Autumn 2025 feedback results
We would like to thank all the students who took the time to respond to the course evaluation questionnaires.
We especially thank those who offered insights by adding comments, thus providing substantive feedback on both development areas and successes. The students’ feedback was shared with EBS management, Heads of the study levels and Heads of the programmes. Your input is invaluable as we continue to develop our courses and study programmes.
In case you have any questions regarding the course evaluations and feedback please contact Head of Student Experience Liina Reimann (liina.reimann@ebs.ee)
Overall results
The Autumn semester 2025 course evaluation results show that EBS programmes continue to maintain a high level of teaching quality, with an overall course evaluation score of 6.27 out of 7.0 across all programmes. We are pleased to report that most programmes achieved an average score above 6.0, reflecting strong overall student satisfaction and a consistently positive learning experience across study levels.
At the same time, the overall response rate has decreased to 23%, compared to approximately 30% or higher in previous semesters.
The most significant drop occurred within bachelor’s programmes (from around 30% to 18%) and PhD programmes (from 90% to 28%), while the master’s level response rate remained relatively stable at around 40%.
Maintaining strong participation in course evaluations remains important, as student feedback is a key component in shaping the development of courses, programmes and the overall study experience at EBS. We remain optimistic that students will continue to actively participate in the feedback process in the upcoming academic year, helping us to keep improving and evolving our programmes in meaningful ways.
Overview of bachelor programmes
The average response rate at the bachelor’s level was 20.44%.
Ettevõtlus ja ärijuhtimine (BEB/KBE)
International Business Administration (IntBBA)
Impactful Entrepreneurship (IntBEB)
Ettevõtlus ja ärijuhtimine programme received the score of 6.28 out of 7 (response rate 22.75%)
Feedback from the Head of the programme: Kadi Kivirand (click open)
Head Ettevõtluse ja ärijuhtimise õppekava üliõpilased!
Mis on hästi, mis on edusammud
BEB õppekava keskmine tagasiside on püsinud stabiilselt 6.3 punkti juures (7 punkti skaalal) viimase kuue semestri vältel ja see tulemus on pisut EBSi keskmisest kõrgem. Tudengite tagasiside andmise tase BEB õppekavas on madalal tasemel (keskmiselt 20%), mis varasemalt on olnud kõrgem. Kvaliteetsete ja tulemuslike muudatuste tegemiseks on vajalik kõrgema osalusmääraga ja detailsem tagasiside.
Madala hinnangu saanud kursuste puhul on antud vähe avatud vastuseid, mis raskendab probleemide täpsemat mõistmist ja takistab õppekava juhil efektiivsete paranduste tegemist. Seetõttu panen kõikidele tudengitele südamele, et keskmise ja madala hinnangu andmisel on teie tagasisidest ainult siis kasu, kui täpsustate, mis kursuse puhul ei toiminud, kuid samas ka positiivne tagasiside on vajalik, et mõista, mis on hästi. Küsitluse ja fookusgruppide andmed näitavad, et BEB õppekava praegune versioon on enamasti vastanud tudengite ootustele ja õpetatavad ained aitavad õppekava eesmärkide täitmisele kaasa.
Üldiselt on tudengid rahul õppekava ja ülikooli tasemega.
Mida tuleks parandada
Tudengite tagasiside ja vestlused õppejõududega näitavad, et paljusid probleemseid olukordi saaks ennetada senisest parema ootuste juhtimisega. See tähendab, et soovitame õppejõul võtta esimeses loengus aega, et teha tudengitega kokkulepped selles osas, mis hakkab edaspidi toimuma ja millised on ootused mõlemale poolele. Julgustame tudengeid õppejõule jooksvalt tagasisidet andma, kui kursusel on midagi ebaselge või saaks näiteks Canvase materjale paremini struktureerida. Jooksev tagasiside võimaldab kõige kiiremat olukorra parandamist.
Tudengite fookusgrupiintervjuud näitavad, et erinevused tudengite õpistiilides ja huvides ainevaldkondade vastu toovad kaasa olukorra, kus sama õppejõu kohta võib laekuda nii negatiivset kui ka väga positiivset tagasisidet. See tähendab, et erinevate tudengite kogemused ja vajadused võivad oluliselt erineda. Katsume siiski leida parimad lahendused kõigi tudengite toetamiseks, arvestades nende mitmekesiseid õpistiile ja huvisid.
Jätkuvalt rõhutame, et bakalaureuseõppe loengutest ei tehta Canvase ülekandeid ega salvestusi. See otsus põhineb EBSi filosoofial, mille kohaselt väärtustame eelkõige vahetut suhtlust ja interaktiivsust, mida pakub traditsiooniline õppevorm. Samuti ootame kõigilt tudengitelt aktiivset osavõttu loengutest, sest kohapealne osalus soodustab õppeainete sügavamat mõistmist ja paremaid õpitulemusi. See omakorda tähendab ka loengutes segavate seadmete kõrvale panemist ehk telefonide kasutamine ei ole osa longust ning üksteisega suhtlemine jäägu vahepauside ajaks.
Soovitakse ka rohkem rahvusvaheliste õpingute kohta informatsiooni ning tuua ka õppekavasse sisse rohkem külalisõppejõude ja rahvusvahelisust. Samuti on toodud välja soovi rohkem networkida.
Ettepanekuid ja negatiivset tagasisidet on tulnud uurimistöö ja kvalitatiivsete uurimismeetodite ainetes teemade kordavuse üle.
Mis meil töös on, mida edasi teeme
Lõppenud on BEB/KBE õppekava uuendamine ja alanud on vastuvõtt õppekava uuele versioonile. Aitäh kõigile praegustele tudengitele, kelle sisend on uuenduste sisseviimisel olnud oluliseks infoallikaks. Mõnda uuendatud õppekava ainet saavad ka praegused tudengid juba algaval õppeaastal testida, näiteks pakume Investeerimise kursust valikainena.
Põhjalike kaalutluste ja analüüside tulemusel jätkame õppekavas kahe spetsialiseerumisega: iduettevõtluse ja äriarendus. Mõlemat suunda pakume nii päeva- kui ka sessioonõppes.
Kadi Kivirand
Ettevõtluse ja ärijuhtimise õppekava juht
The International Business Administration programme received the score of 6.19 out of 7 (response rate 15.52%)
Feedback from the Head of the Programme: Aet Toots (click to open)
Dear International Business Administration programme students,
The average course feedback score in the IntBBA programme was 6.19 in Autumn 2025, demonstrating overall stability compared to Spring 2025 (6.24) and Autumn 2024 (6.15).
- Achievements and positive feedback:
IntBBA students particularly value the programme’s international perspective, the involvement of guest lecturers, and opportunities for real-life application through company visits, practical exercises, case studies and group work. Interactive teaching methods and a positive classroom atmosphere created by lecturers were frequently highlighted.
First-year students (IntBBA-25) gave the highest feedback for the courses of Principles of Marketing, Business for Economic Environment, Business Mathematics and Learning to Learn Professionally, highlighting their practical relevance, structured delivery and supportive learning environment.
Second-year students (IntBBA-24) gave the highest scores to the core courses of English for Economics and Research Design.
In the Finance and Accounting specialisation, the courses of Investment Management and Corporate Finance received strong recognition for both academic and practical relevance.
In the Marketing and Communication specialisation, the course of Marketing Research scored the highest.
Third-year students (IntBBA-23) completed either a semester abroad or a selection of electives at EBS, allowing them to tailor their studies to their individual interests and career objectives.
- Areas of improvement:
Students commented on clustered deadlines and sometimes perceived uneven workload in relation to ECTS credits. Some students would prefer more in-class assessments. Courses such as Business for Economic Environment, Understanding Financial Statements, Macroeconomics and Investment Management were perceived as intensive, with a relatively fast tempo and large volumes of information delivered within limited lecture time. Students would like more lectures for complex topics.
As in previous years, feedback for the same course occasionally differed between parallel groups or even within the same group. Based on students’ comments, variations appear to be influenced by scheduling, timing of major assignments, differences in prior knowledge and expectations, and group dynamics.
- Future developments
In response to student feedback and evolutions in the business world, new up-to-date electives are being developed, including courses addressing the role and application of AI. The renewed version of the Marketing and Communication specialisation will take effect from Autumn 2026, with the aim of reducing overlaps and updating the content based on the changing environment. We are also exploring some cross-cohort learning opportunities, e.g. some joint assignments between first- and second-year students, to enhance peer learning.
We are grateful to all students who provided feedback. A higher response rate and constructive comments would ensure more representative feedback and support the continuous improvement of the IntBBA programme.
Aet Toots
Head of International Business Administration programme
Impactful Entrepreneurship (IntBEB)
The Impactful Entrepreneurship programme scored 6.33 out of 7 (response rate 29.89%)
Feedback from the Head of the Programme: Jim Seltenrijch (click to open)
Dear Impactful Entrepreneurship students,
The average feedback score for all programme students was 6.33
We want to thank you for providing us insightful and useful feedback, so we can keep improving our programme for all cohorts.
First year students:
Feedback numbers:
The average score you provided for semester 1 was 6.1 and your monthly feedback response rate was over 85%. Thank you for this as these are excellent numbers, keep it up to set an example to all students.
Highlights of the semester (things we will continue to do)
Working in different teams and getting to know all the students in your class. Creative exercises and brainstorming new business ideas. Meetings with entrepreneurs, study visits, and working with other cohorts. The interactive sessions and different learning activities.
Areas of improvement (things we will try to change):
We will try to organise even more study visits and meeting opportunities with entrepreneurs and the other cohorts. You also mentioned that you wish you had more discipline in the classroom: for example being late, being absent, or being on the computer. We understand that this affects your learning and learning experience. We do hope that you have learned to respect and appreciate each other and will improve these behaviours, this way we can all benefit during our learning sessions.
Second year students:
Feedback numbers:
The average score you provided for semester 3 was 6.0 and your monthly feedback response rate was over 90%. Thank you for this as these are excellent numbers, keep it up to set an example to all students.
Highlights of the semester (things we will continue to do)
Working with real start-ups, reigniting your own business ideas, growth and expansion simulations. Having different expert guest lecturers for topics such as sales, pricing, etc. Meetings with entrepreneurs, study visits, and working with other cohorts. The interactive sessions and different learning activities.
Areas of improvement (things we will try to change):
We will try to organise even more study visits and meeting opportunities with entrepreneurs and the other cohorts. We have learned that the teams should be established in the beginning of the semester and remain stable in order to avoid confusion and less optimal results. You also mentioned that you wish you had more discipline in the classroom: for example being late, being absent, or being on the computer. We understand that this affects your learning and learning experience. We do hope that you have learned to respect and appreciate each other and will improve these behaviours, this way we can all benefit during our learning sessions.
Third year students:
A signifcant amount of students spent their semester in mobility and visited foreign universities. Others took their elective courses at EBS and did also not meet each other too often. Being abroad or in different courses meant being away, so we received very little feedback on the main studies. Overall, we understood that the research design course was useful and a great preparation for the thesis. However, the online format is challenging especially when you cannot join the session live. We will take this feedback into account and try to improve the format for this necessary topic. We hope for more feedback and an improved response rate in the spring semester.
Jim Seltenrijch
Head of Impactful Entrepreneurship programme
Overview of master programmes
The average response rate on the master’s level was 39.5%.
MBA
MA
Microdegrees
The MBA programme core courses received a score of 6.36 out of 7 (response rate 34.65%)
Feedback from the Head of the MBA programme: Marko Rillo
The MA programme received the score of 6,33 out of 7 (response rate 39.67%)
Feedback from the Head of the Programme: Piret Masso (click to open)
Dear MA-25 students,
Thank you for the feedback given! The average feedback score on the MA – 25 programme in autumn 2025 was 6,33 and the average response rate 39,48%.
Achievements and positive feedback:
Overall, the students’ feedback on the courses was very positive, surpassing the programme average. The Financial Performance Management course was particularly appreciated, even though some classes were delivered online.
Areas of improvement:
Although the external lecturers and joint courses with Turku University were well received, some students found learning in virtual team settings to be the most challenging aspect.
Future developments
We thank all the students who have provided their feedback and encourage everyone to share their thoughts after the courses conclude. This is vital for future improvements. To gather more detailed feedback to enhance students’ experience, we plan to organise focus group interviews in April 2026.
Piret Masso
Head of MA programme
The average scores for microdegree individual courses continue to stay over 6.0 out of 7 (response rate 41.02%)
Focus groups
To gather qualitative feedback about programme content, the study experience and the overall EBS environment, focus group discussions were organised for bachelor’s programmes in cooperation with the Heads of Programmes.
During the Autumn semester, 16 focus groups were initially planned for bachelor’s students, however 6 discussions ultimately took place. Focus groups for master’s programmes will take place in Spring 2026.
Students noted that many improvements have been implemented in recent years, which resulted in fewer critical issues being raised during discussions. It was also suggested that organising focus groups during regular classes could increase participation and provide a broader range of student perspectives.
We extend our sincere thanks to all students who completed course evaluations and participated in focus groups. Your input is essential for ensuring EBS programmes remain academically rigorous, practically relevant, and personally rewarding.
The discussions were conducted in cooperation with Heads of the Programmes
Main points of general feedback from focus groups
Achievements & positive feedback
Overall EBS experience
Overall, students perceive EBS as a good place to study, describing the experience as interesting, engaging and prestigious. Students value the international environment, guest lecturers and opportunities to interact with professionals from industry.
The EBS student community and network of like-minded peers are also seen as an important part of the overall study experience. EBS facilities, Canvas, study areas, coffee machines and bookable rooms were generally viewed positively.
Practical and interactive learning
Students highlighted the importance of practical learning and collaboration. Working with other students was seen as valuable, as it encourages new perspectives and helps students step outside their comfort zones.
The most appreciated teaching methods include:interactive lectures, real-life examples and practical experiences, simulations, guest lecturers, company visits, group work, courses clearly connected to real work-life situations
Study workload and structure
Students noted that the Autumn semester is often perceived as intensive, with several programmes experiencing a heavy workload.
Some recurring points included: multiple long written reports (10–15 pages), deadlines concentrated within the same period, and research-related courses taking place in the same semester
This structure sometimes results in a high writing load and overlapping deadlines, which can make the semester particularly demanding.
International and real-world exposure
Students expressed strong appreciation for international perspectives and real-world exposure within the curriculum. Guest lecturers and external experts were seen as adding credibility and practical relevance to courses.
Diverse international perspectives were also highlighted as an important element enriching the learning experience.
Introweek
Students highlighted Introweek as a positive experience, noting that it provided a well-structured onboarding process through seminars during the day and social events in the evening.
The week was seen as particularly effective in building connections between students across programmes.
Flexible study structure
Students appreciated the flexibility of study schedules, especially the possibility to combine studies with work.
In some programmes, students also felt that the workload allowed them to participate in extracurricular activities and engage with the wider EBS community.
Areas for improvement
Campus environment
Students highlighted several issues related to:
- The current construction environment on campus, difficulties studying due to construction noise and disruption
- Desire for healthier food options in the cafeteria & vending machines
- Wi-Fi inconsistencies
- Ventilation and temperature issues in classrooms
- Limited parking discounts
- Demand for additional water stations (e.g. on the 2nd floor)
Assessment and workload structure
Students raised concerns about the structure of assessments and workload across courses, particularly:
- Multiple long written reports assigned simultaneously creating a heavy writing load, which may encourage use of AI
- Clustered deadlines across courses
- Limited variety in assessment formats in some programmes
Students suggested opportunities to:
- Diversify assessment methods
- Improve coordination of deadlines across courses
- Include more in-class or practical forms of evaluation.
Some students also noted differences in programme structure compared to other universities, where earlier years are typically more intensive and later years allow more flexibility.
Balance between theory and practice
Students expressed interest in more practical assignments and applied learning, including: real-life case applications, applied finance and marketing tasks, fewer long theoretical reports
Students also noted overlapping topics across some courses, particularly in areas such as management, law-related subjects and research methods.
Student engagement and community
Focus group discussions also highlighted challenges related to student engagement and community building.
Students estimated that only around 5–10% of students actively participate during lectures, and attendance tends to decline when students feel the perceived value of lectures is low.
Some students also reported declining motivation towards the end of the semester and difficulties in building strong cohort unity.
There is interest in more networking and cross-programme activities, similar to the cohort experience seen in programmes such as Impactful Entrepreneurship.
International opportunities awareness
Some students indicated that they would like more information and communication about international opportunities, including: BIP programmes, international competitions, exchange opportunities
In particular, BEB students noted limited awareness of BIP opportunities, while KBE students expressed interest in earlier information about exchange options in order to plan ahead.
Third-year students also raised questions about the mobility window moving to semester 5, as it may create challenges for some students in planning graduation timelines.
Future developments based on the feedback
Based on the course evaluation results and focus group discussions, several development initiatives will be implemented going forward.
Programme-specific improvements
Programme-specific feedback and proposed changes will be addressed within each programme and are outlined in the feedback provided by the Heads of Programmes.
Focus group planning and format
The organisation and format of focus groups will be further developed to improve participation and ensure broader representation of student perspectives across programmes and study levels.
Improving response rates
Increasing participation in course evaluations remains a priority. Additional efforts will be made to encourage students to actively contribute to the feedback process so that course and programme improvements can be based on a broader set of student perspectives.
Strengthening student community and networking opportunities
Student organisations such as the Student Council, Investment Club and Sports Club will continue organising networking and community-building initiatives. These include seminars and workshops with industry experts, guest speakers, and community sports activities such as padel and pilates.
Cross-cohort collaboration opportunities
EBS will work on creating more opportunities that bring together students from different study years and programmes, helping to strengthen the overall EBS community and encourage knowledge sharing across cohorts.
Assessment methods and study support
Some courses will review and redesign assessment methods in order to diversify evaluation formats and reduce the concentration of large written assignments. In addition, more in-class hours may be introduced in certain academically demanding courses to provide additional support for students.