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International conference
          “Entrepreneurship education - a priority for
               the higher education institutions”
           8 - 9 October 2012 Bucharest, Romania




                  Juris Krumins
             University of Latvia, Riga


Acquisition of entrepreneurial skills during and
     after university studies: case of Latvia
                                                         1
Population: 2.07 millions (2011)
Number of students: 97 035
or 4.7 % of total population.
Enrollees 31 941; Graduates 24 825




33 HE institutions (2011):
    - 17 state (incl. 6 Universities),
    - 16 private,
+24 HE colleges
    - 17 state
    - 7 private                          2
Coordination in HE

        Academics




State               Market


                             Clark (1983)
4
Population projection by single age groups, Latvia




                                                 5
Enrolment - total




                    6
Number of study places in Latvia’s higher education institutions and
colleges, subsidized by state or local government budget or covered by
 tuition fee as private contribution (at the beginning of academic year)




                                                                  7
Growing global competitiveness and
 recent economic crisis has underlined
     a need for wider acquisition of
   entrepreneurial skills by university
      students from all study areas,
  particularly in the Central and East
          European countries.

The goal of this study is to analyze
  acquisition of entrepreneurial skills
 during and after university studies in
                Latvia.

 Study covers formal academic and
   professional higher education and
        continuing education.


                                8
Student and graduate statistics are
gathered and analyzed in Latvia on
institutional, regional and national level
(see: csb.gov.lv; izm.gov.lv)

Surveys and interviews are performed on
regular basis.

Self evaluation and external evaluation
reports are available publicly for all
study programs and institutions of higher
education (see: Centre of Quality
Assurance in Higher Education -
www.aiknc.lv )
Data and methods

        Two sample survey data are used in the analysis
1) Survey-I of 2,491 graduates from Latvian higher education institutions (years
2003 and 2005), performed during 2006-2007. Stratified random sampling.
Respondents were selected from the academic databases of more than 30
institutions of higher education (including colleges).
85% of all interviewed graduates were employees, 5% employers, 3% self-
employed and rest were nonworking.

2) Survey-II of 4,909 university graduates having the last university diploma since
2006, performed during Nov.-Dec. 2011. Respondents of that Internet survey were
selected from the academic databases of all six Latvia’s universities (University of
Latvia, Riga Technical University, Latvia University of Agriculture, Liepaja
University, Daugavpils University, Riga Stradins University).
Among all respondents 78% studied full-time and 22% part-time, 94% resided in
Latvia, but 6% abroad.

                                                                             10
Net salary of graduates during previous month by types
        of study programs (Data: Survey-I, n=2491)

    450
    400
    350
    300
    250
    200
    150                                       LVL
    100
     50
      0
           Pro BA Pro MA
           f-1    f-2*
                                                  11
Students employed during studies by types of study
          programs (Data: Survey-I, n=2491)
 100
  90
  80
  70
  60
  50
  40                                           %
  30
  20
  10
   0
         BA    Prof- Prof- MA
                 1     2                        12
„Was your work during studies related to qualification
        acquired in education institution?”
                       (Data: Survey-I, n=2491)
                        (subjective assessment)

60

50

40

30
                                                  % of empl. students
20

10

 0
     Completely   Partially   Not at all
                                                               13
Graduation probabilities with the 1st cycle or 2nd cycle diploma by
      years of education (per cent of the initial cohort, University of
                              Latvia - 2002)
                                3 years   4 years   5 years   6 years   7 years   8 years




1st cycle            Males        1.8      29.5      41.6      45.9      47.3      49.6

                     Females      2.8      30.4      53.3      60.7      63.3      66.3

                     M + F        2.5      30.1      50.2      56.6      58.8      61.6

2nd cycle            Males        0         0         1.0      11.8      16.4      17.3

                     Females      0         0         1.2      11.9      19.0      20.1

                     M + F        0         0         1.2      11.9      18.3      19.3

    Source: Cunska Zane 2012.
Net salary (LVL) of employed graduates according to compliance to acquired

                   qualification by education programme groups
   Education programme         Profession comply with   Profession does not comply
          group                     qualification           with qualification
Pedagogic education                218 (100%)               277 (127%)
Humanities & arts                  287 (100%)               327 (114%)
Natural sciences                   370 (100%)                335 (91%)
Agriculture                        240 (100%)               276 (115%)
Health care & social welfare
                                   266 (100%)               394 (148%)
Services                           348 (100%)                294 (84%)
Commerce & administration
                                   373 (100%)                327 (88%)
Law                                505 (100%)                271 (54%)
Engineering                        413 (100%)                374 (91%)
                                                                     15
Higher Education Council. European Social Fund Project “Evaluation
 of Higher Education Study Programmes and proposals for Quality
         Improvement”. Retrieved 14 August 2012 from
        http://www.aip.lv/eng_tasks_ESF_proj_about.htm

According to information from academic data-bases, site visits, self-
   evaluation and external evaluation all study programmes by the
   Project in the June 2012 were grouped in three groups –
1) qualitative and sustainable programmes;
2) programmes requiring improvements,
3) programmes which usefulness is questionable.
Among evaluated 854 study programmes 58 or 7% were assigned to
   the third group, which mostly included programmes in social
   science and business administration. Experts proposed to finish
   dividing study programmes in academic and professional and to
   secure integration of academic competencies and professional
   skills.                                                       16
Demand to increase a role of professional / entrepreneurial skills
All tertiary study programmes in Latvia are designed according to the State
Standards for education and are divided in two groups – academic and
professional.

Standard form 2001 introduced regulation for so-called integrated
academic-professional study programmes – higher professional education
Bachelor’s and Master’s study programmes, graduates of which are
awarded both academic degree and qualification. State Standard defines a
length of internship period and acquisition of entrepreneurial skills for
professional programmes only.

Content of academic study programs in that respect relay on institutions of
higher education. In the large part of academic study programs modules or
courses in entrepreneurship and periods of internship are missing.

Experts proposed to finish dividing study programmes in academic and
professional and to secure integration of academic competencies and
professional skills
                                                                     17
Survey II (n=4909 university graduates).
Average assessments to given statements were calculated, using a six point scale:
0 – not acquired, 1 – at very low level, 2 – at low level, 3 – at medium level, 4 – at
high level, 5 – at very high level.

Question: “To what extent that statement “N” characterize your university education
in general?”

The highest assessment: “Obtained education is sufficient to continue studies”-3.25,
The lowest assessment: “Obtained education sufficiently contributed to
formation/development of entrepreneurial skills” – 2.22 .

Question: “Evaluate please, a level of knowledge and skills obtained during your
university studies”

The highest assessment: “Theoretical competency in a chosen field of study” – 3.68,
The lowest assessment: “Skills necessary to begin entrepreneurial activity” – 1.90.

Consequently - There is a well-grounded need to complement existing university
study programs by adding training of entrepreneurial skills and career development.


                                                                                 18
Both Surveys reported rather weak entrepreneurial activity of graduates to
                     start or continue own business.

  Graduates according to the Survey I (n=2491) results were: employees
  85%, jobless (students, housekeepers etc.) 8%, employers 5% and self-
                              employed 2%.

     Answers to the question “Your activities during the six months after
graduation of university” in Survey II (n=4909) were distributed by graduates
as follows (note: respondents could give a several answers to that question,
                      therefore a sum exceeds 100%):
   Continuation of the same employment as during a studies            61.8
   Continuation of studies                                            28.7
   Found a new job                                                    17.7
   Looking for employment, but did not found                          10.3
   Started own business or self-employment                             2.8
   Other                                                               1.4

                                                                      19
Ambition to start own business could be realized after completion of studies
                         - during a longer time period!
 Answers to question “Are you planning to start your own entrepreneurial
activity during the next three years”, given by university graduates, who are
       not employers or self-employed (n=4459), look more promising:
  All answers                                                         100%
                                     of which
  I am not planning to go into business                                40.3
  I am planning to establish a new company/business                    10.0
  I am planning to go into self-employment                              4.1
  I am planning to buy existing company/business                        0.3
  Hard to say                                                          45.3
                                                                        20
Respondents (n=4459) presented following answers to the question “What factors,
  by your mind hinder to start your own entrepreneurial activity or to go into self-
                                  employment?”
(Note: respondents could give a several answers to that question; therefore a sum exceeds
                                         100%):
  Lack of financial support                                                       46.2
  Lack of proficiency/skills to start and to develop own business                 31.8
  Fear to take a risk of failure or bankruptcy                                    27.6
  No guarantees for a regular income                                              27.5
  Complicated administrative procedures                                           25.2
  Now idea how to start business                                                  23.5
  Lack of initiative to start an entrepreneurial activity                         19.4
  None hindrance                                                                   9.5
                                                                                   21
  Hard to say                                                                      7.3
Collaboration between the universities and companies

Important impulse in strengthening collaboration between the
 universities and companies usually is given by graduates.

  Results of the Survey II confirmed that 67.6 per cent of
graduates, who are employers and self-employed (n=450),
are interested in further collaboration with universities.
                                                         22
Table. Evaluation of intensiveness of collaboration between companies and
university, Latvia 2011
Source: Survey II (n = 450). * Respondents, who are employers or self-employed.
                                                    Of which - evaluation of intensiveness of activity given
                                           All                          by graduates*
               Activity                answers, %

                                                      Never           Rarely        Regularly      Hard to
                                                                                                    say
Provision of site for field practice     100.0         38.9            26.0           28.7           6.4
Continuing education of employees        100.0         40.4            25.8           25.6           8.2

Transfer of knowledge, innovations       100.0         42.0            23.1           23.8           11.1

Recruitment of university academic       100.0         44.2            23.1           24.7           8.0
staff

Participation in curriculum              100.0         55.1            22.2           14.5           8.2
development and guest lecturing

Research funding and co-                 100.0         60.0            17.1           12.9           10.0
partnership

Participation in career promotion        100.0         64.0            17.6            9.3           9.1
activities

Grants and sponsorship                   100.0         69.6            14.0            8.0         238.4
Innovations focused on acquisition of entrepreneurial skills and career
development
New interdisciplinary centres and units are established, which are oriented to
acquisition of entrepreneurial skills, professional and career development,
technology transfer and innovations:
University of Latvia – Career Centre, Innovation Centre, Management and
Business Education Centre;
Riga Technical University – Innovation and Technology Transfer Centre, Business
Incubator;
Latvia University of Agriculture - Business and Technology Incubator, Centre for
Life-long Learning;
Daugavpils University – Professional Development Centre, Technology Transfer
Office;
Riga Stradins University – Technology Transfer Office.
Joint centres established together by several institutions of higher education,
companies and municipalities - Latvia Technology Park, Kurzeme Business
Incubator, Rezekne Innovation Centre, Ventspils High Technology Park, Jelgava
Business Incubator, Valmiera Business and Innovation Incubator.

The main activities of technology, business and innovation centres are to support
innovative entrepreneurship activities, to offer consultancy services, to assist in
finding partners, to involve in activities students and graduates motivated in
                                                                            24
business.
Continuing education

Table. Continuation of formal and informal education in Latvia (per cent of graduates
           from previous level of education) Source: Survey I (n=2491).
Note: The sum of proportions in per cent exceeds 100 per cent due to overlapping of answers concerning
                              continuation of different forms of education.

                                                   Formal    Informal              Professional
                                                  education education               retraining
                                                                                     courses
  1st level professional higher                        47              44                26
  education (college)
  2nd level professional higher                        38              49                31
  education     (after completed
  secondary education)
  Academic bachelor degree                             63              43                26
  2nd level professional higher                        23              61                43
  education (after obtained higher
  education diploma)
  Academic Master degree                               19              66                44    25
Conclusions
• There is a well-grounded need to complement existing
  university study programs by adding training of
  entrepreneurial skills and counseling activities. Work
  experience, quality of acquired theoretical knowledge and
  professional skills are highly evaluated in the labour market.
  Proffessional experience also influences remuneration.

• The key forms of further collaboration between companies
  and university are: provision of site for field practice, guest
  lecturing, mentoring, exchange of information and experience,
  recruitment of graduates and students, joint research
  projects.



                                                             26
Informal education and professional retraining courses also plays an
important role in acquisition of entrepreneurial skills. Necessary
improvements in training of professional/entrepreneurial skills are stressed by
external experts involved in the evaluation of study programs.


Further strengthening of ties between the companies and universities could
benefit in transfer entrepreneurial skills to academic staff and students.
Business incubators and Innovation centers are important facilitators of the
transfer of skills and ideas.

Reforms in higher education in Latvia envisage greater integration of
academic and professional study programs, closer cooperation of education
institutions with employers and professional associations in curriculum
development, teaching, and training of entrepreneurial skills.



                                                                        27

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Krumins crebus bucharest_2012

  • 1. International conference “Entrepreneurship education - a priority for the higher education institutions” 8 - 9 October 2012 Bucharest, Romania Juris Krumins University of Latvia, Riga Acquisition of entrepreneurial skills during and after university studies: case of Latvia 1
  • 2. Population: 2.07 millions (2011) Number of students: 97 035 or 4.7 % of total population. Enrollees 31 941; Graduates 24 825 33 HE institutions (2011): - 17 state (incl. 6 Universities), - 16 private, +24 HE colleges - 17 state - 7 private 2
  • 3. Coordination in HE Academics State Market Clark (1983)
  • 4. 4
  • 5. Population projection by single age groups, Latvia 5
  • 7. Number of study places in Latvia’s higher education institutions and colleges, subsidized by state or local government budget or covered by tuition fee as private contribution (at the beginning of academic year) 7
  • 8. Growing global competitiveness and recent economic crisis has underlined a need for wider acquisition of entrepreneurial skills by university students from all study areas, particularly in the Central and East European countries. The goal of this study is to analyze acquisition of entrepreneurial skills during and after university studies in Latvia. Study covers formal academic and professional higher education and continuing education. 8
  • 9. Student and graduate statistics are gathered and analyzed in Latvia on institutional, regional and national level (see: csb.gov.lv; izm.gov.lv) Surveys and interviews are performed on regular basis. Self evaluation and external evaluation reports are available publicly for all study programs and institutions of higher education (see: Centre of Quality Assurance in Higher Education - www.aiknc.lv )
  • 10. Data and methods Two sample survey data are used in the analysis 1) Survey-I of 2,491 graduates from Latvian higher education institutions (years 2003 and 2005), performed during 2006-2007. Stratified random sampling. Respondents were selected from the academic databases of more than 30 institutions of higher education (including colleges). 85% of all interviewed graduates were employees, 5% employers, 3% self- employed and rest were nonworking. 2) Survey-II of 4,909 university graduates having the last university diploma since 2006, performed during Nov.-Dec. 2011. Respondents of that Internet survey were selected from the academic databases of all six Latvia’s universities (University of Latvia, Riga Technical University, Latvia University of Agriculture, Liepaja University, Daugavpils University, Riga Stradins University). Among all respondents 78% studied full-time and 22% part-time, 94% resided in Latvia, but 6% abroad. 10
  • 11. Net salary of graduates during previous month by types of study programs (Data: Survey-I, n=2491) 450 400 350 300 250 200 150 LVL 100 50 0 Pro BA Pro MA f-1 f-2* 11
  • 12. Students employed during studies by types of study programs (Data: Survey-I, n=2491) 100 90 80 70 60 50 40 % 30 20 10 0 BA Prof- Prof- MA 1 2 12
  • 13. „Was your work during studies related to qualification acquired in education institution?” (Data: Survey-I, n=2491) (subjective assessment) 60 50 40 30 % of empl. students 20 10 0 Completely Partially Not at all 13
  • 14. Graduation probabilities with the 1st cycle or 2nd cycle diploma by years of education (per cent of the initial cohort, University of Latvia - 2002) 3 years 4 years 5 years 6 years 7 years 8 years 1st cycle Males 1.8 29.5 41.6 45.9 47.3 49.6 Females 2.8 30.4 53.3 60.7 63.3 66.3   M + F 2.5 30.1 50.2 56.6 58.8 61.6 2nd cycle Males 0 0 1.0 11.8 16.4 17.3 Females 0 0 1.2 11.9 19.0 20.1 M + F 0 0 1.2 11.9 18.3 19.3 Source: Cunska Zane 2012.
  • 15. Net salary (LVL) of employed graduates according to compliance to acquired qualification by education programme groups Education programme Profession comply with Profession does not comply group qualification with qualification Pedagogic education 218 (100%) 277 (127%) Humanities & arts 287 (100%) 327 (114%) Natural sciences 370 (100%) 335 (91%) Agriculture 240 (100%) 276 (115%) Health care & social welfare 266 (100%) 394 (148%) Services 348 (100%) 294 (84%) Commerce & administration 373 (100%) 327 (88%) Law 505 (100%) 271 (54%) Engineering 413 (100%) 374 (91%) 15
  • 16. Higher Education Council. European Social Fund Project “Evaluation of Higher Education Study Programmes and proposals for Quality Improvement”. Retrieved 14 August 2012 from http://www.aip.lv/eng_tasks_ESF_proj_about.htm According to information from academic data-bases, site visits, self- evaluation and external evaluation all study programmes by the Project in the June 2012 were grouped in three groups – 1) qualitative and sustainable programmes; 2) programmes requiring improvements, 3) programmes which usefulness is questionable. Among evaluated 854 study programmes 58 or 7% were assigned to the third group, which mostly included programmes in social science and business administration. Experts proposed to finish dividing study programmes in academic and professional and to secure integration of academic competencies and professional skills. 16
  • 17. Demand to increase a role of professional / entrepreneurial skills All tertiary study programmes in Latvia are designed according to the State Standards for education and are divided in two groups – academic and professional. Standard form 2001 introduced regulation for so-called integrated academic-professional study programmes – higher professional education Bachelor’s and Master’s study programmes, graduates of which are awarded both academic degree and qualification. State Standard defines a length of internship period and acquisition of entrepreneurial skills for professional programmes only. Content of academic study programs in that respect relay on institutions of higher education. In the large part of academic study programs modules or courses in entrepreneurship and periods of internship are missing. Experts proposed to finish dividing study programmes in academic and professional and to secure integration of academic competencies and professional skills 17
  • 18. Survey II (n=4909 university graduates). Average assessments to given statements were calculated, using a six point scale: 0 – not acquired, 1 – at very low level, 2 – at low level, 3 – at medium level, 4 – at high level, 5 – at very high level. Question: “To what extent that statement “N” characterize your university education in general?” The highest assessment: “Obtained education is sufficient to continue studies”-3.25, The lowest assessment: “Obtained education sufficiently contributed to formation/development of entrepreneurial skills” – 2.22 . Question: “Evaluate please, a level of knowledge and skills obtained during your university studies” The highest assessment: “Theoretical competency in a chosen field of study” – 3.68, The lowest assessment: “Skills necessary to begin entrepreneurial activity” – 1.90. Consequently - There is a well-grounded need to complement existing university study programs by adding training of entrepreneurial skills and career development. 18
  • 19. Both Surveys reported rather weak entrepreneurial activity of graduates to start or continue own business. Graduates according to the Survey I (n=2491) results were: employees 85%, jobless (students, housekeepers etc.) 8%, employers 5% and self- employed 2%. Answers to the question “Your activities during the six months after graduation of university” in Survey II (n=4909) were distributed by graduates as follows (note: respondents could give a several answers to that question, therefore a sum exceeds 100%): Continuation of the same employment as during a studies 61.8 Continuation of studies 28.7 Found a new job 17.7 Looking for employment, but did not found 10.3 Started own business or self-employment 2.8 Other 1.4 19
  • 20. Ambition to start own business could be realized after completion of studies - during a longer time period! Answers to question “Are you planning to start your own entrepreneurial activity during the next three years”, given by university graduates, who are not employers or self-employed (n=4459), look more promising: All answers 100% of which I am not planning to go into business 40.3 I am planning to establish a new company/business 10.0 I am planning to go into self-employment 4.1 I am planning to buy existing company/business 0.3 Hard to say 45.3 20
  • 21. Respondents (n=4459) presented following answers to the question “What factors, by your mind hinder to start your own entrepreneurial activity or to go into self- employment?” (Note: respondents could give a several answers to that question; therefore a sum exceeds 100%): Lack of financial support 46.2 Lack of proficiency/skills to start and to develop own business 31.8 Fear to take a risk of failure or bankruptcy 27.6 No guarantees for a regular income 27.5 Complicated administrative procedures 25.2 Now idea how to start business 23.5 Lack of initiative to start an entrepreneurial activity 19.4 None hindrance 9.5 21 Hard to say 7.3
  • 22. Collaboration between the universities and companies Important impulse in strengthening collaboration between the universities and companies usually is given by graduates. Results of the Survey II confirmed that 67.6 per cent of graduates, who are employers and self-employed (n=450), are interested in further collaboration with universities. 22
  • 23. Table. Evaluation of intensiveness of collaboration between companies and university, Latvia 2011 Source: Survey II (n = 450). * Respondents, who are employers or self-employed. Of which - evaluation of intensiveness of activity given All by graduates* Activity answers, % Never Rarely Regularly Hard to say Provision of site for field practice 100.0 38.9 26.0 28.7 6.4 Continuing education of employees 100.0 40.4 25.8 25.6 8.2 Transfer of knowledge, innovations 100.0 42.0 23.1 23.8 11.1 Recruitment of university academic 100.0 44.2 23.1 24.7 8.0 staff Participation in curriculum 100.0 55.1 22.2 14.5 8.2 development and guest lecturing Research funding and co- 100.0 60.0 17.1 12.9 10.0 partnership Participation in career promotion 100.0 64.0 17.6 9.3 9.1 activities Grants and sponsorship 100.0 69.6 14.0 8.0 238.4
  • 24. Innovations focused on acquisition of entrepreneurial skills and career development New interdisciplinary centres and units are established, which are oriented to acquisition of entrepreneurial skills, professional and career development, technology transfer and innovations: University of Latvia – Career Centre, Innovation Centre, Management and Business Education Centre; Riga Technical University – Innovation and Technology Transfer Centre, Business Incubator; Latvia University of Agriculture - Business and Technology Incubator, Centre for Life-long Learning; Daugavpils University – Professional Development Centre, Technology Transfer Office; Riga Stradins University – Technology Transfer Office. Joint centres established together by several institutions of higher education, companies and municipalities - Latvia Technology Park, Kurzeme Business Incubator, Rezekne Innovation Centre, Ventspils High Technology Park, Jelgava Business Incubator, Valmiera Business and Innovation Incubator. The main activities of technology, business and innovation centres are to support innovative entrepreneurship activities, to offer consultancy services, to assist in finding partners, to involve in activities students and graduates motivated in 24 business.
  • 25. Continuing education Table. Continuation of formal and informal education in Latvia (per cent of graduates from previous level of education) Source: Survey I (n=2491). Note: The sum of proportions in per cent exceeds 100 per cent due to overlapping of answers concerning continuation of different forms of education. Formal Informal Professional education education retraining courses 1st level professional higher 47 44 26 education (college) 2nd level professional higher 38 49 31 education (after completed secondary education) Academic bachelor degree 63 43 26 2nd level professional higher 23 61 43 education (after obtained higher education diploma) Academic Master degree 19 66 44 25
  • 26. Conclusions • There is a well-grounded need to complement existing university study programs by adding training of entrepreneurial skills and counseling activities. Work experience, quality of acquired theoretical knowledge and professional skills are highly evaluated in the labour market. Proffessional experience also influences remuneration. • The key forms of further collaboration between companies and university are: provision of site for field practice, guest lecturing, mentoring, exchange of information and experience, recruitment of graduates and students, joint research projects. 26
  • 27. Informal education and professional retraining courses also plays an important role in acquisition of entrepreneurial skills. Necessary improvements in training of professional/entrepreneurial skills are stressed by external experts involved in the evaluation of study programs. Further strengthening of ties between the companies and universities could benefit in transfer entrepreneurial skills to academic staff and students. Business incubators and Innovation centers are important facilitators of the transfer of skills and ideas. Reforms in higher education in Latvia envisage greater integration of academic and professional study programs, closer cooperation of education institutions with employers and professional associations in curriculum development, teaching, and training of entrepreneurial skills. 27

Notes de l'éditeur

  1.  Ir pierādīta 5. tēze “ Studiju ceļi, atbirums un sasniegumi augstākajā izglītībā vīriešiem un sievietēm atšķiras ” (attiecībā uz Latvijas Universitātes studentiem):   Latvijas Universitātē vislielākā varbūtība iegūt pirmā līmeņa augstāko izglītību (bakalaura grādu vai kvalifikāciju) ir 4. un 5. gadā pēc iestāšanās universitātē, bet lielākā varbūtība iegūt otrā līmeņa augstāko izglītību (maģistra grādu vai ekvivalentu kvalifikāciju) – 6. studiju gadā pēc iestāšanās. Kopš iestāšanās pirmajā gadā pirmā līmeņa augstākās izglītības programmā sievietes pavada ilgāku laiku studējot. Studiju cikla sākumā sieviešu procentuālā dalība studijās ir augstāka, bet ar laiku samazinās un vēlākos gados izlīdzinās ar vīriešiem. Raksturīgi, ka pēc 6. studiju gada vīrieši pavada pamatstudijās vairāk laika nekā sievietes. Tāpat vīrieši pavada vairāk laika augstākā līmeņa studijās 4. un 5. studiju gadā, norādot, ka vīrieši ātrāk uzsāk augstākā līmeņa studijas, bet vēlākos gados sievietes augstākā līmeņa studijām velta vairāk laika. Pārejas starp pirmā līmeņa un otrā līmeņa programmām vīriešiem notiek agrāk nekā sievietēm, bet pārejas no ārpus izglītības uz otrā līmeņa studijām ir vairāk novērojamas sievietēm. Tas norāda, ka sievietes biežāk nekā vīrieši izvēlas paņemt studijās pārtraukumu starp pirmā un otrā līmeņa studijām, turpretī vīrieši relatīvi biežāk uzreiz pēc pirmā līmeņa programmas pabeigšanas iestājas otrā līmeņa programmā. Tas daļēji skaidrojams ar dzimumu neviendabīgu izkliedi studiju programmās un dzimumu specifisko programmu eksistenci. Iestājoties terciārajā izglītībā, sagaidāmais studiju ilgums sievietēm ir 3,89 gadi pamatstudijās un 0,77 gadi augstākā līmeņa studijās. Vīriešiem sagaidāmais studiju ilgums ir 3,70 gadi pamatstudijās un 0,74 gadi augstākā līmeņa studijās. Kopējais paredzamais studiju ilgums sievietēm ir garāks kā vīriešiem. Varbūtība iegūt izglītību starp tiem, kas iesākuši studēt, atšķiras starp dzimumiem. 67% sieviešu, bet tikai 50% vīriešu, kas uzsāk mācības LU pamatstudijās, pabeidz bakalaura programmu. Augstākā līmeņa studijās atšķirība starp dzimumiem ir mazāka, bet joprojām eksistējoša – attiecīgi 21 un 18 %. Līdzīga proporcija vīriešu un sieviešu pabeidz pamatstudijas 4 gadu laikā, atšķirības starp dzimumiem parādās tālākos studiju gados, un var apgalvot, ka sievietes mērķtiecīgāk turpina iesāktās studijas un pabeidz tās, pat ja tas prasa vairāk laika (piemēram, vairākus akadēmiskos pārtraukumus). Sievietēm un vīriešiem, kas uzsākuši studijas uzreiz pēc vidusskolas, varbūtība pabeigt iesākto programmu 5, 6 un 7 gadu laikā būtiski atšķiras (attiecīgi - 53 un 42, 61 un 46, 64 un 48 %).