<p>According to the  legislation on universities of applied sciences, the main task of a UAS is to provide higher education leading to professional expertise for working life. In addition, a university of applied sciences should support economic and cultural development in its region by conducting applied research and development, and by carrying out and promoting artistic pursuits.</p>

<p>TAMK's educational provision focuses particularly on wellbeing and health, business, and industrial production, with special emphasis on promoting learning and creativity.</p>


<ul>
	<li>over 13,000 students</li>
	<li>ca 10,000 degree students</li>
	<li>9 fields of study</li>
	<li>17 bachelor's degrees</li>
	<li>15 master's degrees</li>
	<li>over 40 degree programmes in all, of which 13 are conducted in English</li>
	<li>professional teacher education</li>
	<li>2,000 new graduates annually</li>
	<li>335 partner universities in 55 countries</li>
	<li>700 staff members (phy)</li>
	<li>annual budget of 74 million euros</li>
</ul>


TAMK in figures

<h2>TAMK strategy towards 2030</h2>

<p>Tampere University of Applied Sciences' new strategy towards 2030 was approved by the Board of TAMK in February 2020.</p>

<p><strong>TAMK's operational purpose</strong> is to bring new competence for working life. <strong>Our ambition </strong>as a multidisciplinary and working life oriented UAS is to produce high-quality professional higher education and innovations.</p>

<p><strong>Our strategic objectives</strong> directly respond to the growing societal expectations for universities of applied sciences:</p>

<ol>
	<li>Our profile is a multidisciplinary and working life oriented UAS</li>
	<li>We are a forerunner in education export</li>
	<li>We respond to changing competence needs of working life</li>
	<li>We use competitive advantages offered by the universities community</li>
</ol>

<p><strong>The critical success factors</strong> describe what TAMK has to succeed in to achieve the objectives:</p>

<ul>
	<li>Active working life connections</li>
	<li>Growing internationality</li>
	<li>Developing community</li>
	<li>Target-oriented operation</li>
	<li>Impact together</li>
</ul>

<p><strong>Our operational values</strong> in strategy 2030:</p>

<ul>
	<li>We work in a globally responsible manner</li>
	<li>We value activeness, learning and competence</li>
	<li>We succeed by doing together</li>
	<li>
	<p>We respect diversity in our community</p>
	</li>
</ul>

<figure role="group"><div class="embedded-file"><svg height="25" width="25" aria-hidden="true" xmlns="http://www.w3.org/2000/svg" viewBox="0 0 24 24"><polygon points="22 18 22 20 2 20 2 18 0 18 0 20 0 22 2 22 22 22 24 22 24 20 24 18 22 18"></polygon><polygon points="12 18 18.55 11.46 17.09 10 13 14.09 13 2 11 2 11 14.09 6.91 10 5.46 11.46 12 18"></polygon></svg><span class="visually-hidden">Download</span><a href="https://content-webapi.tuni.fi/proxy/public/2022-05/tamk_strategy_2030_en.pdf"><span>TAMK Strategy 2030</span></a></div></figure>

<p> </p>


TAMK Strategy

<h3>Support for the development of pedagogical skills</h3>

<p>TAMK's pedagogical development programme (2022–2024) supports TAMK’s teachers, teacher teams and schools in the development of pedagogical competence.</p>

<p>The pedagogical development programme (2022–2024) consists of the following parts:</p>

<ul>
	<li><a href="#pedagogicalprinciples">TAMK’s pedagogical principles</a> which direct pedagogical decisions of degree programmes, other educations, study modules and courses (2022)</li>
	<li><a href="https://www.tuni.fi/tlc/en/digital-open-badges/">Badge-driven competence development</a> which is founded on the pedagogical principles, <a href="https://www.tuni.fi/en/about-us/tamk/key-information#expander-trigger--352744">TAMK’s strategic focus areas</a> and future visions of higher education pedagogy (2022–2024)</li>
	<li>Pedagogical guidance for teams regarding the curriculum reform (2023–2024)</li>
	<li>Pedagogical mentoring/digital mentoring (2023–2024)</li>
	<li>Development of pedagogical management (2022–2024)</li>
</ul>

<p>The pedagogical development programme is based on</p>

<ul>
	<li><a href="https://www.tuni.fi/en/about-us/key-information#expander-trigger--352972">The education strategy of the Tampere Universities' Community</a></li>
	<li>The agreement between TAMK and the Ministry of Education and Culture for 2021–2024</li>
	<li><a href="https://www.arene.fi/wp-content/uploads/Raportit/2022/Kompetenssit/RECOMMENDATION%20ON%20THE%20SHARED%20COMPETENCES%20OF%20UNIVERSITIES%20OF%20APPLIED%20SCIENCES%20AND%20THEIR%20APPLICATION.pdf?_t=1642539550">The joint competences of the the Rectors’ Conference of Finnish Universities of Applied Sciences Arene (pdf</a>) </li>
	<li><a href="https://www.tuni.fi/tlc/en/principles/">Teaching and Learning Centre’s pedagogical principles</a></li>
</ul>

<h3><a id="pedagogicalprinciples" name="pedagogicalprinciples"></a>Pedagogical principles</h3>

<p>Pedagogical principles were constructed to support the development programme. The principles are Learning orientation, Participatory learning communities, Expertise in working life development and Sustainable future.</p>

<p>The cross-cutting theme of the principles is <strong>digitalisation</strong>. It can be seen in practical competences, activities and operating environments.</p>

<h4>Learning orientation</h4>

<ul>
	<li>Competence-based learning</li>
	<li>Research-based working life orientation</li>
	<li>Accessibility</li>
	<li>Internationality and development</li>
</ul>

<p>In accordance with a learning orientation, we use flexible and diverse learning, teaching and competence development possibilities. In education, we use working life-oriented and international learning environments in a competence-based manner and work in cooperation with working life. We enable diverse studification methods with flexible and multidisciplinary learning processes and curricula. We support students’ inclusivity and participation in learning processes.</p>

<h4>Participatory learning communities</h4>

<ul>
	<li>Supportive learning communities</li>
	<li>Cultural and language awareness</li>
	<li>Developing communities and networks</li>
</ul>

<p>Participatory learning communities mean that learning takes place by being and doing together with others. We use and promote multidisciplinary and multicultural methods. Our focus is on the support of learning communities’ collective and intellectual work. We produce considered and ethically sustainable teaching and learning solutions. Our work and learning environments support diversity and accessibility.</p>

<h4>Sustainable future</h4>

<ul>
	<li>Sustainability competences</li>
	<li>Global development</li>
	<li>Sustainable wellbeing</li>
	<li>Responsibility</li>
</ul>

<p>Sustainable development in future higher education means learning that changes the bases for existence, our understanding of mutual dependence between humans and nature, humanity, well-being factors and the role of the economy in the global society and community.</p>

<h4>Expertise in working life development</h4>

<ul>
	<li>Working life orientation</li>
	<li>Future orientation</li>
	<li>Innovativeness of practices and procedures</li>
	<li>Internationality and development</li>
</ul>

<p>As active members of a working life-oriented higher education institution, we respond to changing and developing competence needs of future working life in a multidisciplinary and innovative manner. Our students participate in working life ecosystems. Our working life-oriented higher education institution considers current future phenomena by means of national and international networks and research. Our learning possibilities are varied and easily available.</p>


TAMK Pedagogical Development Programme

<ul>
	<li><a href="https://sites.tuni.fi/tamkannualreview2022/">Annual Review 2022</a></li>
	<li><a href="https://sites.tuni.fi/tamkannualreview2021/">Annual Review 2021</a></li>
	<li><a href="https://sites.tuni.fi/tamkannualreview2020/">Annual Review 2020</a></li>
	<li><a href="https://sites.tuni.fi/tamkannualreview2019/">Annual Review 2019</a></li>
</ul>


TAMK Annual Reviews

<h2>Owners</h2>

<ul>
	<li>Tampere University Foundation 87 %</li>
	<li>SASKY Municipal Education and Training Consortium 9 %</li>
	<li>Town of Ikaalinen 1.5 %</li>
	<li>Town of Ylöjärvi 1.5 %</li>
	<li>Tampere Music College Foundation 0.5 %</li>
	<li>Tampere School of Household Management Association 0.5 %</li>
</ul>

<h2 id="FISIIRRETTY/ENSIIRROSSA/IdaOrganisaatioTAMK_Heidi-Board">Board</h2>

<p>The general meeting has elected the members of the board of Tampere University of Applied Sciences Ltd as of 9 May 2022: <strong>Jari Alanen</strong>, <strong>Anna-Kaisa Heinämäki</strong>, <strong>Antti Lahti</strong>, <strong>Päivi Pahta</strong>, <strong>Elisa Saarinen,</strong> <strong>Jussi Savolainen</strong><strong>, Linda Vallenius,</strong> <strong>Juha Tervala</strong> and<strong> Keijo Hämäläinen </strong>(chairman).</p>

<p>The managing director of Tampere University of Applied Sciences Ltd is President <strong>Tapio Kujala</strong>.</p>

<h2 id="FISIIRRETTY/ENSIIRROSSA/IdaOrganisaatioTAMK_Heidi-ExecutiveGroup">Executive Group</h2>

<ul>
	<li>Tapio Kujala, President</li>
	<li>Susanna Seitsamo, Vice President, Education and Learning Services</li>
	<li>Ari Sivula, Vice President, RDI and Business Operations</li>
	<li>Merja Jortikka, HR Director, HR and Communications Services</li>
	<li>Mikko Naukkarinen, Vice President, Business Services</li>
	<li>Marja Syrjälä, Financial Manager, expert member</li>
	<li>Jouko Lähteenmäki, Director, School of Built Environment and Bioeconomy</li>
	<li>Niina Jallinoja, Director, School of Business and Media</li>
	<li>Hannu Kivilinna, Director, School of Industrial Engineering</li>
	<li>Hanna Ilola, Director, School of Pedagogical Innovations and Culture</li>
	<li>Helena Vesaluoma, Director, School of Social Services and Health Care</li>
</ul>


TAMK Governance

<h3>Recent history in brief</h3>

<ul>
	<li><strong>1 January 2010</strong>, two precursor universities of applied sciences, TAMK and PIRAMK, merge to form Tampere University of Applied Sciences, which thereby becomes the second largest multidisciplinary university of applied sciences in Finland</li>
	<li><strong>1 January 2014</strong>, a new operating licence is granted to Pirkanmaan ammattikorkeakoulu Ltd, which is the maintaining organisation of Tampere University of Applied Sciences</li>
	<li><strong>1 January 2015</strong>, an operating licence is granted to Tampere University of Applied Sciences Ltd</li>
	<li><strong>28 February 2018</strong>, the majority of shares (87%) of Tampere University of Applied Sciences Ltd is transferred from the city of Tampere to Tampere University Foundation</li>
	<li><strong>1 January 2019</strong>, TAMK becomes a full member of <a href="https://www.tuni.fi/en/about-us">Tampere Universities' Community</a></li>
	<li><strong>By the end of 2020</strong>, more than 36,000 bachelor and master students have graduated from TAMK (and former PIRAMK) during the 25 years of UAS's in Finland</li>
</ul>

<h3>History of precursor organisations</h3>

<p>Tampere University of Applied Sciences (<strong>TAMK</strong>)<br>
<em>former Tampere Polytechnic</em></p>

<ul>
	<li><strong>1912</strong>: establishment in Tampere of the first technical college in Finland</li>
	<li><strong>1992</strong>: granting of a temporary operating licence for a university of applied sciences</li>
	<li><strong>1996</strong>: permanent UAS operating licence granted</li>
	<li>Educational focus on technology. Other fields of study: business administration, art and media, and forestry</li>
	<li>Owner: City of Tampere</li>
</ul>

<p>Pirkanmaa University of Applied Sciences (<strong>PIRAMK</strong>)<br>
<em>former Pirkanmaa Polytechnic</em></p>

<ul>
	<li><strong>1997</strong>: granting of a temporary operating licence for a university of applied sciences</li>
	<li><strong>2000</strong>: permanent UAS operating licence granted</li>
	<li>Created from a merger of 10 upper secondary-level vocational institutions in the Tampere Region</li>
	<li>Fields of study: health care and social services, tourism and catering, business administration, and music and media</li>
	<li>From 2000, majority of students studying health care and social services</li>
	<li>Maintaining organisation: Pirkanmaan ammattikorkeakoulu Ltd, owned by a consortium including the City of Tampere</li>
</ul>


Key information of TAMK

TAMK in figures

TAMK Strategy

TAMK Pedagogical Development Programme

TAMK Annual Reviews

TAMK Governance

TAMK History

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