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A Qualitative Study on Variation in the Written Argumentation of Finnish Final-Stage Undergraduate Students

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Title: A Qualitative Study on Variation in the Written Argumentation of Finnish Final-Stage Undergraduate Students
Language: English
Authors: Kaisa Silvennoinen (ORCID 0000-0002-7243-6554), Miika Marttunen, Heidi Hyytinen, Jani Ursin
Source: Higher Education Quarterly. 2026 80(2).
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 12
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Foreign Countries, Undergraduate Students, College Seniors, Written Language, Persuasive Discourse, Writing Skills, Writing Evaluation, Content Analysis, Universities
Geographic Terms: Finland
DOI: 10.1111/hequ.70118
ISSN: 0951-5224
1468-2273
Abstract: Higher education students need generic skills such as written argumentation to succeed in their studies and in modern working life. However, research has shown that some students struggle with these skills even at later stages of higher education. We examined Finnish final-stage undergraduate students' argumentative texts (n = 200). Qualitative content analysis was used to analyse the quality of written argumentation and its variation between students representing different higher education sectors (universities and universities of applied sciences). There was notable variation in the quality of written argumentation, distributed differently between the two higher education sectors. Overall, the quality of written argumentation was higher among university students. The practical implications of this are considered.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1503938
Database: ERIC
FullText Text:
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  Data: A Qualitative Study on Variation in the Written Argumentation of Finnish Final-Stage Undergraduate Students
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  Data: <searchLink fieldCode="AR" term="%22Kaisa+Silvennoinen%22">Kaisa Silvennoinen</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7243-6554">0000-0002-7243-6554</externalLink>)<br /><searchLink fieldCode="AR" term="%22Miika+Marttunen%22">Miika Marttunen</searchLink><br /><searchLink fieldCode="AR" term="%22Heidi+Hyytinen%22">Heidi Hyytinen</searchLink><br /><searchLink fieldCode="AR" term="%22Jani+Ursin%22">Jani Ursin</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Higher+Education+Quarterly%22"><i>Higher Education Quarterly</i></searchLink>. 2026 80(2).
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: Y
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  Data: 12
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22College+Seniors%22">College Seniors</searchLink><br /><searchLink fieldCode="DE" term="%22Written+Language%22">Written Language</searchLink><br /><searchLink fieldCode="DE" term="%22Persuasive+Discourse%22">Persuasive Discourse</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Skills%22">Writing Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Evaluation%22">Writing Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Content+Analysis%22">Content Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Universities%22">Universities</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Finland%22">Finland</searchLink>
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  Data: 10.1111/hequ.70118
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  Data: 0951-5224<br />1468-2273
– Name: Abstract
  Label: Abstract
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  Data: Higher education students need generic skills such as written argumentation to succeed in their studies and in modern working life. However, research has shown that some students struggle with these skills even at later stages of higher education. We examined Finnish final-stage undergraduate students' argumentative texts (n = 200). Qualitative content analysis was used to analyse the quality of written argumentation and its variation between students representing different higher education sectors (universities and universities of applied sciences). There was notable variation in the quality of written argumentation, distributed differently between the two higher education sectors. Overall, the quality of written argumentation was higher among university students. The practical implications of this are considered.
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      – SubjectFull: College Seniors
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