Students’ critique about changing the beginning of studies has been heard: the message we have received is that students will know at the application phase, which degree they will get when they graduate. This promise concerns the ongoing feasibility study and the decisions that follow it.
A “general bachelor’s degree”, where all LUT students would choose their major later in the studies instead of the application phase, is not in the plans. More flexible alternatives, like the current TES-program, could be established in addition to the other degree programs. This is an important step that students have been reaching for since the beginning of the feasibility study. The word “college”, that has been used actively in the study, can refer to many different organizations and units, not only the “general degree program” that we are against. For example, the Common activities -team that LES currently uses could be called a type of small college.
According to all the discussions and feedback, both students and teachers think that specialisation to one’s own field is extremely important. Many worry that focusing on efficiency and combining resources too much could lead to generalising education and too generalised degrees. This cannot happen.
In future meetings and working groups LTKY will continue driving its goals and in future info sessions organized by LUT other students can also take part in the conversation.
A few of our goals and solutions regarding the feasibility study
Our goals are based on the goals presented by LUT that are the topic of the feasibility study.
Flexibility of studies and interdisciplinary opportunities are added without weakening the degree structures
- Better minor options
- Better communication and guidance about different paths and opportunities
- Upkeeping the TES-program and paths similar to it
Supporting teaching in a changing and growing teaching environment without weakening specialization
- Course policies are unified to ease co-operation and simplify administration
- Better and more active communication between departments and faculties
- Groups similar to the LES Common studies -team that take care of common courses are established. Common courses are made only when it is actually beneficial.
Creating strong and worthwhile paths from bachelor programs to masters programs
- Better quality and convincing bachelor programs, that provide high level teaching, concrete skills from one’s field and competence for the working life. This way it makes sense for students to continue in LUT and they can trust that their master program will also be good quality.
- The possibilities to switch to another field’s master program are eased by improving credit transfer, preliminary minors and by communicating about possibilities.
What is the study about?
In January 2026, the LUT Board decided to launch a study on the organization of the Bachelor’s degree programs and how they could be developed in line with LUT’s strategic objectives. The review focuses on the organizational structure and how teaching is organized. During the study, LUT has presented organizational models used elsewhere in the world, particularly undergraduate and college models, which could potentially serve as examples. In these models, the main focus is on bachelor’s degree programs being organized by an independent unit, i.e., a college. In extreme examples, models have been discussed where all of LUT’s bachelor’s degree programs take place within the same college, and where students choose their specialization only after the first year of “basic studies.” More moderate example models deal with collaboration among existing faculties or the merging of basic courses across a few disciplines.
How did we end up here? Why is this study being conducted?
LUT has ambitious growth targets regarding student enrollment, which requires effective administration, efficient use of resources, and attractive degree programs. Higher education institutions in general are under enormous pressure to increase student numbers, as the message from the government is that funding will be cut and only institutions large enough will be viable. Under the current funding model for higher education institutions, the number of graduating students determines a large portion of the funding the institution receives.
Attractiveness must be increased among both Finnish and international students to achieve these goals, as the number of Finnish applicants is expected to decline in the future due to changes in the population structure.
What progress has been made in the study so far?
LTKY’s education policy specialist and the board members responsible for education policy represent students in a working group led by LUT’s provost, which will submit its report on recommended changes to the LUT Board at the end of May. The working group meets once a month from February to May. LUT has organized one workshop for students and will organize another on the 21st of April.
LTKY has gathered information on students’ needs and stakeholders’ opinions by discussing the matter with student association representatives, HallOpEd members, other student unions, SLL and SAKKI, admissions services, professors, and members of the LUT Board. HallOpEd representatives and student associations have discussed the topic with the administration, and some associations have also gathered more detailed feedback from their members by organizing discussion sessions or surveys.
How can I make a difference?
We encourage students to attend LUT’s information sessions, where everyone has the opportunity to ask questions and share their views on the development of the bachelor’s program. The next info session will be on 15.4. in room 8341 in Lappeenranta. The stream can be seen in Lahti in room A116.
We encourage student associations to hold discussions in whatever format they choose about how education in their field could be genuinely improved, and to share this information with the representatives of the guilds and LTKY. LTKY welcomes summaries of students’ development proposals, wishes, and ideas via email to [email protected].
By learning what works well and what is needed, we can build solutions that truly serve students. It is likely that LUT will change its organization or the way education is organized in some way. Students must therefore find their own answers to how this change should be approached.
This process (too) demonstrates how important the representative council, HallOpEds, and advocacy actors are to students. We will continue to need them and active discussion about education. We therefore encourage students to apply for these roles, develop them, and participate in advocacy. Even small things, like attending guild coffees and filling out course feedback forms, make a difference!