We enable more unique choices and directing competence
In accordance with our spearhead strategies, we continued to upgrade the content and structures of our education through our development efforts. Most notably, we managed to incorporate optional professional studies and common studies in social and health services into our curricula, increasing student choice in the process. We addressed the increased number of dropouts by conducting a study to identify reasons for dropping out. In the pedagogic development of teachers, competence badges became a mainstay. We prepared facilities for the new degree programme in dental hygiene launching in 2024.
With campuses bustling, our operations have normalised since the coronavirus period. However, digital technology has remained in use in courses. In the autumn, formation of new student groups went well, following the exceptional circumstances of the past years.
My teachers are inspiring and fun. The days are planned well and studies don’t take up too much energy, especially with the subjects being so interesting and presented in such a compelling way. And you immediately get to practical hands-on learning. Group formation between students was also very well organised, and we’ve not been short on encouragement. I feel safe and inspired to come to school every day. – Feedback from a new student, Media and Arts
Group formation worked well during orientation week. All the students are very welcoming towards newcomers. – Feedback from a new student, Service Business
The service design process in education and learning services took major leaps forward. We organised the services into larger units and moved to a more team-based working model. We opened a multi-channel low-threshold service point on the Service Street on the main campus where students can get guidance and service counselling. We overhauled the look of the Service Street together with our Construction Architecture students, striving to improve service recognition and availability.
While there was some variance depending on degree programmes, the annual feedback from (2nd and 3rd-year students) improved on every topic regarding studies and education. Due to our persistent efforts, we are seeing steady improvement on many statements that have been poorly reviewed in the past. The feedback from our Bachelor’s graduates remains on par with the national average. However, feedback from Master’s degree students has seen improvement from prior years.
Distance/hybrid teaching was organised well for the most part. – Annual feedback from a student, Radiography
Some of the distance teaching was of really high quality, too, and supported learning, especially in programming courses because you could view the recordings later at your own pace. There was a lot of distance learning on my first and second year due to the coronavirus and the renovation of the C-building, but to me this was nothing but a positive. However, distance teaching has to be of high quality. – Annual feedback from a student, Computer Sciences
Most graduate in target time
Our students progressed well in their studies. The share of Bachelor’s graduates continued to rise, reaching 71.4% in 2023. In degree-awarding studies, the number of completed credits was higher than ever, totalling nearly 467,000.
In Bachelor’s degrees, we fell short on the target quantity. Our Bachelor’s degree programmes produced a total of 1,804 graduates, 126 more than previous year but still 266 degrees short of our target. However, we exceeded our target in Master’s degrees and professional teacher education.
TAMK continues to be an attractive choice among universities of applied science
In our Bachelor’s degree programmes, we had over four primary applicants on average per one available study place. The total number of degree students was 11,183, more than the year before. The number of students in our Bachelor’s degree programmes increased while our Master’s degree programmes saw a slight decrease. We had a total of 465 students in our professional teacher education.
All our fields of study include international degree programmes. The number of international degree students continues to grow, which is in line with our strategic focus. In 2023, we had a total of 1,010 international students, with 780 of them from outside the EU/EEA.
Towards working life
Our students had a good situation in the job market after graduation. According to our graduate feedback survey, 75% of Bachelor’s degree graduates were employed, with 75% of them in the Pirkanmaa region. Of Master’s degree graduates, 89% reported being employed, with approximately 55% of them in the Pirkanmaa region.
Of foreign students that completed a Bachelor’s degree, nearly 51% have since been employed, with 85% of them in Finland. Of foreign students that completed a Master’s degree, nearly 70% have since been employed, with nearly 43% of them in Finland.
Measures to support students and improve wellbeing
We began developing a counselling model and improved student well-being. We have identified three different student profiles (minor need for support, need for additional support, need for special support) and prepared service paths for the various stages of their studies. We updated our guidance counselling overall concept, identifying the roles and key responsibilities of various actors. To strengthen the support for student well-being, we engaged in active stakeholder cooperation with FSHS, Tampere city and operators in the third sector.
Explore education key figures.
Explore trends in student numbers.
Text: Katja Komulainen, Vice President for Education
Editors: TAMK Communications
Image: Konsta Leppänen