Ethical Principles for Guidance at Aalto University

Teacher’s Handbook

Ethical Principles for Guidance at Aalto University

For everyone involved in guidance activities, it is important to be familiar with the ethical principles of guidance to ensure that the guidance is conducted in a high-quality and fair manner. These ethical principles of guidance provide a framework for operating in various guidance situations and support advisors in meeting students with respect and sensitivity.

Counselling discussion where two persons discus sitting at a table.

The purpose of ethical principles for guidance is to support and assist advisors. The fundamental aspect of guidance is encountering each other as human beings, with respect and empathy, and recognising the ethical issues associated with guidance in the role of an advisor. These principles can be regarded as the Code of Conduct for guidance.

The ethical principles for guidance apply to everyone involved in advisory roles: academic staff (e.g. teachers who advise students), other staff (e.g. Learning Services) and peers (e.g. student tutors) as well as external advisors (e.g. some thesis advisors and mentors).

Ethical Principles for Guidance

These ethical principles are intended to serve as guidelines for performing guidance work in universities and to help to illustrate what constitutes good guidance. They are designed to support university members who provide student guidance. While professional providers of guidance services (e.g. study psychologists) have their own ethical principles and legislation to abide by, the general ethical principles presented here apply to them also.

Guidance at universities focuses on studying and learning, supporting the student’s growth as an expert, promoting student wellbeing, and the student’s learning of scientific processes. Guidance occurs in a framework enabled by the university at the individual, group, and community level. The university's responsibility is to ensure that the guidance resources, structures, instructions, and feedback collection are in place.

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Good guidance requires respect, constructive encounters, and dialogical interaction. Guidance supports the student's agency, enabling them to make decisions concerning themselves, set goals for their activities, and regulate their actions. Guidance helps students look to the future and enhances their hopefulness.

The goals of the guidance are jointly defined by the student and the advisor, considering the student's overall situation as necessary. The advisor helps the student in exploring different options, seeking information, and critically evaluating it. The advisor can share relevant expert knowledge or advice if needed, but the student always makes their own decisions.

An example: The student originally aimed to graduate within the given timeframe, but their current life situation makes it difficult to keep up with the study pace. In this situation, the advisor can discuss the student's goals from various perspectives and provide information, for example, about the order in which courses can be completed. This can help the student plan their studies at a slower pace if the student feels that it would be more suitable for their situation.

The student's goals are at the core of the guidance. If these goals conflict with university or societal goals, the advisor presents the facts (e.g. administrative rules and laws) and options to support the student's decision-making. The advisor respects the student’s choices, even if their own view differs.

An example: A student might express a desire to switch programmes or universities during a guidance discussion. While it is in the interests of the programme and university for the student to graduate from the current institution, the advisor’s role is to support the student’s decision-making process and help them move forward on their chosen path.

Consideration and support for the student’s overall situation may involve referring them to another advisor, consulting another advisor, or collaborating with other guidance providers. If the advisor is concerned about the student, they should address the concern early and refer the student for further help or assist them in finding appropriate support.

An example: At Aalto University, the most common guidance collaboration and consultation regarding a student's studies occurs between programme’s planning officers, coordinators, and academic advisors. Sometimes, collaboration between the thesis advisor and the supervisor may be necessary. At Aalto, joint advisory sessions are also conducted, where, for example, a programme’s planning officer and a study psychologist might be present. Additionally, study health meetings, with a representative from healthcare, are used to support the student's progress in their studies.

More information:

As an advisor within Aalto's guidance network

You can also receive consultation not only from the staff and faculty of schools but from e.g. study and career couselling psychologists, guidance counsellors, and the Career Design Lab.

The advisor has a duty to treat all students equally and in a non-discriminatory manner, adhering to the Act on Equality between Women and Men 609/1986 ( & ) and the Non-discrimination Act 1325/2014 ( & Equal and non-discriminatory treatment means the advisor promotes equality and seeks to prevent discrimination based on individual characteristics such as age, ethnic or national origin, nationality, language, religion or belief, opinion, disability, health status, sexual orientation, gender, gender identity, or gender expression. The advisor recognises structural inequalities and strives to treat people equally following .

An example: According to the principle of positive discrimination, some students may need more or different kinds of support than others, and guidance can be provided accordingly. For example, if academic records show that some students' studies are not progressing as planned, systematic guidance can be offered to support their academic progress.

An example: Some fields of study are highly gendered, and advisors should be aware of the impacts of segregation, where minority gender students might face gender-based actions or assumptions. Gender disparities also manifest in universities vertically, with fewer women in top positions. Advisors should be attentive to these effects and facilitate equal progress in studies and academic careers.

Guidance is respectful, considerate, and sensitive to the student's values. The advisor individually regards the student with an open mind and refrains from making assumptions based on the student’s background or characteristics.

An example: The advisor aims to recognise potential biases and engage with the student based on their unique situation. For example, an advisor may unconsciously emphasise or ignore different aspects based on the student's background. The advisor strives to highlight different opportunities equally based on the wishes and goals presented by the student. In guidance, the aim can be to broaden the student's horizon of action, i.e. the idea of what is possible for themselves, by taking different perspectives on the situation.

Guidance is accessible and barrier-free. It is individually adapted to the student’s needs, circumstances, and capabilities within the university's operational framework (e.g. curriculum and schedules, systems, resources).

An example: Guidance is provided in various ways (e.g. in-person and remote meetings, email, individual and group sessions) to enhance accessibility. Support persons (such as interpreters or personal assistants) can attend guidance sessions if necessary. Information related to guidance (e.g. instruction pages and information emails) is done in an accessible manner.

More information:

EDI Learning Hub

Equality, Diversity and Inclusion Plan

Digital Accessibility

Good guidance is based on trust. Therefore, the guidance discussions are confidential, and the advisor aims to create a safer space in both individual and group situations. The student's privacy and personal data must be protected, and the advisor does not share information about the student unnecessarily.

If it is necessary to discuss the issues raised by the student with other advisors, experts or programme representatives, the discussion is primarily conducted so that the student cannot be identified from the information shared.

An example: Advisors often accumulate feedback on studies and insights into students' realities. To find solutions to concrete structural challenges (e.g. the workload of the programme), the advisor should communicate the significant issues to supervisor, programme director or manager of academic affairs. If students cannot be identified from the feedback, it can be shared without their consent. In a situation where the recognisability cannot be certain, the advisor should ask the student whether it is allowed to talk about the matter without mentioning the student's name.

To further the student's case, the advisor may use the student's name when discussing neutral study-related matters with other guidance providers. These include, for example, the student's personal study plan (PSP or HOPS), the thesis process, applying for student exchanges or the need for extended time to complete studies.

The guidance discussion may also reveal confidential information about a student that is subject to confidentiality obligations. If it is necessary to share this information with other guidance provider, the student's consent is required. Such information, the Act on the Openness of Government Activities (621/1999) ( & ), may include:

•    information about the student’s health condition, disability, and the healthcare or rehabilitation services they receive
•    information about the student’s social benefits or unemployment benefits and services
•    information on the student's lifestyle, participation in associations, leisure activities, family life and other similar personal circumstances

Additionally, during thesis advising, the advisor may come across confidential information related to other parties, such as:

• the primary data of the thesis
• trade secrets of the commissioner of the thesis

However, confidentiality is not absolute in all cases. In cases of strong concern about a student's health or functional capacity, the advisor may disclose the student's situation, including their name, without the student's consent to the manager of academic affairs or to a study psychologist to resolve the situation. In an unclear situation, the advisor can always contact the manager of academic affairs, describe the situation, and obtain their instructions. In case of an acute threat to security, the university's guidelines should be followed (see Universities Act, Section 90a, & )

An example: It is very rare for a student not to permit their name to be shared when the advisor requests it to resolve their situation. Sometimes a strong concern about the student’s health arises only after the guidance discussion, in which case the student’s permission was not sought, and the advisor needs to proceed with the matter. In this case, the student's situation can be brought to the attention of the manager of academic affairs or a study psychologist so that they know who the student is. The advisor should not handle difficult situations alone; it is advisable to ask for help with a low threshold.

Different guidance situations are part of the student's academic journey. As a rule, the fact that a student has had a guidance discussion with an advisor (e.g. about a study plan, thesis, or career considerations) is not confidential. However, the advisor must follow the university's instructions on data protection and on the storage and preservation of the information gathered through the guidance.

An example: At Aalto University, the Student Success Hub system is used for student guidance, where notes from advisory meetings can be recorded. These notes are accessible both to the student and the individuals providing guidance. However, health information or other sensitive data should not be stored in these notes. For more detailed information on data handling in guidance, please see More information below.

More information:

Digital platforms used in guidance

Henkilötietojen käsittely opintojen ohjauksessa (only in Finnish)

The advisor strives to be actively aware of their own perceptions, values, and expectations that may affect guidance, along with societal and cultural values, norms, and interests.

The advisor understands that they represent an institution that have goals for the guidance provided, such as ensuring that students make smooth progress through studies and graduate on time. They recognise the power dynamics between the advisor and the student and understand that this power balance, along with the university's goals, can affect the guidance relationship. This power should not be misused.

An example: In various university guidance roles, advisors have power over the students’ academic opportunities, such as assessments or their chances to advance in their studies and career. If necessary, the advisor should clarify the power dynamics or how they operate in their different roles. Advisors should also inform students about neutral guidance and support persons they can utilize and explain the procedures and student rights in cases of power misuse.

An example: The advisor respects the student’s authorship and copyrights and does not use their work or academic performance for personal gain without their consent (see the following guides: and ).

The advisor develops their skills by critically reflecting on their own practices by taking into consideration the feedback they receive. To enhance and maintain their professional competency levels, the advisor familiarises themselves with the support materials provided by the university, participates in events for advisors, and seeks necessary training when possible. The advisor ensures that the information they provide is current, accurate and wide-ranging.

An example: One method of reflecting on one’s guidance practices is through discussion and experience sharing with other advisors or professional networks.

An example: No advisor can know everything. The correctness of information can be verified during the guidance session either by checking online individually or together with the student, or by directing the student to an advisor whose expertise is relevant to the information needed.

The advisor recognises their role in supporting the student in study planning and thesis work, and the advisor also knows the limits of their own expertise. The advisor also informs the student about which areas they can support the student in, which areas they cannot, and about what other services the student can turn to when the advisor's limits are reached.

An example: In a guidance discussion between an advisor and a student, it becomes apparent that the student has been struggling with course completion for a while because reading the material is slow for them. The student suspects they may have dyslexia. The advisor and the student discuss the student’s situation, and the advisor advises the student to contact a special education teacher at Starting Point of Wellbeing. The advisor later enquires about how the situation has progressed.

Guidance is a collaborative effort, and the advisor does not have to handle the student’s situation alone. The advisor knows their own responsibilities as part of the overall guidance and support system. The advisor’s expertise includes familiarity with the university’s guidance and support services and collaboration with them. The advisor also provides the student with help, when necessary, for finding other support services suitable for their situation.

The university is also responsible for seeing that advisors receive induction training, other training opportunities and peer support, for looking after the advisors’ well-being, and for ensuring that they have resources, guidelines, and a clear division of duties.