Vision 2020 

TAMK – The best professional higher education that Finland offers to the world.


• A sense of community

• Respect for the individual and individual differences

• Sustainable development

• Appreciation of expertise and entrepreneurship


TAMK is a multidisciplinary, international university of applied sciences, which focuses on promoting health and wellbeing, business and technology together with learning and creativity.






“Our strong orientation towards working life ensures the best learning possibilities for our students. Furthermore, we are involved in research, development and innovation which specifically target the development needs of working life.”

For TAMK, the year 2016 was a success, both from the perspective of TAMK’s degree programme education and particularly of the RDI activities at TAMK. TAMK was reformed through various development projects of which the most central were related to digitalisation and Tampere3 collaboration in teaching, research and support services. 

The Y-Campus, started at TAMK, has been expanded to the university campuses in the city centre and the district of Hervanta. Together, the Y-Campuses produce entrepreneurship and innovation services for students interested in entrepreneurship, as well as for research and teaching staff at the institutions of higher education, working in collaboration with businesses and other operators in the area.

In autumn 2016, the Tampere3 Service for Cross-Institutional Studies with more than 300 courses from the three universities was introduced. As an excellent example of the cooperation between the universities, we could mention the study module on services and trade, Palvelujen ja kaupan opintokokonaisuus (30 ECTS), of which the University of Tampere organises seven, Tampere University of Technology eleven and TAMK five courses. With this cooperation model, we can offer the students more extensive studying opportunities and arrange topical teaching, as is required by working life today – a task for which one university simply would not have the resources.

For the social services and health care degrees, a new, national electronic preselection test was introduced. TAMK had a central role in the execution and arrangements of the test. Thanks to the new selection procedure, the number of young men studying social services and health care degrees increased. This could be considered a remarkable result from the perspective of the gender differences in career selection. By reforming the selection procedure, more male students applied to a field currently dominated by women.

In the field of technology, TAMK reacted to the social need by introducing a Bachelor-level degree in bio product and process engineering. The degree programme has attracted a lot of interest, and we received many students who had excelled in the entrance exam.

By changing our operation methods, we are now better able to respond to social challenges and get young people to begin their studies earlier in their lives.


Strategic imperatives


Ensuring lifelong learning skills and competences for future needs

•  We are the leading university in Finland creating multi-modal learning environments and flexible learning opportunities.

• We are developing quality and effectiveness in the learning and studying process (student experience).

• We are creating new know-how, and new operational models and culture, to be integrated into our increasingly digital operating environment.

• Our RDI operations are an integral part of teaching and learning.

• Our curricula anticipate the needs of working life and stimulate continuous development.

• We are continuously developing the professional skills and competence of our staff.

• We are extending the reach and improving the effectiveness of our operations as part of the modernization of Tampere’s higher education sector.


In 2016, future competence and lifelong learning were particularly ensured by promoting digitalisation and developing our quality and versatile learning environments.

The execution of the digital strategy approved in 2015 proceeded as planned on all fronts. In the schools, the opportunities provided by digitalisation for increasing flexible studying paths and studying opportunities for students were developed.

In the beginning of 2016, our first digimentors started working at TAMK, the purpose of whom was to support the teaching staff in the development related to the digitalisation of teaching and learning.

During the past year, we successfully launched the reformed Peppi system, which includes, for instance, electronic desktops for students and teachers. The introduction of the Peppi system was a significant step in the digitalisation of higher education institutions’ operations.

The results of the development work related to digitalisation were shared in the TAMK conference aimed at the TAMK staff. The digital strategy process was modelled and assessed in a doctoral dissertation published at the end of year.

In April 2016, we received a report from the quality audit performed by an international audit team from The Finnish Education Evaluation Centre (FINEEC), and TAMK passed with flying colours, receiving excellent feedback. The strength of the TAMK quality system and the heart of the TAMK quality culture lies, according to the audit, in the high commitment of the staff to persistent and continuous quality management work. TAMK’s internal performance agreement process was regarded as the backbone of the system.

Leading the way in learning, teaching, and research, development and innovation operations demands continuous development work. By offering our students opportunities for selecting courses as a part of TAMK’s RDI activities, we can ensure the up-to-date practical skills and working life competences of both our students and our staff.

Every year, TAMK invests several millions of euros in the development of learning environments. In 2016, the new Clinical Skills Centre, a shared learning environment for TAMK health care students, Tampere University medicine students, and the Pirkanmaa Hospital District employees, was opened.

In 2016, an interim evaluation was carried out on the curricula implemented in 2013. The curricula were revised, taking into consideration changes in competence requirements, which are caused especially by internationalisation, development of RDI activities, digitalisation, and the teaching co-operation related to the Tampere3 process.

With the Tampere3 collaboration, a Service for Cross-Institutional Studies was established, enabling the students to select courses and study modules also from other universities than their own. As a part of the Tampere3 project, the services targeted at students were also compared, in order to identify good practices.

The competence of the staff was developed during the year particularly with a digitalisation training, which focused on the contents of the Microsoft Office365 package. The work of supervisors was developed by organising management forums, competence-based Specialist Qualification Management (JET) training and supporting supervisor appointments.


Actively strengthening our financial base

• We target our services and RDI operations to match customer needs. We are expanding our financial base so that at the end of the strategy period a minimum of 20 % of our funding will come from external sources.

• We are in great demand as a partner in RDI collaboration.


The TAMK RDI activities were significantly reformed, thanks to the heads selected for the strategic focus areas and the research groups established within them.

The objective was to acquire extensive and multidisciplinary RDI projects and to strengthen TAMK’s position in the RDI networks, which are significant for the strategic focus areas both in Finland and abroad.Procedures promoting the integration of teaching and RDI activities were carried out in all TAMK units, and more and more teaching staff members took part in the preparation and execution of RDI projects.

We sent a total of 125 funding applications for different financiers, representing all fields of education at TAMK. Of these applications, 33 yielded a positive financing decision. We continued to receive substantial amounts of ESF and ERDF funding. In addition, the Finnish Funding Agency for Innovation (Tekes) granted funding for three projects, and one project was launched with funding from the Central Baltic programme. With the new projects, our RDI project portfolio grew by 50% during the year 2016.

Another testimony to the impact of the Tampere3 collaboration is the fact that the majority of RDI funding granted to TAMK in 2016 was allocated to projects in which both or one of the two universities in Tampere were involved. The city of Tampere Industry and Commerce Fund (Tampereen kaupungin elinkeinorahasto) granted a total of one million euros for three research projects, of which TAMK is involved in one.

Revenue from chargeable business services increased from the previous year by nearly 50 %, to approximately 3.1 million euros. When measured in euros, nearly all of the growth came from extension studies subject to a charge and other sold services, but also the rapid growth of the Open University of Applied Sciences course selection generated a one-third increase in tuition fees, in comparison with the year 2015. Approximately 0.57 MEUR of the state funding was used for the costs of specialisation studies, teaching at the open university of applied sciences and preparing for chargeable degree education for applicants from outside the EU/EEA countries.

For several years now, the objectives set for management have emphasised the need to increase the share of the so-called external funding, instead of increasing the share of basic state funding. For the year 2016, the target level of the units was increased from the previous year by 50%, based mostly on the heavy growth off the RDI funding, as was expected. On average, 80 percent of these targets were met. In 2016, the share of external funding for TAMK was 11% of the total funding, exceeding 7 MEUR. The objective is to increase the share of external funding to 20% by 2020.


Incorporating an international dimension in all our operations

• We are continuously expanding our education exports, and becoming more deeply involved in our international networks.

• We shall continue to increase our provision of education in English, develop the internationalization of our education programmes, and raise the international profile of our RDI operations.

We promote the on-going development of international competences in all our staff.


From August 2017, all TAMK degree programmes offered in English are subject to tuition fees for students outside the EU and EEA countries, as is outlined by the Finnish government. This has increased TAMK’s investment in international student marketing.

TAMK has targeted the marketing of degree programmes particularly to Russia, Vietnam, Bangladesh, the USA, Canada, Brazil and China. We have significantly increased our online marketing, and TAMK has established a so-called Social Media Ambassador programme in which six students from the target marketing countries were selected. TAMK has also marketed its education in these countries at educational fairs.

For the international offering, a new Master’s degree programme, Educational Leadership, was established. In addition, the selection procedure was reformed and a scholarship system created for students outside EU/EEA countries.

TAMK offers a total of five Double Degree programmes, of which four are carried out in Europe and one in China. The first students in the double degree programme of TAMK’s business administration and the University of Salford started their studies in 2016.

The vocational teacher education programme in English has established its place as a part of vocational teacher education at TAMK and improved the conditions for exporting teacher education competence.

The marketing and sales of education exports continued actively, with China and Latin America as the key focus areas. In addition, we prepared for the chargeable degree programmes offered to students outside the EU/EEA countries by selling double degrees to foreign institutions of higher education. The small amount and relatively large size of education export sales will generate quite a lot of annual fluctuation in the beginning phase. The predicted strong growth is yet to manifest itself: when measured in euros, the volume decreased by 20% from the year 2015. New contracts made with old customers were, however, a positive sign, which reflects our customers’ trust in us.

TAMK’s first International Advisory Board (IAB) ended its term in autumn 2016. IAB supported and sparred with TAMK’s management in its internationalisation endeavours and particularly in international education marketing and the preparations for tuition fees.

The integration of international students to Finland was promoted by introducing Finnish culture to them. The social advisor for international students and a communication officer specialised in international marketing started a Finnish Activities at TAMK club, in which international students get to experience traditional Finnish activities, such as baking cardamom buns or pulla, picking mushrooms, bathing in a sauna, ice swimming, and decorating gingerbreads at Christmas time. The club also organised Movie Nights, together with the TAMK’s library, to show students Finnish films with English subtitles. In addition, the students visited museums.

The internationalisation competence of the staff was enhanced by arranging language courses, international staff exchange programmes and by strengthening cultural competence.


Strategic focus areas

We have outstanding expertise in our five chosen focus areas, and collaborate closely with working life in all these fields:

• Energy-efficient and healthy built environments

• Developmental expertise in pedagogy

• New operational models for health care and social

• Entrepreneurship and innovative business

• Intelligent machines and smart devices


Energy-efficient and healthy built environments


In 2016, the strategic focus area of energy-efficient and healthy built environments focussed on executing large projects launched within the Tampere3 cooperation. In addition, we activated the teachers for brainstorming ideas for the projects.

The teacher training focusing on the energy renovations of buildings, organised in the Build Up Skills project, was brought to conclusion. This training was a part of the larger EU-BUS II project, which aimed at increasing the knowledge of professional construction-site workers on how to improve the energy efficiency of buildings.

The Biourea project ended, producing new information about how nutrients can be recycled from the bathrooms to the fields. The objective of the project was to promote the recycling of urine and dry toilet compost.

An ESF-funded project on the laser scanning of built environments was launched within the Tampere3 collaboration. In laser scanning, a three-dimensional image of the environment, with the appropriate dimensions and measurements, is created with a 3D scanner.

The EL-TRAN project ensures that the Finnish electricity production will become carbon neutral by 2050. TAMK is a partner in this multidisciplinary and multisectoral project, led by the University of Tampere. The other research partners are Tampere University of Technology, Technical Research Centre of Finland VTT, University of Turku and University of Eastern Finland.

We have been working together with the city of Tampere in promoting circular economy and energy-efficient construction in the districts of Vuores and Hiedanranta. This collaboration has been carried out as a part of the following projects: nZEB – development of the project process for one family houses, COMBI – energy efficiency of public buildings, and EU-GUGLE – piloting energy renovations in residential building blocks in the district of Tammela.

We have been actively engaged in international co-operation. We have created new projects with our Dutch and German partner institutes of higher education, participated in international conferences, and created contacts with new partners for instance in Russia, Estonia and Switzerland. We have prepared for the application of EU funding with the universities of applied sciences of Ostfalia, Berlin and Hamburg.

In 2017, we will focus on deepening the Tampere3 project co-operation and the joint project development of the TAMK degree programmes. We will also continue networking in Finland, financing negotiations with businesses for our RDI projects and the EU project development we have started with our international collaboration partner institutes of higher education. We will also prepare for the reduction in national EU funding and target our funding applications to a wider base than before.

Read more about all of the projects in the strategic focus area through our project search.

Developmental expertise in pedagogy


In 2016, the research team of the strategic focus area of developmental expertise in pedagogy focussed on three themes: developing teacherhood, student experience and learning analytics.

The research group members have created projects, developed the visibility of the themes at TAMK, participated in national and international conferences and built joint understanding of pedagogic development in different operational environments.

The student experience of various different target groups have been studied at TAMK, and the results will be used in the pedagogic development of TAMK. Articles on the subject have been published in the TAMK Journal, as well as in other national and international publications.

The national STARA project aims at developing ways to enhance the employment of students of higher education institutions via social media. TAMK coordinates the project, and the other partners are the University of Eastern Finland, Laurea University of Applied Sciences and Lapland University of Applied Sciences. As a part of the project, a multidisciplinary team with experts from teacher education, social services and business management was established at TAMK.

In learning analytics, we have built regional, national and international networks. Learning analytics has been included in one of the themes of the project in several project applications.

For the theme of developing teacherhood, we received even more funding than we expected. The projects handled, for instance, the reformation of upper secondary vocational education and training, pedagogic leadership, transition points between the different levels of education, questions related to the learning and teaching of immigrants and the safety of educational institutes.

Learn more about all of the projects in the strategic focus area through our project search.


Intelligent machines and smart devices



In the strategic focus area of intelligent machines and smart devices, the selected strategic strengths were developed, project ideas created and projects prepared for open funding applications. More competence was sought on financial instruments.

During the year, we submitted several project applications, and succeeded rather well in these. In addition, we have actively developed our cooperation network. The members of the research group have participated in the operations of expert networks, events organised by the funders, as well as in national and international conferences.

Investments were directed to support TAMK’s research, development and innovation activities. In addition, we have encouraged persons outside the research group to participate in the project work at TAMK and made the project operations more visible both inside and outside TAMK.

In 2017, we shall further develop the strategic strengths of the strategic focus area and prepare project ideas, which combine RDI activities with teaching. Our objective is to increase the share of external project funding and to network actively, both on the national and international level, in order to further reinforce TAMK’s position as a desired RDI partner.

Learn more about all of the projects in the strategic focus area through our project search.

A new innovation and research platform for examining the usability and total cost-effectiveness of electric transport equipment is developed in the eTruck project. The platform will create new innovations related to intelligent traffic and logistics of smart cities and it will function as a multidisciplinary learning environment. The two-year project led by TAMK is financed by the European Regional Development Fund ERDF.

New operational models for health care and social services



The strategic focus area of new operational models for health care and social services has strengthened TAMK’s visibility, and activated its RDI activities in the strategic competence and focus areas.

In 2016, a total of 27 funding applications were submitted in the strategic focus area, of which many yielded positive funding decisions. Through the focus area, TAMK teachers were encouraged to participate in the RDI activities.

The multidisciplinary research group in this focus area has concentrated on brainstorming and the preparation of RDI key projects and Tampere3 cooperation projects. Particularly, the research group has applied for international and the Finnish Funding Agency for Innovation (Tekes) funding.

The ‘Peer support based platform VIRVE for the elderly’ project addresses the global challenge of loneliness. The multidisciplinary research project is carried out as a Tampere3 collaboration. TAMK’s task is to increase consumer and customer understanding (60+) and to examine the market potential and commercialisation of the service platform. The project participates in the Challenge Finland competition organised by Tekes. The purpose of the competition is to boost the international discovery of Finnish export products and services.

During the year, the strategic focus area has been strongly present on the key project applications for the Ministry of Social Affairs and Health. TAMK has been involved in four applications, of which two key projects have been by now given a positive funding decision.

Several new projects will be launched in 2017: SoteNavi for improving the productivity and work satisfaction of social and health care sector operators, the Kevyesti kasvuun! project for supporting the growth of SMEs, the DIKI-hoiva project related to care services of the elderly, the MATEAS project related to immigrants as clients of health care services and the 3DFysio application for remote rehabilitation of arthritis patients.

In 2017, a series of networking events for researchers and research groups will be organised around the theme Health as a Tampere3 collaboration. In addition to networking, the objective is to promote the creation of joint RDI projects.

Learn more about all of the projects in the strategic focus area through our project search.



Entrepreneurship and innovative business



The strategic focus area of entrepreneurship and innovative business invested heavily in new project ideas, as well as in the development of shared entrepreneurship and innovation services for TAMK and the two universities in Tampere.

During the year, both entrepreneurship studies, as well as entrepreneurship services, have been developed to a completely new level. In September 2106, TAMK’s Y-Campus concept, offering entrepreneurship studies and services, was launched in the University of Tampere and Tampere University of Technology campuses. Now the students of all three institutes of higher education have the opportunity to select entrepreneurship studies from any campus.

In addition to offering entrepreneurship studies and services, the Y-Campus will be a place where different competences and people meet: The Y-Campus could act as a natural meeting place for an entrepreneur considering selling their business and a student or researcher interested in entrepreneurship, or a mentor interested in sharing their competence and an entrepreneurship student. In the increasingly more digital world, the encounters of people who inspire and complement each other has become all the more important. In this task, Y-Campus takes on a major role in the growing city of Tampere.

Several projects aiming at developing business and innovation operations were launched in the strategic focus area, combining both multidisciplinary competence and various operators in businesses, associations and institutes of higher education. New business challenges, related to for instance digitalisation, international exports, and sales and marketing, are solved in these projects. The strategic focus area of entrepreneurship and innovative business has also been represented in the brainstorming and execution of projects from the other strategic focus areas.


In the near future, our aim is to further deepen the Tampere3 cooperation, to develop the operations of Y-Campus and to come up with new, multidisciplinary projects combining the institutes of higher education. At the same time, we strive to carry out the ongoing projects with the same high quality.

The strategic focus area is actively involved in developing the projects of other strategic focus areas from the perspective of business. For instance, the sales-related education and research activities shall be further strengthened. Applied research is actively developed in cooperation with the other Tampere3 higher education institutions.

Learn more about all of the projects in the strategic focus area through our project search.

The Y-Campus is an entrepreneurship and innovation community, offering support and tools for the realisation, business development and utilisation of research results for your own ideas. The Y-Campus strives to actively develop Tampere, Tampere-based businesses and entrepreneurs, as well as the higher education institutions in Tampere – today and in the future. The operation model has stirred both national and international interest.



Tampere University of Technology, University of Tampere and Tampere University of Applied Sciences are currently in the process of creating a new kind of community of higher education institutions, consisting of a foundation university and an autonomous university of applied sciences. Tampere3 will start operations in the beginning of 2019.

With the Tampere3 cooperation, we have been able to ambitiously develop and plan our shared teaching, learning environments and project operations. This kind of collaboration between institutions of higher education could be a forerunner in new education openings in which multidisciplinary expertise is combined in a completely new way.

The students’ opportunities to expand their competence will be improved with the curriculum cooperation and the possibility to select cross-institutional studies. In autumn 2016, the Tampere3 Service for Cross-Institutional Studies with more than 300 courses from the three universities was introduced.

The cooperation with the universities will enhance TAMK’s appeal and weight as a RDI operator. In addition, our credibility towards our financiers grows, as we become a part of the integrated higher education institution community. For the Tampere3 cooperation, TAMK has brought a strong working-life approach to the table: a good example of this is the Y-Campus that offers entrepreneurship and innovation services and has now expanded its operations also to the two university campuses.

Tampere3 is a great opportunity to create revolutionary learning and teaching opportunities. The wide spectrum of education and teacher training, from early childhood education to vocational teacher education, provides significant support for this venture. TAMK’s strengths are a strong pedagogic approach and development operations, which penetrate the entire institution.

The Tampere3 cooperation shall increase TAMK’s visibility in Finland and abroad. With joint marketing efforts, we can reach better results than by acting alone. Tampere’s reputation as the best place to study in Finland will be further strengthened, also for international students, once the higher education institutions together promote student wellbeing and the development of an even more student-friendly region.

Tampere3 provides new opportunities also for the staff. Greater co-operation between the higher education institutions enables active task and career development, and sharing competence and expertise reinforces the know-how of all of the operators. Creating new, joint processes and practices challenges us to develop the existing operational procedures.

A new sports centre was opened at TAMK in autumn 2016. The joint sports service for all Tampere3 institutions, Unipoli Sport, offers students and staff a wide variety of guided sports opportunities and up-to-date sports facilities on all three campuses.


tre3Tampere3 and cooperation in the field of education

Even though cooperation between the three institutes of higher education in Tampere is nothing new as such, the Tampere3 process has opened up completely new kinds of opportunities. The curriculum work in particular, to be started soon, is a great way of creating new study paths in competence areas required in the future.

In degree programmes in the field of construction, cooperation with Tampere University of Technology (TUT) will create plenty of synergistic benefits. TAMK has special expertise on, for instance, building services engineering, as well as in energy and environmental engineering, which creates added value for the entire Tampere3 consortium. For some years now, the teaching of aviation technology has been executed in cooperation with TUT.

TAMK has been actively building the vision for the Tampere3 degree programmes in economy and management together with the universities. The objective was to create a joint vision of what kind of education and research in the field of economy and management should be created within the framework of Tampere3.

In the field of culture, education and RDI activities complement each other, which offers plenty of opportunities for new kinds of collaboration, related to both content and productions. For the degree programme in business information systems, there are great cooperation possibilities for instance in the development of games and gamification.

A good example of cooperation between institutes of higher education is the new health care learning environment Clinical Skills Centre, which started operations in August 2016, offering TAMK health care students and University of Tampere medicine students a shared clinical skills learning environment. This kind of cooperation enables new, multidisciplinary studying and learning opportunities.

All levels of teacher education will be represented in the new community of higher education institutions, which is a significant resource for the entire Tampere3 community. At the end of 2016, the national Teacher Education Forum, launched by the Ministry of Education and Culture, published a Teacher Education Development Programme, which is one of Government’s key projects. Vocational teacher education at TAMK has started to draft project applications related to the execution of the development programme together with the University of Tampere