AnnualReport

2015

University of Tartu

UNIVERSITY OF TARTU ANNUAL REPORT 2015

Name: Tartu Ülikool (University of Tartu)Registration number: 74001073Aaddress: Ülikooli 18, 50090 Tartu, EstoniaPhone: +372 737 5100Fax: +372 737 5440E-mail: info@ut.eeWebsite: www.ut.eeForm of ownership: legal person governed by public lawMain activities: 1) academic research

2) provision of higher education based on integrated teaching and research activities3) provision of teaching- and research-based services to the society

Financial year: 01.01.2015–31.12.2015 Auditor: BDO Eesti AS ja Baker Tilly Baltics OÜCouncil: 11 membersChairman of the Council: Kersti KaljulaidAttached: report of independent sworn auditor

44454647488384

CONSOLIDATED FINANCIAL STATEMENTS 2015CONSOLIDATED STATEMENT OF FINANCIAL POSITIONCONSOLIDATED STATEMENT OF FINANCIAL PERFORMANCECONSOLIDATED STATEMENT OF CASH FLOWSCONSOLIDATED STATEMENT OF CHANGES IN NET ASSETSNOTES TO THE CONSOLIDATED FINANCIAL STATEMENTSINDEPENDENT AUDITOR’S REPORTSIGNATURES TO ANNUAL REPORT 2015

ABBREVIATIONS

ACTIVITY REPORT 2015RECTOR’S FOREWORDGENERAL DATA ON THE UNIVERSITY OF TARTU 2011–2015GOVERNANCE OF THE UNIVERSITY OF TARTUOPERATING ENVIRONMENT

STRATEGIC DIRECTION DEVELOPMENTS IN ESTONIAPUBLIC EXPENDITURE ON HIGHER EDUCATION AND RESEARCHCHANGES IN OPERATING ENVIRONMENT

TEACHING AND STUDIESSTART OF STUDIESSTUDYINGCURRICULAINTERNATIONAL STUDENTS AND STUDENT EXCHANGEE-LEARNINGINTERRUPTION OF STUDIESGRADUATION AND CONTINUATION OF STUDIESUSING FEEDBACKDEVELOPMENT ACTIVITIES

RESEARCHFINANCINGINTERNATIONAL RESEARCH COOPERATIONCOOPERATION WITH COMPANIESPATENTS AND PATENT APPLICATIONSPUBLICATIONS

CONTRIBUTION TO SOCIETYCONTINUING EDUCATIONSHARING KNOWLEDGEFEEDBACK FROM SOCIETY

ORGANISATIONEMPLOYEESWORK ENVIRONMENTINTERNATIONAL COOPERATIONFINANCIAL ACTIVITIES

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1010121315151717192020212223252526272728292931333434373839

2

CONTENTS

Universities

EULS Estonian University of Life SciencesTU Tallinn UniversityTUT Tallinn University of TechnologyUT University of Tartu

Countries

AT Austria IT ItalyAU Australia JP JapanBE Belgium KR KoreaBG Bulgaria LV LatviaCA Canada LT LithuaniaCH Switzerland MT MaltaCL Chile MX MexicoCN China NE NetherlandsCY Cyprus NO NorwayCZ Czech Republic NZ New ZealandDK Denmark PL PolandDE Germany PT PortugalEE Estonia RO RomaniaES Spain RU RussiaFI Finland SE SwedenFR France SI SloveniaGR Greece SK SlovakiaHR Croatia TR TurkeyHU Hungary UK United KingdomIE Ireland US,

USAUnited States of AmericaIL Israel

IS Iceland

Other abbreviations

A2020 University of Tartu Strategic Plan for 2015–2020

AS aktsiaselts (public limited company)DOI Digital Object IdentifierECTS European Credit Transfer and Accumulation

System credit pointEHIS Eesti Hariduse Infosüsteem

(Estonian Education Information System)

EL European UnionERA European Research AreaERC European Research CouncilERR Estonian Public BroadcastingETIS Eesti Teadusinfosüsteem

(Estonian Research Information System)FTE full time equivalentGDP gross domestic productHEI higher education institutionHITSA Hariduse Infotehnoloogia Sihtasutus

(Information Technology Foundation for Education)

ICT information and communication technologyIT information technologyIUT institutional research fundingKOV local municipal governmentLTT science and technologyMoER Estonian Ministry of Education and ResearchMOOC massive open online courseMTÜ mittetulundusühing (non-profit organisation)NGO non-governmental organisationOECD Organisation for Economic Co-operation and

DevelopmentOÜ osaühing (private limited company)PHEI professional higher education institutionPPP purchasing power parityPUT personal research fundingQS QS World University RankingsR&D research and developmentRDI research, development and innovationSA sihtasutus (foundation)SIS Study Information System of the UTTHE Times Higher Education World University

RankingUSD US dollarUTTV University of Tartu TelevisionWoS Thomson Reuters Web of Science database

ABBREVIATIONS

Activity Report2015

University of Tartu

RECTOR’S FOREWORDDear readers,

The university rounds off another productive year. We were successful in our main activities and financially. Society values our work and so members of our university received the considerable part of the state research and science popularisation awards.

In addition to substantive academic work, we renewed the governance and structure. The statutes effective as of 1 January 2016 made the university’s academic structure, governance and entire organisation faculty-based. The past year was full of preparations for the four faculties, their 25 institutes and four colleges and non-faculty institutions to start 2016 with new administrative bodies and statutes. I want to sincerely credit all university members for the significantly increased cooperation and open-mindedness and participation.

After successful institutional accreditation we were accredited for seven years by external experts, but we also received useful feedback for further development. The self-analysis made for the accreditation provided a critical insight to the university life and became a detailed overview of the full scope of the university’s activities.

We advanced well in our main activities. The curricula reform continued and we created a supporting financing model. The number of curricula open for admissions has decreased 8.7% in four years. Several curricula were joined and closed, but we opened new ones which better consider society’s needs and the university’s growth opportunities. Economics and entrepreneurship subjects were added to all curricula and the importance of practical training increased.

By the end of the year, we worded the university’s research and development work and innovation focuses. I expect the agreed focuses to be specified in the strategic plans of the faculties and that the university’s great research potential is applied even more in solving the problems society faces. The significant budget growth must be highlighted—the actual revenue of the university budget was 124% of what was planned, including the 139% implementation of the research budget. We were successful in applying for support from various programmes. In 2015 the university’s development fund started to support applying for major international projects and including researchers and lecturers in the development of new research directions.

The university’s aim is to include the best experts at a competitive salary rate. The number of employees decreased in 2015 but the average salary growth was 8.3%. The professional reviews of academic staff was a new experience. The academic committee was re-established for the impartial and uniform evaluation of professors and lead research fellows and they reviewed 60 professors in 2015. In addition to receiving an evaluation of their work, professional review required the employees to systematically analyse their results and further plans.

There were important discussions in 2015 regarding the state and future of Estonian higher education and research. The Research and Development Council recommended consolidating the network of research and higher education institutions and preparing a corresponding long-term funding plan—all this to increase Estonia’s competitiveness. The University of Tartu contributes responsibly to these reorganisations.

I want to give my thanks to everyone who worked for the national university in 2015 and contributed to its improvement—it was a highly successful year! I invite everyone to show that we are capable of even more! The university is never completed, just as there are no limits to research and education!

Volli KalmRector of the University of Tartu

Rector of the University of Tartu Professor Volli Kalm

2011 2012 2013 2014 2015EMPLOYEESNumber of employees (persons) 3,596 3,778 3,739 3,708 3,479Number of employees (FTE) 3,025 3,161 3,129 3,080 2,862

incl. academic staff 48.7% 47.9% 48.7% 49.3% 50.4%Number of teaching and research staff (FTE) 1,474 1,515 1,525 1,520 1,443

incl. PhD holders 70.6% 71,5% 70,5% 70,2% 71,7%incl. international research and teaching staff 6.9% 8.3% 9.4% 9.3% 8.5%

Number of professors (FTE) 173 177 180 178 173incl. female professors 19.2% 20.7% 20.8% 20.5% 22.7%

STUDENTS Number of students 18,047 17,370 16,025 14,470 13,719

in first level of higher education 66.1% 64.3% 62.9% 61.7% 61.3%in master’s studies 25.7% 27.0% 28.0% 28.6% 28.8%in doctoral studies 8.3% 8.7% 9.1% 9.7% 9.8%

Number of female students 12,172 11,570 10,634 9,546 9,009percentage of all students 67.4% 66.6% 66.4% 66.0% 65.7%

Number of students aged 30 and over 4,418 4,336 4,047 3,710 3,572percentage of all students 24.5% 25.0% 25.3% 25.6% 26.0%

Number of international students 484 546 579 686 821percentage of all students 2.7% 3.1% 3.6% 4.7% 6.0%

Number of graduates 3,132 3,038 3,117 2,907 2,887incl. number of PhD graduates 152 107 114 108 113

STRUCTURE Number of faculties 9 9 9 9 9Number of colleges 4 4 4 4 4Number of curricula open for admissions 187 182 182 190 167Number of curricula in which students were enrolled 198 190 193 195 201

incl. number of joint curricula 6 7 8 8 8incl. English-taught curricula in the first and second level of higher education 12 12 14 16 21

RESEARCH PUBLICATIONSNumber of publications 2,479 2,744 2,879 2,870 2,644

incl. number of high-level publications (ETIS categories 1.1, 1.2, 2.1, 3.1) 1,593 1,810 1,957 1,958 1,857

incl. number of publications of the category 1.1 952 1,074 1,175 1,335 1,252

Employee figures are given as full-time equivalent (FTE) as on 31 December.

Student figures regarding 2011 is given as on 31 December, those regarding 2012–2015 as on 10 November. The number of students does not include external students, visiting students and medical residents. The first level of higher education includes professional higher education, bachelor’s studies and integrated bachelor’s and master’s studies.

The number of graduates of a given year refers to students who completed their studies during the period from 1 October of the previous calendar year to 30 September of the given calendar year.

The number of curricula open for admissions includes curricula for which the status in the Estonian Education Information System (EHIS) was “open” as on 10 November. This does not include joint curricula which are not coordinated by the University of Tartu.

The number of curricula in which students were enrolled in 2011 includes curricula in which students were enrolled as on 31 December. The number of curricula in 2012–2015 includes curricula in which students were enrolled as on 10 November (including all joint curricula).

The number of publications in 2013–2015 includes those authored by persons who had a valid employment contract with the University of Tartu or who were enrolled as regular or external doctoral students in the corresponding calendar year. The number of publications in 2011–2012 includes those authored by all persons associated with the University of Tartu.

GENERAL DATA ON THE UNIVERSITY OF TARTU 2011 –2015

6 GOVERNANCE OF THE UNIVERITY OF TARTUThe highest decision-making body of the UT is the council, which is responsible for the university’s economic activities and long-term development, approves the university’s statutes and adopts the strategic plan and budget. The first university council was appointed in 2011 for a five-year period. The council has eleven members: five nominated by the UT, five by the Minister for Education and Research, and one by the Estonian Academy of Sciences.

The senate is the university’s highest academic decision-making body, which is responsible for the university’s teaching, research and development activities and for ensuring excellent quality of these activities. The senate comprises 22 members: rector as the chair of the senate, four representatives from each of four areas of teaching and research, and five student representatives. The senate is elected for a term of three years. The second senate took office on 1 July 2014.

The university board acted as an advisory body and comprised the rector (as chair), vice rectors, the deans of all faculties, representatives of the colleges designated by the rector, representatives of non-faculty research and development institutions designated by the rector, and the president of the student body. The new statutes of the university, which took effect at the beginning of 2016, give the role of the university board to the Rector’s Office, which, in addition to the rector, vice rectors and area directors, will also include four deans.

Professor Volli Kalm has served as the Rector of the UT since 1 July 2012. The rector is responsible for the day-to-day management of the UT and for the lawful and expedient use of financial resources and exercises the UT’s highest administrative and disciplinary authority within his competence pursuant to the resolutions of the council and the senate.

In July 2015, the Vice Dean for Academic Affairs of the former Faculty of Science and Technology, Associate Professor of Optical Metrology Mart Noorma took the office of the Vice Rector for Academic Affairs of the UT. In the summer, Ivar-Igor Saarniit passed the duties of the UT Academic Secretary to Andres Soosaar. At the same time, the tasks of the position were also renewed—the academic secretary became an area director within the Rector’s Office.

Objective of A2020: the university follows the interdisciplinary balance and peculiarities of areas when making strategic decisions

Since autumn 2012, the university has worked to make the governance of a big institution simpler and more efficient. The university’s new statutes were adopted in 2014 and discussions began to prepare for the changes taking effect in 2016.

In spring 2015, the senate approved the university’s new academic structure which as of 1 January 2016 includes four faculties, the Faculty of Arts and Humanities, Faculty of Medicine, Faculty of Science and Technology and Faculty of Social Sciences, 25 institutes and 4 colleges. UT Museum, Natural History Museum and Botanical Garden, Estonian Genome Centre, Library and Youth Academy continue as non-faculty institutions. The new two-level governance structure helps integrate specialisations, balances the volume of research and studies in academic units and includes university members in making strategic decisions, thus increasing their responsibility to the university’s development.

The deans of the four faculties and representatives of academic staff to faculty councils were elected in autumn 2015. The new deans and administrative bodies took office on 1 January 2016.

Professor Margit Sutrop was elected as Dean of the Faculty of Arts and Humanities, Professor Raul Eamets as Dean of the Faculty of Social Sciences, Professor Margus Lember as Dean of the Faculty of Medicine and Professor Peeter Burk as Dean of the Faculty of Science and Technology.

Members of the senate as on 31.12.2015

humaniora

• Lecturer Tuulike Kivestu• Professor Birute Klaas-Lang• Lecturer Ain Riistan• Professor Anti Selart

medicina

• Professor Margus Lember • Professor Irja Lutsar• Professor Mihkel Zilmer• Professor Vahur Ööpik

realia et naturalia

• Professor Jaak Kikas• Professor Maia Kivisaar• Professor Enn Lust• Professor Jaak Vilo

socialia

• Professor Eiki Berg• Professor Halliki Harro-Loit• Professor Marju Luts-Sootak• Professor Urmas Varblane

students

• Marge Vaikjärv• Liina Hirv • Mariliis Vaht • Triin Truu • Indrek Peedu

Members of UT Council

Nominated by Minister for Education and Research

• Kersti Kaljulaid (Council Chair)

• Toomas Kiho • Vahur Kraft • Aku Sorainen • Kaja Tael

Nominated by the University of Tartu

• Professor Toomas Asser• Professor Toivo Maimets• Professor Peeter Saari• Professor Jüri Sepp• Professor Paul Varul

Nominated by the Estonian Academy of Sciences

• Professor Kari Olavi Raivio

7In addition to the statutes of the academic units, the bylaws regulating the university’s day-to-day operation were renewed in 2015 to comply the different rights, obligations and responsibility of the administrative level. 21 new legal acts were established, 99 effective legal acts were amended and 29 were repealed. As a result of the reform, all institutes have their own statutes and this accounts to the large number of new legal acts.

As of 1 January 2015, the university’s development is guided by the Strategic Plan of the University of Tartu for 2015–2020 (A2020), which was approved by the council in summer 2014.

In the annual action plan, drafted together with the planning of the budget, the rector approves the university’s goals in five fields of activities:

• development of teaching and studies,• development of research,• development of entrepreneurship,• development of the organisation,• preservation and development of the Estonian language and culture and national

cultural assets.

Internationalisation applies horizontally to all the activities. The action plan also determines the sources of financing for development activities which, in addition to the university’s general fund and capital budget, may include the council’s additional development support, the university’s development fund support or support applied for from the EU Structural Funds.

In 2009, the council established the university’s development fund for the implementation of the university’s development projects. In 2015, the council merged the fund for research activity and the fund for the improvement of study quality with the development fund and adopted the new Statutes of Development Fund. The aim of the development fund is to support the implementation of the university’s strategic plan, mainly the cross-faculty development activities.

On the basis of A2020, in 2015 the development fund was used to support activities in the faculties related to the administrative and structural reform (reorganisation of the structure and location of units, incl. renovation and moving etc.). Renewing the university’s visual identity was tied to the structural changes as well.

At the beginning of 2015, the College of Foreign Languages and Cultures started work in the Faculty of Philosophy. It was established by joining two former structural units—the Institute of Germanic, Romanic and Slavonic Languages and the Language Centre. The aim of the college is to make language and culture studies more efficient and more accessible to the whole student body.

The objectives of the University of Tartu:• graduates who change the world;• research and development work that has a global impact and guides the development of

Estonia;• innovation and enterprising spirit through which knowledge finds its way into the

economy;• organisation that inspires and unites people;• continuous development that reinforces the survival of Estonian language and national

culture.

The institutional development programme ASTRA for research and development and higher education institutions supports the achievement of the UT strategic plan goals. The programme helps the university increase access to its research infrastructure and high quality knowledge for the university’s partners, increase the volume of entrepreneurial cooperation, create excellent conditions for improving the skills of lecturers and students and for ICT cooperation which links various disciplines. The evaluation committee has proposed the implementing unit of ASTRA to allocate more than 42 million euros of structural fund support for the UT for the implementation of the five-year action plan (2016–2020), of which 15 million euros would be allocated for the construction of the IT centre. The investment plan is approved by the government in 2016.

Professor Volli Kalm Rektor

Mart Noorma Vice Rector for Academic Affairs

Marco Kirm Vice Rector for Research

Erik Puura Vice Rector for Development

Andres Liinat Director of Administration

Taimo Saan Head of Finance

Andres Soosaar Academic Secretary

Rector’s office as on 31.12.2015

8 Objective of A2020: the learning and working environment of the university is inspiring and the members, structure and infrastructure of the university support the attainment of the mission and the achievement of the development objectives of the university

In spring 2015, the UT passed institutional accreditation which assessed the conformity of the university’s activities and study and research environment to legislation and the objectives and strategic plan of the university. On the basis of the report of the international assessment committee, the Estonian Quality Agency for Higher and Vocational Education decided to accredit the UT for seven years. The committee found the university’s management of financial resources and infrastructure to be worthy of recognition.

Among numerous strengths, the external experts highlighted that there are efficient student support systems in the UT, students are involved in the university’s governance and their increasingly higher level is in alignment with the university’s goal to train the leading intellectuals of Estonia. The committee found that an efficient cooperation network between students, graduates and employers provides the university with a good overview of the needs of the labour market and other developments in society. Effective research management has increased the university’s international competitiveness, cooperation and research funding in several fields. The university’s infrastructure is of a very high standard, especially thanks to the wise use of EU funds for constructing and renovating academic buildings. The committee considered it very important that the university makes the monitoring of the students’ academic progress consistent, initiates a regular, uniform and fair procedure for the professional review of lecturers and develops common guidelines for ethical behaviour.

The assessment committee recommended the university to give consideration to the certain tension in the university’s mission—on the one hand, to be the national university responsible for the continuity of Estonian intellectuals, language and culture and, on the other hand, to be a rapidly developing international research university. The role of an acknowledged research university requires focusing on internationally significant fields. Meanwhile, the university needs to ensure the obligations of the national university deriving from the law. The committee believes that finding a reasonable and effective balance between these roles in a globalising world is one of the most important challenges for the UT in the coming years

Objective of A2020: the university follows the objective of achieving the best possible quality in cooperation between and across faculties and specialisations

As a result of discussions, the university’s research and development and innovation focuses were worded at the end of 2015, which correspond to the needs of an economically developed high-technological and culturally sustainable society and are the university’s strengths or have the potential to become one. Focuses are across faculties and specialisa-tions and applying them enables greater cohesion of research and development work and studies and teaching and also a problem-centred approach, incl. providing cross-faculty solutions to global problems.

UT research and development and innovation focuses:

sustainability of the national culture in an open world:• continuity of Estonian language and culture and cultural diversity;• material and intellectual heritage;

entrepreneurial and socially responsible society:• rule of law, society’s networking and social capital;• educational innovation and development of human resources;

healthy and active long-lived people:• clinical, translational and personal medicine and preventive healthcare;• healthy lifestyle and health behaviour;

resources and technologies for environmentally friendly economic growth:• resources, new materials and technologies;• biodiversity and adaptation to environmental changes;

information and communication technology for developing an innovative society:• systematic functional information;• digital society.

In 2016, the faculty councils approve the strategic plans of faculties and agree on the A2020 key indicators

Six core values set in the university’s strategic plan

• research-based activities• academic freedom and

autonomy• openness to new ideas• cooperation• human-centred approach and

individual development• responsibility

Two unique reform experiences were introduced at the gover-nance seminar in February by Professor Neal Juster (left), Vice Principal for Strategy and Resources at the University of Glasgow, and Professor Perttu Vartiainen (right), Rector emeritus of the University of Eastern Finland

9STRUCTURE OF THE UNIVERSITY OF TARTU AS ON 31.12.2015

10 OPERATING ENVIRONMENTThe modelling of the operating environment of the university depends on the strategies and financial instruments of Estonia and the EU. The aim of the EU regional policy is to balance and harmonise the development of its member states, and hence enhance the competitiveness of the EU as an integrated economic area in the world market. In the budget period 2014–2020, Estonia is entitled to 5.193 billion euros, incl. 3.5 billion euros from the European Regional Development Fund, European Social Fund and the Cohesion Fund1.

The most influential and strongly competitive programmes that support the development of European universities in the new budget period are Horizon 2020 and Erasmus+. The EU Framework Programme for Research and Innovation Horizon 2020 is the world’s largest research and development and international cooperation programme with a budget of 77 billion euros for 2014–2020. The programme supports excellent science, tackling societal problems and creating industrial leadership through research.

Erasmus+ is the EU programme for education, training, youth and sport with a budget of 14.7 billion euros for 2014–2020. Funding has increased 40% compared to the previous generation of EU programmes in 2007–2013. The new programme focuses more on social cohesion, active citizenship and tolerance. It also supports initiatives which aim to improve the job perspectives of young people and facilitate their transition from education to employment.

STRATEGIC MANAGEMENT DEVELOPMENTS IN ESTONIAPart of the national reform’s objective in the government’s action programme for 2016–2019 is strengthening strategic management and increasing budget transparency. In order to have a clearer connection between the state’s financial management and strategic choices, Estonia is gradually transitioning to an activity-based budget. The activity-based budget makes transparent the link between the goals set in the strategic plans of areas and the measures and activities required for their implementation and the funding. The transition to the new principles takes place in the period 2016–2020, depending on the readiness of the areas of governance2.

1 Preliminary assessment of the proposed financial measures from cohesion policy for 2014–2010. Final report. Estonian Ministry of Finance, 14 November 2014. www.struktuurifondid.ee/public/Rahastamisvahendite_eel-hindamise_lopparuanne_PwC_ja_CPD_14NOV2014.pdf

2 Letter of explanation to the 2016 State Budget Act. Estonian Ministry of Finance, 2015. www.fin.ee/riigi-eelarve-2016

The European Commission’s 2015 summary of the results of the first hundred calls for proposals showed that competition is strong. Among 28 countries, Estonia was the 4th with regards to successful funding applications by researchers—nearly 17% of Estonian researchers’ applications (19% of UT researchers’ applications) were approved. The average success rate of applying in member states was 16% and in several countries only 11% of the applications were successful.

In the period 2010–2013, the UT was able to coordinate three European Commission funded projects in European-wide competition, but in 2014–2015, the university’s success rate has been higher—four UT coordinated Erasmus+ projects have received funding. As a partner, UT has participated in 34 projects in five years.

Based on the programme, Estonia will transition to an accrual budget in 2017 and activity-based budgeting by 2020

Estonian Research Council uses the brand “Research in Estonia” (researchinestonia.eu) to introduce Estonian research internationally

The promotional video “Estonia–Place for Science”, made in cooperation with universities in the summer, gathered more than 235,000 views by the end of the year

In 2015, Estonian science was introduced for the first time in a separate room (“science nest box”) in the Estonian pavilion at the EXPO world exhibition

http://www.struktuurifondid.ee/public/Rahastamisvahendite_eelhindamise_lopparuanne_PwC_ja_CPD_14NOV2014.pdfhttp://www.struktuurifondid.ee/public/Rahastamisvahendite_eelhindamise_lopparuanne_PwC_ja_CPD_14NOV2014.pdfhttp://www.fin.ee/riigieelarve-2016http://www.fin.ee/riigieelarve-2016

11The first area of governance to transition to an activity-based budget in 2016 is the Ministry of Education and Research. The basis of the action-based budget is a strategic framework, formed by the strategic plans of the areas of responsibility and the programmes prepared for implementing their goals. The programmes approved for 2016–2019, which are reviewed every year, include the budget for the measures implemented from the budgetary means, a general description of activities and the desired outcome.

In research, budgeting is based on the implementation plan of the Estonian Research and Development and Innovation Strategy 2014–2020 “Knowledge-based Estonia”. In education, the achievement of objectives and budgeting of “Estonian Lifelong Learning Strategy 2010” is based on five horizontal programmes which are applied in all levels of education and four programmes focusing on specific levels of education:

• digital revolution programme,• competent and motivated teachers and school leadership programme,• study and career counselling programme,• labour market and education cooperation programme,• school network programme,• general education programme,• vocational education programme,• higher education programme,• adult education programme.

The transition of the Ministry of Education and Research to activity-based budgeting provides the possibility to monitor the relevance of the governance, methodology, legislation and information systems required for the new principles to function and highlights the aspects that need improving and need to be considered in the transition of the next areas of governance.

In 2015, the Ministry of Education and Researcher ordered a survey from the UT and TUT which evaluated the relevance of the Estonian Research and Development and Innovation (RDI) Strategy 2007–2013 “Knowledge-based Estonia” and the completion of the set goals, taking into consideration the uniqueness of the Estonian RDI system (big autonomy of the universities, high concentration of R&D investments in the business sector) as well as the developments in Estonia during the strategy period (economic crisis and significant increase of the EU Structural Fund support). The report made the following recommendations for the strategic development of the RDI system and achieving greater productivity:

• develop the strategic capabilities of the universities in their areas of responsibility by joining the instruments of R&D and higher education in strategic planning as well as implementation. There should be more cooperation between the ministries already in the preparatory phase of the strategy;

• set specific focuses in R&D by greater focus on less RDI intensive firms and motivating stronger research groups to compete for international funding. Open calls for proposals, which primarily strengthen the already strong businesses in Tallinn and Harju County and internationally competitive research groups, have not decreased the R&D specialisation gap in higher education and private sector. It is also relevant to broaden the RDI base of the firms in other regions and to consider domestic R&D needs as well in the context of societal challenges;

• to increase the efficiency of R&D funding system, but to guarantee that in the optimisation exercises the administrative costs of all system participants are considered. Project funding has increased general management and administration costs in the RDI system on all levels.

The programme for the strengthening of sectoral R&D (RITA) is launched in 2016 with funding from the EU Structural Fund. RITA supports large-scale interdisciplinary applied research guided by the (future) needs of society, applied research which address urgent matters, helps strengthen the ministries’ capabilities in R&D matters and supports conducting analyses and research on the implementation of the RDI strategy. The budget of the programme is 28 million euros.

Higher education programme objective: all motivated and capable student candidates are guaranteed access to high- quality, flexible and diverse higher education which considers the development needs of the labour market

Expectations to the educa-tional system in Estonian Entrepreneurship Growth Strategy 2014–2020

• to update science courses in basic schools and upper secondary schools

• to enhance quality engineering education, including linking theoretical study with practical training

• to make the vocational and continuous training system more efficient

• to integrate the development of e-skills in study programmes

RDI programme is imple-mented with four measures

• ensuring the high level and diversity of research

• increasing the social and economic benefit of RDI

• smart specialisation is the basis for RDI in changing the structure of economy

• increasing the participation and visibility of Estonia in inter-national RDI cooperation

Priority growth areas in Estonian Entrepreneurship Growth Strategy 2014–2020

• ICT horizontally through all sectors

• health technologies and services

• more efficient use of resources

12 PUBLIC EXPENDITURE ON HIGHER EDUCATION AND RESEARCHAccording to the 2015 overview of OECD3 in 2000–2011, the increase of expenditure on higher education in Estonia was one of the fastest among OECD countries, but Estonian annual expenditure per student is less than half the average of OECD countries.

Based on the 2012 data, Estonian public investment in higher education institutions was 1.4% of GDP, which is more than the OECD average (1.2%). Public and private expenditure together made up 1.6% of GDP, which is also higher than the OECD average (1.5%). Although the increase of expenditure on higher education in Estonia was one of the fastest among OECD countries in 2000–2011, the number of students also increased at the same time. In Estonia, annual expenditure per student is less than half the average of OECD countries: 8,206 US dollars in 2012 (OECD average is 15,028 US dollars), considering purchasing power parity (OECD 2014).

The intensity of research and development activities in Estonia measured by the ratio of the total R&D expenditure in relation to the gross domestic product was 1.5% in 2014 (EU average was 2.0%). Estonian expenditure per researcher is only 41% of the EU average (in 2014, 66,420 in Estonia and 160,000 in the European Union on average).

3 Education at a Glance 2015: OECD Indicators, OECD Publishing. http://dx.doi.org/10.1787/eag-2015-en

AUATBE

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public spending on tertiary educucation (% of GDP)

OECD average1.2%

OECD average15,028

Public expenditure on higher education as a percentage of GDP and per year per student in OECD countries in 2012 (PPP – purchasing power parity). Source: OECD

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SK

FI

SE

FR

UK

0

50,000

100,000

150,000

200,000

250,000

300,000

0.0% 0.5% 1.0% 1.5% 2.0% 2.5% 3.0% 3.5%

R&D

exp

endi

ture

per

rese

arch

er (1

000

€)

total R&D expenditure (% of GDP)

EL-28average

160,000 €

EL-28 average2.0%

Total R&D expenditure as a percentage of GDP and per researcher in EU countries in 2014. Source:Eurostat, Science and technology statistics (rd_p_persocc, rd_e_ gerdtot, data accessed in February2016)

R&D expenditure per researcher in Estonia was 66,420 euros in 2014

Publix expenditure on education in Estonia (million euros)

Percentage of total R&D expenditure in GDP in Estonia

1.6%

2.4%

2.2%

1.7%

1.5%

2010

2011

2012

2013

2014

974.8

1,032.8

1,112.3

1,120.8

1,112.6

2010

2011

2012

2013

2014

http://dx.doi.org/10.1787/eag-2015-en

13CHANGES IN OPERATING ENVIRONMENTPopulation decline has also had an effect on the number of students in Estonia. By 2015, the number of students in Estonia has decreased by 26%. In the academic year 2015/2016, 9,790 students were admitted to the first level of higher education. Based on the admission data, population statistics and population projection, it is possible to roughly estimate the minimum number of students who should be admitted to the first level of higher education in Estonia to ensure that the percentage of people with higher education in the age group 30–40 would be 40% in the future. In 2015–2017, 8,000–9,000 students should start studies in the first level of higher education each year, in 2018–2023, 7,000–7,500 students each year.

In the academic year 2015/2016, Estonian higher education institutions had 51,092 students in total, 75% of whom studied in state-funded / free-of-charge student places. The total number of students has decreased mainly on the account of students who pay for their studies, while the number of students in state-funded / free-of-charge student places has steadily increased over the past five years.

The transitional evaluation of Estonian higher education institutions that took place in 2009–2011, economic depression that occurred in the same period, and the decrease in the age group of young people led to the decrease in the number of higher education institutions. In the academic year 2015/2016, there were 24 institutions offering higher education in Estonia.

Over the period of ten years (2006–2015), the percentage of students studying social sciences in Estonia has decreased (from 39% to 30%) and the percentage of students studying natural and exact sciences and technology has increased (from 23% to 30%). In the cooperation and division of work between higher education institutions, there is still room for agreements, which help to reduce unreasonable fragmentation and double work when offering study opportunities.

Number of students in Estonia by sources of funding in 2006–2015 and the estimated number of students up to 2020. Source: Estonian Education Information System (EHIS), MoER

68,767 68,985 64,806

51,092

31,268 33,080

35,728 38,16137,499 35,905

29,07812,931

0

10,000

20,000

30,000

40,000

50,000

60,000

70,000

2006 2009 2012 2015 2018 2020

total non-fee paying students tuition-fee paying students

6 6 6 6 6 6 6 6 6 6

5 5 4 4 3 1 1 1 1 1

9 10 10 10 1010 9 9 8 8

11 11 11 11 1211 11 8 8 7

3 2 2 2 22 2

2 2 2

1 1 1 1

0

5

10

15

20

25

30

35

40

2006 2007 2008 2009 2010 2011 2012 2013 2014 2015

private vocationaleducation institutions

public vocationaleducation institutions

private PHEIs

public PHEIs

private universities

public universities

Number of educational institutions that offered higher education curricula in 2006–2015 (as at the beginning of the academic year). Source: EHIS

The state objective is for at least 40% of people in the age group 30–34 to have higher education

Percentage of students of the UT among all Estonian students in 2015

25%

Percentage of science graduates in Estonian higher education

Percentage of people with higher education in the age group 30–34

Percentage of participants of lifelong learning in the age group 25–64

40.0%

40.2%

39.5%

43.7%

43.1%

2010

2011

2012

2013

2014

10.9%

11.9%

12.7%

12.5%

11.5%

2010

2011

2012

2013

2014

20.5%

21.1%

22.0%

24.6%

24.3%

2010

2011

2012

2013

2014

14 Since 2013, the financing of higher education institutions is no longer based on state-com-missioned education, but performance-based activity support. For allocating activity support, the Ministry of Education and Research concluded a performance agreement with each university for 2013–2015 to agree on the main quantitative and qualitative performance indicators of the university, as well as objectives regarding admission volumes. In 2015, the fulfilment of the agreement was assessed and new performance agreements were concluded for the period 2016–2018. The objectives and activities for ensuring the quality and effective organisation of studies and teaching and improving coherence to society were agreed on for the next three years.

In 2011, the higher education financing reform was initiated and it was agreed that the changes are fully implemented in 2016. The funding principles of higher education were developed in 2014 by a workgroup formed by the Rectors’ Council, whose proposals were the basis for the funding model prepared by the Ministry of Education and Research in 2015. The transition to the new funding model was delayed for a year. According to the plan, the amendments to the Universities Act come into effect in 2016 and consequently, the new higher education financing model is implemented in 2017.

The objective of the Ministry of Education and Research is that the funding model

• supports universities in performing their tasks arising from the law;• helps achieve the effective growth of studies and teaching and focus on quality;• supports achieving the state’s strategic objectives;• enables at least a three-year financial plan for the majority of resources.

On 25 August 2015, the Estonian Research and Development Council published a report on the network of Estonian universities, research institutions and institutions of professional higher education which initiated a public discussion on the need to reform the area of research and higher education. The Research and Development Council supported the proposals of the Ministry of Education and Research to review and consolidate the network of research and development institutions and professional higher education institutions, increase baseline funding of research and increase its percentage in research funding, and support the development of research and education directions important for Estonia’s development. The Republic of Estonia Government Office was tasked with creating a task force to implement the long-term recommendations of the report. By the end of 2016, the task force must:

• develop the principles and criteria for the further consolidation of public universities, research institutions and professional higher education institutions;

• submit proposals to the Government of the Republic regarding the long-term funding plan of research and higher education, required to achieve the goals of Estonia’s competitiveness;

• map and analyse the efficiency of the support services of public universities, research institutions and professional higher education institutions.

UT 46.9

TUT 36.0

TU 18.6

EULS 11.8

other 35.3

Activity support allocated to educational institutions by the state in 2015 in millions of euros. Source: MoER

MoER presents the results of accession negotiations of research and development institutions and professional higher education institutions together with proposals to the Research and Development Council by 30 June 2016

32%

Share of higher education activity support allocated to the UT in 2015

According to Statistics Estonia, the unemployment rate of people of working age in 2015 was 3.8% for people with higher education, 6.2% for people with vocational or secondary education and 12.5% for people with primary or basic education

76%

81%

84%

85%

87%

2010

2011

2012

2013

2014

Employment rate of people in the age group 20–34 who completed higher education studies 1–3 years ago

15TEACHING AND STUDIESSTART OF STUDIESIn 2015, 7,647 students completed general secondary education in Estonia, which is 1% less than in 2014. 4,145 of them (54%) continued studies at an Estonian higher education institution.

Public universities admitted a total of 6,810 students to the first level of higher education, which shows that secondary school graduates of previous years and applicants to distance learning take up an important share of student places.

Considering the demographic trend, the total number of student places has been reduced at the University of Tartu. In addition, admission requirements have been made more stringent to ensure quality. As a result, increasingly fewer students have been admitted to the University of Tartu since the academic year 2010/2011 but in 2015, the number of students admitted to the first level of higher education increased 13% compared to previous year. The increased number was a result of more active applying as well as more flexible admission requirements—the state exam could be substituted with the academic test or entrance examination.

PEFORMANCE AGREEMENT: university keeps the minimum threshold for admission at the same level compared to 2014

To be in a position to admit capable and motivated students, the University of Tartu has established a minimum admission score for applying for a student place. Only those who exceed the threshold are eligible candidates for admission, although achieving the minimum score does not guarantee admission by itself. If not enough candidates exceed the threshold, no follow-up competition is held to fill student places that remain vacant.

In 2014, it was decided to approve the number of admitted students in addition to the number of student places in curricula to support the fast filling of student places. Based on this, at first most curricula offer more student places than the number of student places in the curricula. In 2015, the wider use of admission threshold guaranteed the faster filling of student places primarily in the Faculty of Science and Technology.

2014 2015number of

student places for admission

student places

fulfilled

number of student places for admission

student places

fulfilledfirst level of higher education 2,415 82% 2,311 100%master’s studies 1,370 83% 1,357 91%

In 2015, a total of 3,817 students joined the UT student body in the three levels of higher education. Majority of them – 3,696 students4 – started studies in the first year of their respective level of study, the rest continued previously interrupted studies or transferred from another higher education institution, applying for a vacant student place.

4 Number of admitted students indicates people who were matriculated between 11 November 2014 and 10 November 2015 and had student status as of 10 November 2015. This includes students of joint curricula. This is why the number of students admitted to the UT differs from the national statistics of EHIS which accounts for students admitted joint curricula only among the students of the coordinating university.

3568 3473

2462

953

0

1000

2000

3000

4000

5000

UT TUT TU EULS

2011 2012 2013 2014 2015

Number of students admitted to major Estonian universities in 2011–2015. Source: EHIS

The percentage of newly admitted students of the UT among all newly admitted students in Estonia in 2015

25%

In 2015, 100% of student places were filled in the first level of higher education (82% in 2014). 91% of student places were filled in the second level of higher education (83% in 2014)

UT opening ceremony of the 2015/2016 academic year in St John’s Church in Tartu

16 In 2015, 313 students qualified for admission on the basis of an olympiad or other subject competition. 92 (29%) of them started their studies on the basis of special admission conditions. Compared to previous year, the number of olympiad participants has decreased.

In 2015, 2,236 students started their studies in the first level of higher education at the UT: 1,520 in bachelor’s studies, 421 in professional higher education studies and 295 in integrated bachelor’s and master’s studies. Recent graduates of upper secondary school amounted to 63% of the students admitted to the first level of higher education at the University of Tartu (57% in 2014).

The University of Tartu attracted students from all counties of Estonia. The largest percentage of new students came from Harju County (28%) and Tartu County (27%). The percentage of matriculated students was also larger for counties which have regional colleges of the university (Ida-Viru, Pärnu and Viljandi County).

The number of new master’s students was 1,289 in 2015: 932 in regular studies and 357 in open university. The proportion of students coming to the University of Tartu from other universities is also growing year by year. Of students who were admitted to master’s studies at the University of Tartu in 2015, 40% had completed their previous studies elsewhere: 18% at a foreign university, 5% at Tallinn University, 4% at Tallinn University of Technology and 2% at Estonian University of Life Sciences.

PERFORMANCE AGREEMENT: university creates at least 161 doctoral student places in 2015

In 2015, 171 doctoral students started their doctoral studies, which is three students more than in 2014. The number of project-based competitions has increased in admission to doctoral studies. Most faculties announced at least one project-based competition. In the 2015/2016 academic year, four student places were financed from the state activity support and four student places were financed from the university’s development fund to support inter-faculty interdisciplinary research projects.

As of September 2015, the state pays the social tax from the doctoral allowance. This increased the social security of doctoral students and guaranteed health insurance for international doctoral students.

31

1,163

35

373

45

153

184

138

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

openuniversity

studies

regularstudies

2015 1–2 years ago 3–5 years ago over 5 years ago

Percentage of students admitted to the first level of higher education of the University of Tartu in 2015 by year of graduating from general education school. Source: Study Information System of the University of Tartu (SIS)

PERFORMANCE AGREEMENT: the university develops a professional higher education programme for computer sciences in Narva College and admits at least 25 students to the programme in 2015

In 2015, in cooperation with the Estonian Information Technology College, UT Institute of Computer Science and local enterprises, the professional higher education curriculum of Information Technology Systems Development was opened for admission in Narva College. 31 students were admitted. The programme meets the expectations of the labour market in eastern Estonia and is directed primarily at the young people in Ida-Viru County. Studies take place in three languages, offering the best preparation to enter the labour market of the region and elsewhere in Estonia, students are also encouraged to cooperate with international enterprises.

Number of admitted students

4,572

4,255

3,810

3,302

3,696

2011

2012

2013

2014

2015

Number of admitted students in the first level of higher education

2,803

2,626

2,359

1,927

2,236

2011

2012

2013

2014

2015

Number of admitted students in master’s studies

1,513

1,439

1,270

1,207

1,289

2011

2012

2013

2014

2015

Number of students admitted to doctoral studies

256

190

181

168

171

2011

2012

2013

2014

2015

17STUDYINGIn 2015 13,719 students studied at the University of Tartu. Compared to 2014, the number of students has decreased by 5%. 86% of the students were in non-fee paying student places.

PERFORMANCE AGREEMENT: as a national university, the university ensures the opportunity to obtain Estonian-language higher education in humanities, social sciences, medicine and natural sciences

As the only classical university in Estonia, the University of Tartu is set apart from other universities by the wide spectrum of fields it covers. In 2015, students enrolled in nine faculties and four colleges studied in 201 curricula, including eight joint curricula. The faculty with the largest number of students in 2015 was the Faculty of Social Sciences and Education (2,488 students).

As a research university, the university devotes special attention to increasing the importance of master’s and doctoral study. During the past five years, the proportion of doctoral and master’s students in the student body has increased, making up 39% of the total student body in 2015. The proportion of master’s and doctoral students was the highest in realia et naturalia, where 45% of students were enrolled in the first level of higher education, 35% in master’s studies and 19% in doctoral studies.

CURRICULASince 2012 an institution may offer higher education in Estonia only if the Government of the Republic has given the right to do that in a corresponding curriculum group. The UT has been given the right to provide instruction in all curricula without a term.

PERFORMANCE AGREEMENT: the university reduces the number of curricula for new students by at least 5%, and, taking into account the needs, mission and resources, reorganises teaching and studies in the curricula with similar learning outcomes or with fewer than 15 students in the first level and fewer than 10 students in master’s studies

Number of students in state-commissioned/non-fee-paying and non-state-commissioned/fee-paying student places in 2006–2015. Source: SIS

9,567 10,38411,532 12,108 11,767

7,425 7,1096,515

3,9171,928

0

5,000

10,000

15,000

2006 2007 2008 2009 2010 2011 2012 2013 2014 2015

non-fee paying students tuition-fee paying students

Pärnu College (654)

Faculty of Economics and

Business Administration

(879)

Faculty of Law(1,368)

European College

Faculty ofSocial Sciences and Education

(2,488)

Narva College(659)

Faculty of Theology

Viljandi Culture Academy

(669)

Faculty of Philosophy

(1,865)

Faculty of Mathematics

and Computer

Science (1,159)

Faculty of Scienceand Technology

(1,847)

Faculty of Exercise

and Sport Sciences

(371)

Faculty of Medicine (1,536)

Humaniora (2661)Socialia (6145) Realia et naturalia (3006)

Medicina (1907)

Numbers of students of the UT by structural units and four areas of teaching and research in 2015. The boxes in the figure are in proportion, the total figure accounts for 100%. Source: SIS

Division of students between four areas of teaching and research

• humaniora 19%• socialia 45%• medicina 14% • realia et naturalia 22%

Number of students at UT

18,047

17,370

16,025

14,470

13,719

2011

2012

2013

2014

2015

Number of students in the first level of higher education

11,923

11,176

10,075

8,931

8,415

2011

2012

2013

2014

2015

Number of students in master’s studies

4,631

4,690

4,493

4,138

3,956

2011

2012

2013

2014

2015

Number of students in doctoral studies

1,493

1,504

1,457

1,401

1,348

2011

2012

2013

2014

2015

18 In 2015, students were admitted to 167 curricula. In 2012, students were admitted to 183 curricula. The number of curricula open for admissions has decreased 8.7% in four years. The university continues to regularly review, update and join or close curricula.

Number of curricula by levels of study in 2012/2013 and 2015/2016

level of study2012/2013 2015/2016

with open admission*

with enrolled students

with open admission*

with enrolled students

first level of higher education 69 69 63 75master’s studies 78 86 70 91doctoral studies 35 35 34 35

total 182 190 167 201

* UT curricula for which the status in the EHIS curricula register was “open” as of 10 November

In 2015, the UT had 10 master’s curricula with fewer than ten students enrolled. Admission to nine of these had already ceased in 2010–2014 and one new programme (Financial Mathematics in English) was opened in the academic year 2013/2014.

In the first level of higher education there were four curricula with fewer than 15 students, admission to three of these has ceased.

A2020 objective: the university develops existing curricula and creates new international curricula based on strong research fields, providing students with a motivating international learning environment of excellent quality and competitiveness in the labour market

Pursuant to the Statutes of Curriculum of the University of Tartu, all curricula must include courses taught in foreign languages. Adding English-taught courses and modules to master’s curricula has been supported from the university’s fund for supporting teaching and learning, as monitoring indicated problems with offering foreign-language courses in several curricula.

The studies of international and domestic students in English-taught curricula are supported by the university’s system of tuition-waiver scholarships implemented from the academic year 2013/2014. This allows studying in an English-taught programme without paying the tuition fee under the same conditions applicable to Estonian-taught curricula. In the academic year 2015/2016, 233 tuition-waiver scholarships were granted.

The University of Tartu has followed the principle that in bachelor’s studies, an English-taught curriculum may be opened only if it is also possible to study in Estonian in that particular field of study. The teaching language of several curricula in master’s studies has been changed into English and there are no intentions to open admission to Estonian-taught curricula.

In the academic year 2015/2016, students were admitted to 19 English-taught curricula. Students are enrolled to 21 English-taught curricula in total, most of which (19) are master’s programmes. A total of 858 students studied in the English-taught master’s programmes, including 310 Estonian students.

For the admissions in the academic year 2015/2016, six master’s curricula (English Studies, German Studies, Classical Philology, Romance Studies, Scandinavian Languages and Cultures and Slavistics) were joined into two new curricula: European Languages and Cultures and Teacher of Foreign Languages. The bachelor’s curricula of Geology and Environmental Technology were also joined into one curriculum.

The University of Tartu participates in two Erasmus Mundus joint programmes, in one of them as a coordinating university. The project European Joint Doctorate in Law and Development, which is co-coordinated by the University of Tartu Faculty of Law was acknowledged as an Erasmus Mundus success story on the European level. Other project participants are the University of Edinburgh, Oslo University, Tilburg University, Deusto University and North-West University.

12

12

14

16

21

2011

2012

2013

2014

2015

Number of English-taught curricula with students enrolled

In 2015, five new English-taught master’s curricula were opened for admissions

• Robotics and Computer Engineering

• Democracy and Governance• Computer Science• Information Technology Law• International Relations and

Regional Studies

Number of curricula with open admissions

187

182

182

190

167

2011

2012

2013

2014

2015

19INTERNATIONAL STUDENTS AND STUDENT EXCHANGEA2020 objective: the university supports the learning mobility of students and employees and values a diverse international and cultural learning and working environment

In 2015, 312 international students started their studies at the University of Tartu. Among newly matriculated students, the majority comes from Ukraine (41), Finland (35), Russia (24), Georgia (16) and India (13).

In the 2015/2015 academic year, the University of Tartu had 821 international students, which is 6% of the total number of students. Of all international students of the University of Tartu, 56% studied in master’s studies and 17% in doctoral studies. International students came from 80 countries in total.

41% of all international students studied in the area of realia et naturalia, 26% in socialia, 17% in humaniora and 16% in medicina. In the last five years, the percentage of international students has increased mainly in realia et naturalia.

In the academic year 2014/2015, the University of Tartu had a total of 559 international visiting students. Within the Erasmus Programme, a total of 317 exchange students studied at the University of Tartu (a 12% annual increase). Every fourth student in the Erasmus Programme came from one of our partner universities in Germany. Also Italian and Czech students are very interested in studying at the University of Tartu. According to the data available to the university, 369 students of the University of Tartu went abroad as exchange students in the academic year 2014/2015, 100 of them did practical training abroad. Of those who studied or did practical training abroad, 270 students, or 73%, did that with the help of the EU Erasmus Programme. The most popular destination countries were Germany (16%) or Spain (14%). 99 students of the University of Tartu went to study abroad outside the Erasmus Programme.

The counselling of international (visiting) students, both before and during studies, takes place at the International Student Service of the Office of Academic Affairs and at academic units. At the beginning of each semester, an orientation course introducing Tartu and the university is done, guidelines and information materials are also available for international (visiting) students.

Percentage of international students in three levels of higher education in 2009–2015 (expected result and actual result)

1.8%1.4%

2.6%

0%

2%

4%

6%

8%

10%

12%

2009 2012 2015

2015 expected result

actual result

first level of higher eduction

5.0%

2.3%

11.6%

2009 2012 2015master's studies

10.0%

6.1%

10.6%

2009 2012 2015dctoral studies

Based on the reviews left on the biggest student experience website SteXX.eu, international students rated the University of Tartu with 9+ out of 10, which earned the University of Tartu the highest recognition “Excellent International Student Satisfaction”.

In 2015, the training course “How to be Successful in Estonian Job Market” was created for international students and nearly 100 international students participated. The training introduced the opportunities of the Estonian labour market to promote their staying in Estonia for work after graduation.

267

110

93

92

83

DE

IT

RU

CZ

PL

Countries that have sent the largest number of international visiting students in the past three years

Countries where the students of the UT have studied most often in the past three years

172

126

104

85

66

DE

ES

FI

FR

US

Number and percentage of international students

Number and percentage of international students in the first level of higher education

Number and percentage of international students in master’s studies

Number and percentage of international students in doctoral studies

484

546

579

686

821

2.7%

3.1%

3.6%

4.7%

6.0%

2011

2012

2013

2014

2015

165

181

190

208

221

1.4%

1.6%

1.9%

2.3%

2.6%

2011

2012

2013

2014

2015

216

243

260

339

457

4.7%

5.2%

5.8%

8.2%

11.6%

2011

2012

2013

2014

2015

103

122

129

139

143

6.9%

8.1%

8.9%

9.9%

10.6%

2011

2012

2013

2014

2015

20 E-LEARNINGA2020 objective: the university supports innovation and the use of technology and cooperation in studies

Modernising study methods and forms is one of the university’s objectives and to achieve that, web-based study opportunities are created and developed. E-learning is mostly used in combination with classroom work to facilitate students’ individual work.

The use of e-learning at the UT

2013 2014 2015partly and fully web-based courses

number of courses (percentage of all courses) 1,580 (18%) 1,841 (22%) 2,049 (25%) incl. number of fully web-based courses 108 130 130number of participants 46,672 50,729 56,761

online learning environment Moodlenumber of courses 2,545 2,876 3,535number of users 27,537 26,594 32,306number of MOOCs - 2 6number of MOOC participants - 335 3 111

number of videos in UTTV portal 2,838 4,045 4,260use of web seminar

number of teaching staff 33 29 27time of use (hours) 2,128 5,186 5,777

In 2015, the University of Tartu offered six MOOCs (massive open online course) which took place eight times, and had altogether 3,111 learners of whom 1,692 graduated. The percentage of graduates was 54%, which is exceptionally high for MOOCs.

Two new MOOCs were completed in 2015: “Introduction to Matlab” (by Gholamreza Anbarjafari) and “Introduction to semantics“ (by Martin Aher and Daniel Cohnitz).

At the international conference “Smart user of new technology is taking over”, organised by the Innovation Centre of HITSA, the best e-course of 2015 of the Estonian e-Ülikool (Estonian e-University) consortium was announced. There were 9 nominees for the title, which were selected from the 24 courses that received the e-course quality mark. The title and stipend for “E-course of 2015” was awarded to a MOOC by the University of Tartu: “Estimation of measurement uncertainty in chemical analysis“ by Ivo Leito, Irja Helm and Lauri Jalukse (Faculty of Science and Technology Institute of Chemistry).

INTERRUPTION OF STUDIESAccording to EHIS, the average interruption rate was 19%5 in Estonian higher education institutions in 2015. In total, 2,101 students interrupted their studies at the University of Tartu in 2015 (15%). Of these 34% were in the first year of their studies.

11% of those who interrupted their studies in 2015 restarted their studies at the University of Tartu in 2015. 88% of those who had themselves rematriculated to the university continued their studies on the same study level, 40% continued studies in the same field of study where they had previously studied and 6% continued studies in the same curriculum.

PERFORMANCE AGREEMENT: the university reduces the interruption rate in the first and second level of natural and exact sciences and takes measures to support studies

Starting from 2013, units can apply for additional financial resources for supporting the students’ progress from the fund for supporting teaching and learning, created to support academic quality. One of the most important activities that is related to this goal and is based on students’ feedback is the use of teaching assistants in courses where the teaching staff cannot take an individual approach to students or support them as needed due to the large number of participants, the varying level of students’ previous knowledge or the complexity of the course.

5 The share of students who interrupted their studies in the academic year 2014/2015 in the total student body of 2014.

In 2015, seven educational technologists worked at UT and advised teaching staff methodically and technically about creating and organising e-courses

More than half (53%) of students who interrupted their studies at the UT were bachelor’s students.

The highest interruption rate was in humaniora and realia et naturalia (16% in both), the lowest in medicina (8%)

In 2015, the MOOC “Estimation of measurement uncertainty in chemical analysis” had nearly 450 learners from 70 countries, some of the most exotic were Indonesia, Myanmar, the Philippines, Bangladesh, Jordan, Honduras, Trinidad and Tobago, and Zimbabwe

21

In order to attract more students to the natural and exact sciences specialisations, the university has created specialisation stipends. In addition to state-funded specialisation stipends, in the academic year 2013/2014, the university created stipends for bachelor’s students of Physics, Chemistry and Mathematics and in 2014/2015 for master’s students of Teacher of Mathematics and Informatics.

GRADUATION AND CONTINUATION OF STUDIESA total of 2,887 students graduated from the university in the academic year 2014/2015 (1% less than in the previous academic year). Nearly half of them (48%) graduated in the area of socialia. The number of cum laude graduates was 244. Of 2014/2015 University of Tartu graduates of the first level of higher education, 37% continued in our master’s studies in 2015. The area of study where the most graduates of bachelor’s studies continued in master’s studies was realia et naturalia (55%).

In 2015, 224 doctoral theses were defended in Estonia. 113 doctoral theses were defended at the University of Tartu.

Interruption rate in first and second level of higher education among the students of science in Estonian higher education institutions and the University of Tartu in 2013–2015. Source: EHIS

21% 23% 20% 13% 16% 16% 19% 21% 17% 16% 18% 19% 18% 20% 18%0%

5%

10%

15%

20%

25%

30%total interruption rate in Estonian HEIs

interruption rate in the UT 2013 2014 2015

computing life sciences physical science mathematics and statistics

total in science

Number of PhD graduates from major Estonian universities in 2011–2015. Source: EHIS

152

107

114

108

113

60

67

54

57

62

20

12

23

16

25

15

18

14

18

13

2011

2012

2013

2014

2015

TU EULSUniversity of Tartu TUT

Number of UT graduates in four areas in 2015. Source: SIS

295

830

60

280

0

300

600

900

first level of highereducation

214

552

258 291

0

200

400

600

master's studies (incl.Integrated studies)

18 1713

59

0

20

40

60

doctoral studies

humaniora medicinasocialia realia et naturalia

The University of Tartu provides career counselling and trainings for students. The University of Tartu Career Cafe series was launched successfully in 2015 to support the students‘ awareness of career planning, increase their understanding of career options and encourage entrepre-neurship. Ten Career Café events took place in 2015. Among others, Prime Minister Taavi Rõivas, film director and critic Ilmar Raag and Professor of Bioinformatics Jaak Vilo talked about their choices. Altogether, 581 people participated in the Career Cafe series.

Main reasons for interrupting studies in 2015

• interruption at student’s request (39%)

• expiry of study period (36%)• insufficient academic

progress (16%)

Number of graduates

Number of graduates in master’s studies (incl. integrated studies)

27%

Percentage of graduates of the UT in Estonia in 2015

3,133

3,038

3,117

2,907

2,887

2011

2012

2013

2014

2015

Number of graduates in the first level of higher education

1,830

1,724

1,768

1,526

1,465

2011

2012

2013

2014

2015

1,140

1,219

1,235

1,264

1,315

2011

2012

2013

2014

2015

22 USING FEEDBACKA2020 objective: in improving the quality of studies, the university proceeds from the principle of supporting the development of students for the benefit of society

The annual feedback survey conducted among the first-year students of the first level of higher education and master’s studies revealed that in choosing the university, applicants considered the selection of interesting curricula and quality of education as strengths of the University of Tartu (75% of first level of higher education and 60% of master’s studies respondents considered this very important).

After the first semester, the majority (89%) agreed that the studies at the University of Tartu had so far met their expectations. Criticism regarded theoretical studies, small number of specialisation subjects and unexpected workload. In the first level of higher education, new students often had problems with studying efficiently (50% found it difficult). Reasons for this were the different studying paces in secondary school and university, lack of skill for efficient time use as well as a long gap between current and previous studies. Master’s studies were usually taken up for self-development. Better job and career prospects were also considered important in getting a master’s degree.

The results of the feedback survey among first-year students of the first and second level of higher education in 2014 and 2015

statement 2014 2015studies at the UT meet my expectations 81% 88%after the first semester I would still apply to the UT - 93%after the first semester I would still apply to the same curriculum - 87%my preparation (earlier education) is sufficient to manage well with my university studies 87% 86%

The survey revealed that about a third of first-year students of the first level of higher education and two thirds of first-year master’s students worked beside their studies. Compared to last year, the percentage of students working beside their studies has increased by 3% on the first level of higher education and by 6% in master’s studies.

At the end of each semester, students have the opportunity to give feedback on the courses and teaching skills of the teaching staff. When giving feedback, students analyse their study experience, give feedback to the teaching staff, answer questions about the courses and can give recommendations to future students. A certain part of the results is accessible to all members of the university. According to the new rules, faculties and colleges are required to discuss the survey results once a semester and take measures to eliminate shortcomings.

In the academic year 2014/2015, the students completed 70,494 feedback questionnaires. In total, feedback was given to 2,789 members of teaching staff (i.e. persons who taught a subject course). In case of teaching skills-related statements, students agreed most with the statements that the teacher’s attitude upon teaching was supportive of learning and open to students and that the study materials recommended were relevant in terms of substance and suitability (92–93% of the respondents agreed with these statements). There was somewhat less agreement with the statements that the teacher taught the course excellently and gave sufficient feedback about the results of the students’ work (86–87% respondents agreed with these statements).

Summarising the aspects of teaching and course arrangements, students gave our courses the average grade of 4.08. This does not differ much from the result of the previous year (4.07).

Each year, based on student feedback, the University of Tartu gives out the best teaching staff award to acknowledge great teaching skills and recognise teaching staff who have received the highest scores in feedback surveys. In each of the four areas, the award is

A (excellent)46%

B (very good) 30%

C (good) 15%

D6%

E2%

F1%

UT students’ consolidated grade for courses in the academic year 2014/2015. Source: SIS

Natalija Joonas, humaniora, Faculty of Philosophy, Teacher of Russian Language

Johann Langemets, realia et naturalia, Faculty of Mathematics and Computer Science, Assistant in Mathematics

Marika Masso, medicina, Faculty of Medicine, Assistant in General Biology

Olga Orehhova, socialia, Narva College, Lecturer in English Language

2015 recipients of the best teaching staff award

The state awarded UT Professor Ivo Leito with the title “Lecturer of the Year”

23given to one member of teaching staff who received the highest grade in the feedback survey of that academic year. According to the statute of the award, the three best members of teaching staff of each faculty and college were also acknowledged.

Annual feedback surveys are also conducted among final-year students (excl. doctoral studies) with regard to the organisation of curricula, the study process, the study environment, support services, and graduates’ future plans for education and employment. 92% of respondents agreed with the statement that by completing the curriculum, they obtain the professional learning outcomes described in the curriculum and enough general skills (communication and presentation skills, team work etc.). There was somewhat less agreement with the statement that the courses have a logical sequence and substantial overlapping is justified (83% agreed to the statements).

The graduate survey, conducted every three years in Estonia, shows that studying at the University of Tartu has expanded general world-view and helped the most with acquiring professional knowledge and research and analysis skills. The main shortcoming in studies was lack of practical training opportunities. Less than half of the respondents were satisfied with the practical training opportunities offered during studies. The respondents thought that the university should teach more self-assertion and negotiation skills, efficient time use and planning, and teamwork skills, because these are necessary at work. Generally, the respondents were satisfied that they chose to study at the University and Tartu and feel that they manage well in their job.

DEVELOPMENT ACTIVITIES2015 action plan: reorganisation of curricula taking into account the university’s resources, needs of the labour market, demographic situation, and national priorities

The main objective of the 2015 action plan of the university’s strategic plan was implementing the curricula reform. In order to reorganise curricula, they were divided in three groups based on the following criteria: sufficient interest by target groups (average number of admitted students in last three years), relevance of planning student places (average percentage of filling student places in last three years), financial sustainability, the focus of the A2020 strategic plan, percentage of English-taught courses in the curricula, students’ feedback to courses and teaching staff, correctness of curricula and syllabi, and graduation efficiency. In 2015, UT Council approved the principles of drafting the 2016 budget in which the curricula reform was linked to the financing model of academic units, which means that one part of dividing teaching and studies activity support is based on the quality of studies.

University of Tartu and Tartu Art College decided to share the responsibility of higher education in painting by moving the teaching of similar curricula with small study groups from two academic institutions to one higher education institution. From now on, the first level of higher education in painting can be acquired at Tartu Art College. At the University of Tartu it will be possible to study in the master’s programmes of Teacher of Arts and Handicrafts, and Cultural Management. Painting will be taught at the UT as an optional course. The reorganisation enables to better ensure the quality of painting studies and competitiveness in Estonia and internationally.

The fund for supporting teaching and learning has supported the systematic activities of faculties, colleges and institutes aimed at improving academic quality. In 2015, 17 applications were funded with altogether one million euros. Similarly to previous years, a substantial part of the support was for using teaching assistants, developing the students’ learning skills, information competence and analysis and self-expression skills, and providing better counselling for students. The fund preferred extensive applications which included several faculties. The most outstanding new initiative is the good teaching grants that involve all faculties and value developing the teaching skills of teaching staff and dissemination of relative information. Many activities are also related to developing e-learning. For example, a substantial part of the joint application of the Faculty of Science and Technology and Faculty of Mathematics and Computer Science is about developing massive open online courses (MOOCs). A recurring topic in the applications was the vigorous reform of curricula.

Feedback survey

The percentage of final-year students who plan on going to work after graduation

• in bachelor’s studies 69% (↑2%)

• in professional higher education 86% (↓6%)

• in integrated studies 92% (↑5%)

• in master’s studies 85% (↑1%)

(in brackets is the change compared to results of the previous year)

Support services to students

at the Office of Academic Affairs

• 3 student advisers• 6 international student

coordinators • 2 psychologists (both with 0.5

workload)

at the Office of Research and Development

• 2 career counsellors• 1 entrepreneurship advisor

at academic units

• 115 tutors• 15 support students

The University of Tartu improvement of study quality award 2015 was given to the European College for the study reform in the master’s curricula of European Union–Russia Studies and European Studies. The prize was 30,000 euros

24 A2020 objective: the university enables students to develop their general and area-related business competencies based on their needs and interestsThe entrepreneurial studies workgroup of the Ministry of Economic Affairs and Communications compiled a report on entrepreneurial studies in Estonian higher education institutions on the basis of data from 2009. Compared to 2009, UT curricula include significantly more economics and entrepreneurial subjects. Apart from doctoral programmes and curricula which are closely integrated with entrepreneurship, 37% of curricula included economics and entrepreneurial subjects in 2009, in 2015 it was 55%. The percentage of entrepreneurial subjects has increased the most in master’s curricula. In the academic year 2014/2015, economics and entrepreneurial courses had 2,102 participants.

The percentage of practical training has increased significantly in the University of Tartu curricula. Compared to 2012, the situation has improved considerably in bachelor’s studies (53% of curricula included practical training in 2012, in 2015 it was 87%) and master’s studies (66% vs 88%).

In 2015, the activities for the entrepreneurial programme “Systematic Development of Entrepreneurship and Entrepreneurial Studies across the Levels of Education” were prepared. The entrepreneurship programme helps promote an entrepreneurial mindset in Estonia. Pupils and students can develop their business or project idea under the supervision of mentors and by participating in competitions and other joint events of entrepreneurship. Teachers, lecturers and specialists who support entrepreneurship can develop their skills and knowledge at continuing education courses about entre-preneurship. The activities are performed by higher education institutions, general and vocational education institutions, the Estonian Chamber of Commerce and Industry, Estonian Employers’ Confederation, Estonian Service Industry Association, Foundation Innove, Junior Achievement Estonia, regional development centres and many others. Of the six activities in the programme, UT is lead partner in five and coordinates the cooperation of higher education institutions. The cooperation network includes the Estonian public universities, Estonian Business School, and Estonian Entrepreneurship University of Applied Sciences (Mainor). The total cost of the programme until the end of 2018 is about 6 million euros, of which 5 million comes from the European Social Fund.

A2020 objective: the university promotes a favourable learning and business environment in the city and region

The Idea Lab has also been created to advance the enterprising and innovative spirit of the students. Active students and pupils can work together to find innovative and practical solutions to exciting problems. In spring 2015, there were nearly 300 entrepreneurial young people working at the Idea Lab. The practical entrepreneurial studies seminars in the autumn semester, on topics such as, from ideas to business models, internet mark