisestä työsuhteesta ja sen laadusta sekä tiedusteltiin tohtorikoulutuksen ja tutkinnon merkitystä. Vastaajan tuli muun muassa arvioida, kuinka tohtorikoulutus kehitti erilaisia työelämävalmiuksia ja kuinka tärkeitä nämä tiedot ja taidot ovat vastaajan nykyisessä työssä. Lopuksi vastaajilta kysyttiin tohtoriopintojen rahoituksesta ja ensisijaisesta suoritustavasta. Vuoden 2020 kyselyssä selvitettiin myös koronapandemian vaikutuksia työllisyystilanteeseen ja työn sisältöön. Taustamuuttujina aineistossa ovat vastaajan sukupuoli, koulutusala ja ikä valmistuessa kaksiluokkaisena."
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"fi": "Aineisto koostuu psykologien ja psykologian opiskelijoiden haastatteluista liittyen digipelaamiseen ja ongelmapelaamiseen. Haastateltavat on tavoitettu kahden erillisen tutkimuskutsun avulla, joista toinen oli kohdistettu psykologian opiskelijoille ja toinen psykologian ammattilaisille. Haastateltavilla itsellään ei tarvinnut olla erityistä kokemusta pelaamisesta tai ongelmapelaamisesta. Haastattelurungossa kysymykset jakaantuivat taustoittaviin kysymyksiin, pelaamiseen kohdistuvia asenteita kartoittaviin kysymyksiin sekä peliongelmaa koskeviin kysymyksiin. Lisäksi yksi kysymysosio muodostui ATGS-8:n mittarin (Attitudes Towards Gambling Scale) suomeksi käännetyistä ja sovitetutuista kysymyksistä. Taustatietona on mainittu mm. haastateltavan sukupuoli, ikä (vain ammattilaisilta) ja haastateltavan status (opiskelija/ammattilainen). Taustatiedoissa on mainittu myös haastateltavan koodi, jolla tekijät tutkielmassaan viittaavat haastateltaviin. Aineistosta on tehty html-versio, jonka hakemiston avulla haastatteluja on helppo selata."
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"fi": "Suomalaisen yhteiskunnan päätöksenteon ja median välisiä valtasuhteita selvittävä aineisto kerättiin Suomen Akatemian rahoittamassa hankkeessa Medioituminen ja päätöksenteko. Tutkimus median vallasta talouden ja ympäristön politiikkaverkostoissa. Vastaukset kerättiin vaikutusvaltaisimmissa asemissa toimivilta henkilöiltä kahdeksalta eri yhteiskuntasektorilta, jotka olivat elinkeinoelämä, politiikka, hallinto, oikeustoimi, poliisi, ammattiyhdistysliike, tutkimus sekä kansalais- ja kulttuuritoiminta. Aluksi vastaajilta kysyttiin sukupuolta, toimintasektoria ja asemaa. Aineistossa oltiin kiinnostuneita vastaajien mielipiteistä liittyen suomalaisen yhteiskunnan päätöksentekojärjestelmään ja vallankäytön verkostoon. Heiltä kysyttiin näkemyksiä erilaisten yhteiskunnallisten toimijoiden, kuten hallituksen, työmarkkinajärjestöjen ja tiedotusvälineiden sekä yksilöiden vaikutusvallasta ja sen kehittymisestä viimeisen kymmenen vuoden aikana suomalaisessa yhteiskunnassa. Edelleen haastateltavia pyydettiin arvioimaan, missä määrin heidän oma vaikutusvaltansa perustuu erilaisiin seikkoihin, kuten viralliseen asemaan, asiantuntijuuteen, henkilökohtaisiin suhdeverkostoihin ja omaan tai organisaation medianäkyvyyteen. Kiinnostuneita oltiin edelleen myös haastateltavien suhteesta mediakentän toimijoihin, kuten journalistisiin medioihin ja toimittajiin, sekä sosiaalisen median kanaviin. Aineistossa selvitettiin, kuinka aktiivisesti haastateltavat seuraavat viestimiä ja kuinka usein haastateltavat esiintyvät itse erilaisissa medioissa. Haastateltavilta kysyttiin myös, kuinka helposti he kokevat saavansa äänensä kuuluviin erilaisissa medioissa ja millaisin motiivein he esiintyvät julkisuudessa. Lisäksi pyrittiin selvittämään, kuinka usein haastateltavat esiintyvät sosiaalisessa mediassa työroolissaan ja ovatko he joutuneet työroolinsa vuoksi vihapuheen kohteeksi. Taustamuuttujina aineistossa olivat ikäryhmä, vastaajan toimintasektori, asema ja sukupuoli."
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"fi": "Aineistossa on kartoitettu, mitkä asiat ovat suomalaisille tärkeitä ja miten suomalaiset osallistuvat yhteiskunnan toimintaan. Kysely kerättiin Turun yliopiston taloussosiologian oppiaineessa osana Kunnallisalan kehittämissäätiön ja Helsingin Sanomain säätiön rahoittamaa Poliittiset kuplat -tutkimushanketta. Kyselyssä tiedusteltiin vastaajien suhtautumista erilaisiin yhteiskunnallisiin teemoihin, mm. aborttiin, maahanmuuttoon ja valtion velanottoon. Vastaajat kertoivat omasta poliittisesta aktiivisuudestaan ja osallistumisestaan erilaisiin kansalaistoimiin. Lisäksi kysyttiin, mitkä asiat vaikuttavat vastaajan äänestyspäätökseen ja mitkä puolueet vastaaja kokee itselleen tärkeimmiksi. Seuraavaksi kysyttiin mediaan ja yhteiskuntaan liittyviä kysymyksiä, mm. kuinka usein vastaajat käyttävät internetiä tai eri sosiaalisen median palveluita. Vastaajat kertoivat, kuinka luotettavina pitävät mm. eduskuntaa, poliitikkoja, Kelaa, yliopistoja tai erilaisia tutkimuslaitoksia. Lisäksi kysyttiin, miten tärkeitä mm. sananvapaus ja oikeus sosiaaliturvaan ovat vastaajalle. Lopuksi kysyttiin erilaisista yhteiskunnallisista riskeistä, sosiaalisista suhteista ja läheisten ystävien yhteiskunnallisista mielipiteistä. Taustatietoja aineistossa ovat vastaajan sukupuoli, syntymävuosi, asuinpaikan tyyppi, siviilisääty, kotitalouden koko, koulutustaso, elämäntilanne, ammatti, työsuhteen tyyppi, työnantajasektori, yhteiskuntaluokka ja kotitalouden tulot."
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"fi": "Kansalaispulssi selvittää suomalaisten korona-ajan mielipiteitä viranomaisten toiminnasta, tiedonkulusta sekä vastaajan mielialasta ja huolenaiheista. Aineisto sisältää kysymyksiä myös Venäjän hyökkäyksestä Ukrainaan, Ukrainan kriisistä ja varautumisesta. Tämän kierroksen kyselyssä kartoitettiin vastaajien luottamusta eri instituutioihin ja toisiin ihmisiin. Vastaajien hyvinvointia ja mielialaa kartoitettiin. Lisäksi esitettiin väittämiä vastaajan elämäntilanteesta, elämän merkityksellisyydestä ja yhteenkuuluvuudesta. Edelleen kysyttiin luottamuksesta tulevaisuuteen sekä koetusta stressistä ja turvallisuudesta. Vastaajia pyydettiin myös arvioimaan suomalaisten kriisimielialaa tällä hetkellä. Venäjän hyökkäykseen Ukrainaan liittyen kysyttiin huolestuttavatko kriisin vaikutukset Suomen, omaan ja läheisten turvallisuuteen tai sodan mahdollinen laajeneminen. Lisäksi tiedusteltiin näkemyksiä viranomaisten ja vastaajien omasta varautumisesta, talouspakotteiden hyväksyttävyydestä sekä vaikuttamisyrityksistä. Tiedonsaantiin ja viestintään liittyen tiedusteltiin vielä, miten tasapuolista, luotettavaa, avointa ja selkeää viranomaisten viestintä koronakriisistä on ollut. Kysyttiin myös kuinka hyvin vastaaja on noudattanut koronaviruksen leviämistä ehkäiseviä suosituksia. Taustamuuttujina olivat vastaajan sukupuoli, ikäryhmä, maakunta, koulutus sekä tietoja kotitalouden rakenteesta ja taloudellisesta tilanteesta."
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"en": "The study surveyed youth work professionals on their views on the future of youth work and the needs of the field in Finland in 2030. The survey is part of the research project Tulevaisuuden nuorisotyön tekijät, paikat ja ympäristöt (\"Workers, Places and Environments in the Future of Youth Work\"). The data were produced by a network of partners: Tampere University, the University of Eastern Finland, the University of Applied Sciences, Centria University of Applied Sciences, Diakonia University of Applied Sciences, and the South-Eastern Finland University of Applied Sciences. The South Ostrobothnia Folk High School, Church Council, the Centre of Expertise for Municipal Youth Work Kanuuna, the Finnish National Youth Council Allianssi, and the Finnish Youth Research Society were also involved in the study. The study was funded by the Ministry of Education and Culture. First, the respondents were asked to describe their current sector of employment within the field of youth work (e.g. digital youth work, outreach youth work, youth camps, youth clubs) and their views on which sectors of youth work will grow in importance in the future. The topics of work environments and youth work professionals in the future were examined with questions on who the respondents thought they would work in collaboration with (e.g. members of their own team, a national youth work network, teachers and other school staff, social workers, the police) as youth work professionals in 2030, and what kind of work environments they thought they would have (e.g. online spaces, public spaces favoured by youth, schools, libraries). The survey also included open-ended questions on what kind of digital work environments would be used for youth work in the future, and what other work environments and locations would be important for youth work in the future. On the topic of societal change, the respondents assessed statements from Sitra's Megatrends 2020 publication in relation to their impact on youth work in 2030. These statements included, for example, \"Mental health problems increase, especially among young people, due to factors such as climate anxiety, a competitive society and the information overload brought about by digitalisation.”, \"Global migration increases due to changes in working life, urbanisation, conflict, and environmental change. Immigration to Finland may also increase.”, and \"Income inequality has not changed much, but wealth inequality and perceived inequality have increased. As the middle class shrinks, the divide between the rich and poor becomes more pronounced.\" The respondents could also describe any other societal changes or future trends they felt would be significant or beneficial to youth work in an open-ended question. Next, the respondents assessed what the significance of the objectives set for youth work in the Youth Act would be in the future of youth work. These objectives included, for example, removing obstacles in access to education and employment, promoting equality between young people, promoting active citizenship, and preventing social exclusion and promoting social empowerment. The respondents could also describe any objectives that they felt would be especially important for youth work in 2030 in an open-ended question. Views on the challenges (e.g. young people who live in less populated localities will have reduced opportunities to participate, the lack of clarity about the objectives of youth work and its low profile in society are a threat to the future of youth work, inability to measure the effectiveness of youth work) that the field of youth work would face in the future were investigated. The respondents were also asked which aspects of youth work (e.g. youth work that prevents social exclusion, the professional competences of youth workers, promoting a sense of community, promoting the mental well-being of youth) would be highly appreciated in 2030. The importance of different skills (e.g. collaboration and networking skills, crisis and trauma work skills, project work and process-related skills, digital skills) and competences (e.g. youth policy, media education, pedagogical competences) in future youth work were also charted. The respondents could also describe the competences and skills they thought would be required in the field of youth work in 2030 in an open-ended question. Background variables included the respondent's gender, highest level of education achieved, years of work experience in the youth work field, sector of employment, location of workplace (regions NUTS3), population of the workplace location, and age group of young people the respondent works with. In addition to this quantitative dataset, a qualitative dataset (FSD3520 Future of Youth Work 2030: Group Interviews 2020) that was produced as part of the research project has also been archived at FSD.",
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"fi": "Aineistossa on kartoitettu koululaisten kokemuksia kielitaidosta, koulussa pärjäämisestä ja vuorovaikutuksesta eri kielillä. Aineisto on kerätty osana Child-up-hanketta, jonka tavoitteena on lisätä ymmärrystä maahanmuuttajataustaisten lasten, nuorten ja heidän huoltajiensa kokemuksista oppilaitoksissa, varhaiskasvatuksessa ja kasvatusyhteisöissä sekä heidän kanssaan työskentelevien ammattilaisten toiminnasta. Aineistoa on kerätty Suomessa, Belgiassa, Saksassa, Ruotsissa, Italiassa, Puolassa ja Iso-Britanniassa. Hankkeen on rahoittanut Euroopan Unionin Horisontti 2020 tutkimus- ja innovaatio-ohjelma. Aluksi lapsilta kysyttiin, mitä kieliä he käyttävät kotona, luokassa, koulun välitunneilla ja ystävien kanssa. Lapsia pyydettiin arvioimaan omaa paikallisen kielen taitoaan. Lapset, joiden äidinkieli ei ollut paikallinen kieli, kertoivat, saavatko he tarvittaessa apua tai tulkkausta omalle kielelleen luokassa. Lapset vastasivat erilaisiin väittämiin koskien esimerkiksi koulussa viihtymistä, uusien asioiden oppimista, ongelmanratkaisua ja koulutehtävistä selviytymistä. Seuraavaksi lapset kertoivat, kuinka hyvin he ymmärtävät opettajan ohjeita, pystyvätkö he kertomaan omista mielipiteistään avoimesti ja tekevätkö he yhteistyötä luokkatovereidensa kanssa. Edelleen kysyttiin, ovatko lapset kohdanneet erilaisia vaikeita tilanteita, kuten muutto uuteen maahan, uuteen kouluun siirtyminen tai oliko heillä ollut hankaluuksia ilmaista omia mielipiteitään. Jos lapset olivat kohdanneet vaikeuksia, he kertoivat, keneltä he mahdollisesti olivat saaneet tukea tilanteeseen. Lopuksi kysyttiin muun muassa, ovatko lapset läheisiä luokkatovereidensa kanssa, onko heillä ystäviä luokassa ja tulevatko he toimeen opettajan kanssa. Taustatietoina aineistossa on lapsen sukupuoli, ikä, perheen asumismuoto, koulutaso, tieto lapsen ja vanhempien synnyinmaasta, äidinkieli sekä maahanmuuttajataustaisuus."
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"en": "The survey charted Finnish opinions on and experiences of welfare and inequality. The study was part of a project entitled Tackling Inequalities in Time of Austerity (TITA) funded by the Strategic Research Council of the Academy of Finland (decision numbers: 293103 and 314250), as well as the Inequalities, Interventions and a New Welfare State (INVEST) project funded by the Academy of Finland (decision number: 320162). First, the respondents were asked about their life satisfaction, mood, ability to achieve goals, perceived status in society and trust in other people. Feelings of loneliness, depression, failure, and happiness in the previous 12 months were also charted. Regarding income and personal finance, net income of the household and the ease of covering usual expenses with the income were surveyed. The respondents were asked whether they had received social assistance (minimum income scheme) in the previous year. The respondents' sense of safety was examined with questions on how often they interacted with or helped their neighbours, how safe they felt it was to walk outside in their own neighbourhood or in the population centre of the municipality late at night, and whether they had recently been concerned about becoming the victim of certain crimes (e.g. burglary, assault, sexual harassment). The respondents' views on how safe Finland is in general were also investigated. A number of statements about social assistance and social security were presented (e.g. all Finns are treated equally, the funding of social security is not sustainable, and that EU membership is a disadvantage to social security). Finally, the respondents were asked to what extent they agreed with statements about their own welfare and well-being, and how satisfied they were with their lives overall. Background variables included the respondent's gender, year of birth, household composition, household characteristics, housing tenure, type of accommodation, level of education, household income and expenses, and NUTS3 region of residence.",
"fi": "Tutkimuksessa kartoitettiin vastaajien hyvinvointia sekä kokemuksia ja näkemyksiä eriarvoisuudesta. Tutkimus on osa Suomen Akatemian strategisen tutkimuksen neuvoston rahoittamaa Eriarvoisuuden torjuminen niukkuuden aikana (TITA) -hanketta (päätösnumerot: 293101 ja 314250) sekä Suomen akatemian rahoittamaa Eriarvoisuuden, interventioiden ja uuden hyvinvointiyhteiskunnan (INVEST) lippulaivahanketta (päätösnumero: 320162). Aluksi vastaajilta kysyttiin, kuinka hyvin he kokevat saavuttavansa haluamiaan asioita elämässä ja millaiseen yhteiskunnalliseen asemaan he itsensä sijoittavat. Lisäksi kartoitettiin, kokevatko vastaajat luottavansa muihin ihmisiin, ovatko he saaneet toimeentulotukea sekä kuinka hyvin he kokevat saavansa taloutensa kulut katetuiksi. Vastaajille esitettiin myös erilaisia mielialaa koskevia kysymyksiä. Seuraavaksi vastaajilta kysyttiin heidän kokemuksiaan ja näkemyksiään vuorovaikutuksesta naapureidensa kanssa, heidän asuinalueensa sekä kyseisen paikkakunnan keskustan turvallisuudesta, rikosten uhriksi joutumisesta, Suomen turvallisuudesta, sosiaaliturvasta sekä omasta hyvinvoinnista. Edelleen tiedusteltiin, kuinka tyytymättömiä tai tyytyväisiä vastaajat elämäänsä kokonaisuutena ovat. Taustamuuttujina ovat maakunta, sukupuoli, syntymävuosi, perhemuoto, kotitalouden rakenne, asunnon hallintaperuste, asuntotyyppi, koulutusaste, ammattiasema, kotitalouden tulot ja menot sekä mitä puoluetta vastaaja äänestäisi, jos eduskuntavaalit pidettäisiin nyt."
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"en": "The survey charted the experiences of teachers in basic and pre-school education regarding cultural pluralism and supporting pupils/students with diverse backgrounds. The data were collected as part of the Child-up research project, which aims to enhance understanding on the experiences of migrant children, young people, and their guardians regarding school, pre-school, and educational communities, as well as the experiences of the professionals working with them. Data were collected in Finland, Belgium, Germany, Sweden, Italy, Poland, and Great Britain. The research project was funded by the European Union's Horizon 2020 research and innovation funding programme. First, the teachers were asked how many pupils/students they had in their class who had an immigrant or refugee background or other special needs, as well as whether they had belonged to similar groups themselves as children. The support provided to pupils in these groups in the teacher's current school was examined. The respondents were also asked how they used linguistic resources in teaching (e.g. whether they used multiple languages in their class or encouraged the pupils to use their native language during breaks). The next questions focused on the respondents' experiences of teacher-parent communication. The respondents were asked about the main communication channel they used with parents as well as how satisfied they were with teacher-parent communication in general. The main reasons for barriers and challenges in teacher-parent communication (e.g. lack of common language, lack of parental interest) were also surveyed. The teachers were asked whether they had encountered various situations, such as pupils facing unfamiliar situations and surroundings or having difficulties in expressing their opinions, in their class during the last school year, as well as how they had discovered these situations and with whom they had collaborated to cope with the situations (e.g. school management, parents). Teacher-pupil relationships and social relationships between classmates and teachers were also examined. The professional expertise available to the respondents to support them in their work, such as psychologists, social workers, and interpreters/language mediators, was surveyed. The teachers were asked how well they thought they could, for example, cope with the challenges of a classroom, adapt to the cultural diversity of pupils/students, and reduce ethnic stereotyping amongst students. The respondents' teaching activities were also examined. Questions included, for example, whether the respondents supported the children's initiatives and allowed them to question their thoughts or decisions. Finally, the respondents' satisfaction with various aspects related to their work was charted, and their opinions were surveyed on several statements relating to e.g. cultural pluralism. Background variables included the respondent's gender, work experience, education background, variety of language use at work, and the ISCED level of their current school/workplace.",
"fi": "Aineistossa on kartoitettu peruskoulun ja varhaiskasvatuksen opettajien kokemuksia monikulttuurisuudesta, oppilaiden taustoista ja erilaisten oppilaiden tukemisesta kouluissa. Aineisto on kerätty osana Child-up-hanketta, jonka tavoitteena on lisätä ymmärrystä maahanmuuttajataustaisten lasten, nuorten ja heidän huoltajiensa kokemuksista oppilaitoksissa, varhaiskasvatuksessa ja kasvatusyhteisöissä sekä heidän kanssaan työskentelevien ammattilaisten toiminnasta. Aineistoa on kerätty Suomessa, Belgiassa, Saksassa, Ruotsissa, Italiassa, Puolassa ja Iso-Britanniassa. Hankkeen on rahoittanut Euroopan Unionin Horisontti 2020 tutkimus- ja innovaatio-ohjelma. Aluksi opettajilta kysyttiin, minkä verran heidän opettamassaan ryhmässä on oppilaita, joilla on esimerkiksi maahanmuuttaja- tai pakolaistaustaa, tai muita erityistarpeita. Vastaajia pyydettiin myös arvioimaan, kuinka hyvin he itse lapsena sopivat vastaaviin ryhmiin. Vastaajat arvioivat, kuinka hyvin muun muassa vieraskieliset, akateemisesti lahjakkaat tai maahanmuuttajataustaiset oppilaat saavat tukea koulussa. Opettajat myös kertoivat, miten he käyttävät kieliresursseja opetuksessaan. Seuraavaksi vastaajat kertoivat, miten kommunikointi opettajien ja lasten vanhempien välillä toimii, ja mistä mahdolliset haasteet viestinnässä johtuivat. Lisäksi opettajat arvioivat, kuinka usein oppilailla on ongelmia esimerkiksi opetuskielen kanssa tai oman mielipiteen ilmaisussa. Tällaisiin ongelmiin liittyen he kertoivat, kuinka tällaiset tilanteet tulivat ilmi ja kenen kanssa asian ratkaisemiseksi tehtiin yhteistyötä. Opettajilta kysyttiin, minkälaista ammatillista tukea heillä oli saatavilla, esimerkiksi psykologeja, tulkkeja tai sosiaalityöntekijöitä. Vastaajat ottivat kantaa siihen, kuinka hyvin he voivat esimerkiksi vähentää etnistä stereotypisointia oppilaiden kesken tai lisätä tietoisuutta kulttuurisesta moninaisuudesta. Vastaajat kertoivat, kuinka tyytyväisiä opettajat ovat muun muassa omaan työtilanteeseensa tai suhteisiin oppilaisiin, vanhempiin ja kollegoihin. Lopuksi kysyttiin vastaajien mielipiteitä erilaisiin väittämiin, jotka käsittelivät muun muassa kulttuurien sekoittumista. Taustatietoina aineistossa on vastaajan sukupuoli, työkokemus, koulutustausta, kielitaito sekä koulutaso, jolla hän opettaa."
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