Theme 1: Digital guidance service package

Here, a service package means the existing guidance services that are available throughout the study path. Users are aware of the guidance services that are available during the study path, their contents and providers.
The guidance serves the student during their studies in the following themes: Digital competence, variety of courses offered, studying at UAS, personal study plan, ability to study and professional growth.
The responsibilities of the organisation, the counsellor and the student have been agreed upon in the guidance service description.
Different client groups, such as applicants, degree students (bachelor’s, master’s) and open studies students, at different stages of their studies, have been taken into account in the guidance service descriptions from the point of view of continuous learning.
The guidance service description indicates where the materials related to different guidance needs can be found, e.g. self-learning materials.
The guidance service description indicates when the different guidance services are available, how a guidance time is booked and/or how the guidance services can be accessed.
The guidance service description indicates how the web-based guidance and IT support services are provided.
The organisation complies with the obligations set out in the Act on the Provision of Digital Services.
Information about the guidance services is provided on the official website of the organisation.
The guidance services have been named understandably and their technical functioning has been ensured.
The use of visual elements in the service descriptions and guidance services is well-considered and clear.
In the materials provided in text form, due consideration has been given to readability, sufficient font size, uniform appearance, and the possibility of using a screen reader.
A text track or a separate text file has been provided in video and audio materials.
The guidance services take into account the guidance needs resulting from the internationalisation of education (e.g. time differences, the language of service and service culture).
The service description indicates whether the guidance service provider is a human or whether the service has been automated (e.g. bots).
The services of partners and networks outside of the organisation that participate in the guidance are indicated in the description of guidance services (e.g. student health services, the Social Insurance Institution of Finland, providers of career tutoring services).
The organisation has a guidance plan in place that also takes digital guidance into account.
The organisation’s guidance plan has been made available for all.
The guidance takes place in a timely manner in relation to the organisation’s processes and resources.
The student has the opportunity to participate in the agile development and continuous improvement of services (e.g. plan-do-check-act).
The organisation has appointed persons in charge of the regular updates of digital guidance materials and services.

Theme 2: Digital guidance as activities – process and event

The guidance process is understood as an essentially collaborative, goal-oriented activity. Efforts are made to provide the guidance on a timely basis in such a way that process and the event have been prepared in advance. Technically produced materials that support self-direction are increasingly used in guidance activities. With regard to such guidance materials, the organisation and the counsellor are responsible for providing information about them, while the student is responsible for their utilisation.
The transition phases of studies (applying for admission, commencement of studies, international student exchange, postgraduate studies, career and working life guidance) are taken into account in the provision of the guidance.
The guidance is provided in a timely manner from the student’s point of view.
The response time to the student’s guidance needs is consistent with the organisation’s service promise.
Guidance is also available for suddenly emerging guidance needs (e.g. chat and on-call hours).
Those involved in the guidance work towards a purposefully shared understanding of the guidance needs and objectives.
In the guidance situation and environment and in the materials used, the different phases of the guidance process are taken into account: the initial situation and assessment of guidance needs, the actions related to and outline of the guidance situation, and the ending of guidance.
The information systems available to the higher education institution enable the utilisation of the data generated by data analytics for guidance purposes.
I have the opportunity to obtain the information required by the guidance situation from different systems, such as the study records and the data sources of data analytics.
I am familiar with the necessary cooperation networks and I know how to make use of the information they provide.
The student has the opportunity to describe and name their guidance needs when reserving an appointment.
I have ensured the functioning of the agreed guidance environment and prepared for the steps to be taken in the event of technical disturbances.
Digitally provided well-being services (e.g. health, physical activity, mental health) have been integrated as part of the guidance process.
The guidance supports learning skills and ability (e.g. learning skills, digital competence, learning difficulties, challenges in learning ability or life situations).
The student’s individual need for support has been taken into account and its suitability for digital guidance has been assessed.

Theme 3: Digital counsellor’s competence and guidance methods and environments

The objective of the guidance is to support the student’s learning, growth and development.
The organisation has methods available that are suitable for individual and group guidance and support communality.
I provide guidance methods and tools that are suitable to the student’s needs and comply with the Act on the Provision of Digital Services (Act 306/2019, chapter 3).
The student has the opportunity to influence the selection of an appropriate digital tool supported by the organisation.
The guidance makes it possible for the students to assume an active role and take initiative in the process.
I take the special characteristics of online interaction into account, such as the choice and suitability of the tools used, preparation, interaction and closing.
The guidance situation aims at achieving a shared understanding of the agreed-upon measures.
The organisation supports the counsellors’ competence with regard to digital guidance, tools and environments.
I am aware of the ethical and legal responsibility associated with counselling, its methods and environments.
I have the necessary pedagogical and technical skills for digital guidance and the desire to develop and educate myself in these skills.
I can assess the student’s service needs and the appropriate digital guidance tools and environments.
I can use and utilise the information generated by information systems in guidance work (learning analytics, study records).
I recognise situations (e.g. health reasons, use of intoxicants, disciplinary reasons) in which face-to-face guidance is necessary.
The security aspects related to the guidance environment and its use have been taken care of.
The guidance environment enables undisturbed concentration and protection of privacy.

Theme 4: Data protection, data security and ethicality

The guidance is ethical, data secure and protected.
The organisation provides systematic training for the development of the counsellors’ competence (including data protection and data security matters).
I assume responsibility for developing my own competence.
I have studied the organisation’s data security guidelines and legislation.
The participants are aware of the copyright of the materials used in the guidance.
In the guidance situation, I work professionally in an expert role and comply with professional ethics. I understand ethical considerations and take them into account when assessing the suitability of digital guidance to the guidance situation and the student's needs.
The participants are aware of and take into account the confidentiality obligations related to guidance.
The students have been informed if the guidance situation is recorded and published for a well-founded reason.
The student has the right to decide on their participation in the recorded material and on its publication.
The participants are aware of whether the guidance and counselling service is provided by an automaton/bot.
The guidance situation is fair and dialogical.
The participants are aware of who are present in the guidance situation and where the guidance takes place.
The students are informed of the ways of protecting personal data.
The participants are aware of their own responsibility in the creation of an atmosphere of trust in e.g. group guidance situations.
Guidelines and technical support are available for the environments and tools used in the guidance.
The organisation provides guidance services which a participant can use anonymously (e.g. chat, digital guidance material).
The students have been informed of the responsibility for updating the data security of their devices, of ensuring their personal data security and of the digital footprints created in the systems.
In a guidance situation, priority is given to information systems and applications approved and updated by the organisation to which the users primarily log in with user credentials created by the organisation.
The student has been informed in advance about the verification of their identity in the guidance service description.
In a personal guidance situation, the identity of the student can be reliably verified (e.g. secure sign-in, showing of identity documents, video image).
In the guidance situation, only the materials related to the guidance situation are open and the environment is protected against disruptions such as pop-ups and messages that appear on the screen.
Your result

The guidance meets the assessment criteria very well. You have attained the quality level targeted by the guidance criteria, congratulations! Be sure the share the competence you have acquired with your colleagues at individual and organisation level. We also recommend that you apply for a suitable national open badge or own competence badge used in your organisation as proof of your competence. After this self-evaluation, you may have identified certain areas for development. By mirroring them against the quality criteria for digital guidance, you can draw up a development plan for yourself or for your organisation. Here, you can refer to the checklists that show the criteria and where you can enter your own development plan under different themes. Each of the four themes has a separate checklist that is available to download and print out in A4 or A3 size at: https://www.eamk.fi/en/pedagogy2/digital-guidance/quality-criteria-for-digital-guidance/

The guidance meets some of the assessment criteria, but there is still room for improvement. If some of your answers fall in the categories of no or partly, you should focus on developing these areas. You can improve quality by mirroring your competence against the quality criteria for digital guidance and by drawing up a personal development plan. After this self-evaluation, you may have identified certain areas for development. By mirroring them against the quality criteria for digital guidance, you can draw up a development plan for yourself or for your organisation. Here, you can refer to the checklists that show the criteria and where you can enter your own development plan under different themes. Each of the four themes has a separate checklist that is available to download and print out in A4 or A3 size at: https://www.eamk.fi/en/pedagogy2/digital-guidance/quality-criteria-for-digital-guidance/

The guidance leaves room for improvement. Use the quality criteria as your guide and draw up a personal development plan. Focus in particular on areas that have not been realised at all, as of yet. Where possible, develop your competence by means of education and training. Network with guidance experts who can advise and guide you in the development of your digital guidance. After this self-evaluation, you may have identified certain areas for development. By mirroring them against the quality criteria for digital guidance, you can draw up a development plan for yourself or for your organisation. Here, you can refer to the checklists that show the criteria and where you can enter your own development plan under different themes. Each of the four themes has a separate checklist that is available to download and print out in A4 or A3 size at: https://www.eamk.fi/en/pedagogy2/digital-guidance/quality-criteria-for-digital-guidance/