Student Panel Surveys

Most students on the panel, more than 80% (of 60 respondents) feel like they are pursuing a successful journey as a student at TU Delft.

In alignment with a healthy study climate, students consider personal growth, academic development and developing expert skills as most important factors for success as a student, while they consider making money, meeting others’ expectations and cultural growth as some of the least important factors.

Most respondents prefer hybrid or blended formats specifically for Lectures, Group and Individual Assignments, and Feedback & Queries; For it's ability to accommodate disabilities, various schedules, and the freedom to choose the most appropriate form of education for oneself. 

More students preferred face-to-face interactions for Lab Work, Presentations and Exams.  

Respondents indicated study related stressors and performance pressure due to various reasons as the most recurring stress factors in their student life. Study related stressors included aspects such as group work, keeping up with deadlines, uncertainty about course structures, or personal factors such as motivation; Performance pressure related to exams, fear of failure, peer pressure, or expectations (mostly) self-imposed were mentioned. Housing, time management and future secuirty were other recurring stress factors that students pointed out.  

While most students indicated as doing okay in terms of dealing with their stress, a significantly large number of students indicated they think they don't deal with their stress very well. Nonetheless, many students (70 open answers) pointed out various things they do by themselves to deal with stress. From rest, sports and yoga, to strict schedules, music, nature, food and talking to friends were pointed out as different ways in which students deal with stress. 

Student initiatives such as Hii and Maskerclass, have been organised to stimulate a dialogue on mental health and exchange well-being practices. 

A large majority of respondents, more than 80% of 59 respondents, indicated requiring support and guidance for study and career planning, followed by study content and personal development. These included aspects from course selection, thesis support and career choice to emotional direction and well-being. Some other areas that students mentioned requiring guidance and support included mental health health support, guidance on non-technical topics such as time management, or working in intercultural teams, and housing. 

Students indicated it is somewhat easy to find the required support and guidance for planning and development at TU Delft; and most students responded they are likely to approach the study advisors at faculties for planning and development related guidance and support. 

Most students (73% of 101 respondents) indicate to have felt sufficiently prepared for studying at university when starting.

Less than half of students agree that TU Delft supports their development of broader skills during their studies. Development of disciplinary skills is mostly supported by TU Delft (48% of 90 respondents), followed by skills needed for their professional life is stimulated more by TU Delft (44% of 85 respondents) and study-related skills (43% of 90 respondents).

The skills which students desire to develop most are personal skills, especially those related to studying efficiently. The main themes within these skills are time-management/planning, discipline, and stress-management/work-life balance.

Especially when looking forward to their professional career, students indicate a desire to develop collaboration-related skills. This includes other social skills, such as networking and listening.

Students point out communication, empathy, flexibility, leadership, planning and organization as the most essential skills for collaboration.

Though when it comes to challenges when collaborating in a team, most students pointed out communication being, ’bad, unclear, absent, or conflicting. Other recurring challenges included unequal work distribution, unclear expectations, or differences in priorities, goals and opinions. 

Almost all students (95% of 78 student respondents) agreed that collaboration is a valuable skill. And most (about 60%) students rated their experience of collaboration at TU Delft as good. Students also evaluated themselves highly, in terms of collaboration skills; Most students agree that that they are team players, have the skills to collaborate in diverse teams, and can empathize with others. 

In terms of education, most students (around 60% of 78 respondents) agree that quality of collaboration should contribute to final assessment.  Students also agreed (74% of 78) that taking the time to reflect with the team on aspects of collaboration is important.

While most students don’t expect their educators to allocate time to discuss their mental health and welfare, students do expect their educators to have the adequate communication skills to talk about their well-being if the need may arise. 

Majority students have not approached their educators when their wellbeing affected academic progress. Many students also don’t feel comfortable being open about their mental health with educators. 

Students are first and foremost likely to approach family and friends when their personal welfare affects their academic progress. Subsequently and in alignment with the Student Guidance chain, students indicated they would next approach academic counsellors, followed by student psychologists and teachers. 

Amongst course aspects that most affect students’ mental wellbeing, deadlines, schedules and group work were pointed out as recurring stressors.

The most occurring expectations for student life relate back to the student’s social life and connecting with their peers as well as professionals.

Most students (90% of 59 respondents) indicate that they have set high expectations for themselves. For most (81% of 59 respondents), these expectations are a source of motivation. For slightly less students (69% of 59 respondents), these expectations are a source of stress.

Over half of students (54% of 59 respondents) believe that their expectations are realistic.

For most students (74% of 58 respondents), their expectations have shifted in some way over the duration of their studies. Some have increased their expectations, while others have lowered them.

More than half of the respondents indicated that their education had prepared them to become socially engaged engineers (40 out of 70 respondents).

65% of the respondents are unaware of the educational opportunities available to contribute to the community and develop within their own academic and personal spheres. 

Those who are aware or involved in such opportunities are often affiliated with a student association or participate in extracurricular activities such as the Dream Hall, engaging in these endeavors outside of their formal curriculum.

Students expressed that it is somewhat challenging to find the necessary support and guidance within their curriculum for extracurricular activities.  Nonetheless, 54.29% expressed  interest  in  engaging  in  such  activities,  while  17% expressed interest depending on the topic.

In alignment with the role of study advisors, most students expect guidance and advice related to study matters, such as planning, administration, programmes or practicalities. 

When asked what students value most in terms of student guidance, they mentioned:

• Study related advice, clear and concrete answers. 
• Empathy, honesty and listening
• Other aspects such as approach, experience and response. 

Knowledge and information ranked highest, followed by empathy and reliability in terms of what students find important when it comes to student guidance (Springer & Tyran, 2022). Responsiveness and assurance rank lower and lowest respectively. 

Majority of the students who have approached study advisors (69% of 54) at TU Delft, have had positive experiences with study advisors, in terms of empathy, responsiveness and information.