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Head Ettev\u00f5tluse ja \u00e4rijuhtimise \u00f5ppekava \u00fcli\u00f5pilased!<\/p>\n\n\n\n
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Mis on h\u00e4sti, mis on edusammud<\/strong><\/p>\n\n\n\nBEB \u00f5ppekava keskmine tagasiside on p\u00fcsinud stabiilselt 6.3 punkti juures (7 punkti skaalal) viimase kuue semestri v\u00e4ltel ja see tulemus on pisut EBSi keskmisest k\u00f5rgem.<\/p>\n\n\n\n
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K\u00fcsitluse ja fookusgruppide andmed n\u00e4itavad, et BEB \u00f5ppekava praegune versioon on enamasti vastanud tudengite ootustele ja \u00f5petatavad ained aitavad \u00f5ppekava eesm\u00e4rkide t\u00e4itmisele kaasa. Tudengite tagasiside andmise tase BEB \u00f5ppekavas on sarnane EBSi keskmisele, kuid kvaliteetsete ja tulemuslike muudatuste tegemiseks on vajalik k\u00f5rgema osalusm\u00e4\u00e4raga ja detailsem tagasiside. Madala hinnangu saanud kursuste puhul on antud v\u00e4he avatud vastuseid, mis raskendab probleemide t\u00e4psemat m\u00f5istmist ja takistab \u00f5ppekava juhil efektiivsete paranduste tegemist. <\/p>\n\n\n\n
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Tegemist on p\u00fcsiva probleemiga ja kahjuks ei ole viimastel semestritel n\u00e4ha, et olukord oleks muutunud. Panen tudengitele s\u00fcdamele, et keskmise ja madala hinnangu andmisel on teie tagasisidest ainult siis kasu, kui t\u00e4psustate, mis kursuse puhul ei toiminud. Loomulikult r\u00f5\u00f5mustavad \u00f5ppej\u00f5ud ka s\u00f5nalise positiivse tagasiside \u00fcle.<\/p>\n\n\n\n
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Mida tuleks parandada<\/strong><\/p>\n\n\n\nTudengite tagasiside ja vestlused \u00f5ppej\u00f5ududega n\u00e4itavad, et paljusid probleemseid olukordi saaks ennetada senisest parema ootuste juhtimisega. See t\u00e4hendab, et soovitame \u00f5ppej\u00f5ul v\u00f5tta esimeses loengus aega, et teha tudengitega kokkulepped selles osas, mis hakkab edaspidi toimuma ja millised on ootused m\u00f5lemale poolele. Kahjuks on k\u00e4esoleval \u00f5ppeaastal eriti teravalt esile t\u00f5usnud asjaolu, et p\u00e4eva\u00f5ppe r\u00fchmade puhul peavad kokkulepped edaspidi h\u00f5lmama ka elementaarsete viisakusreeglite j\u00e4rgimist, kuna erinevates gruppides on sellega viimasel ajal probleeme olnud. Paremat kommunikeerimist vajavad ka \u00fcle\u00fclikoolilised reeglid, n\u00e4iteks see, et bakalaureuse\u00f5ppe loengutest ei tehta Canvase \u00fclekandeid ega salvestusi. See otsus p\u00f5hineb EBSi filosoofial, mille kohaselt v\u00e4\u00e4rtustame eelk\u00f5ige vahetut suhtlust ja interaktiivsust, mida pakub traditsiooniline \u00f5ppevorm. Ootame k\u00f5igilt tudengitelt aktiivset osav\u00f5ttu loengutest, sest kohapealne osalus soodustab \u00f5ppeainete s\u00fcgavamat m\u00f5istmist ja paremaid \u00f5pitulemusi. Koroonaaja ja sellele j\u00e4rgneva perioodi kogemused n\u00e4itasid et video\u00fclekannete pakkumine v\u00e4hendas oluliselt motivatsiooni loengutes osaleda, mis omakorda m\u00f5jutas \u00f5ppimise kvaliteeti ja distsipliini.<\/p>\n\n\n\n
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EBSi tagasiside taseme eesm\u00e4rgist (5.6 punkti 7st) madalama tagasiside saanud kursuste tagasisidega on \u00f5ppekava juht p\u00f5hjalikult tutvunud. K\u00f5ik \u00f5ppej\u00f5ud saavad oma tagasiside kohta jooksvalt teavet ja n\u00f5rgema tagasiside saanud \u00f5ppej\u00f5ududega on koos arutatud v\u00f5imalusi kursuste ja \u00f5pikogemuse parandamiseks. \u00dcldiselt on madalama tagasiside probleemid semestrite l\u00f5ikes p\u00fcsivad: kursuste ebaselge struktuur, iseseisvate t\u00f6\u00f6de s\u00fcsteemi ja n\u00f5uete ebaselgus, materjalide puudulikkus ja m\u00f5nikord ka \u00f5ppej\u00f5udude suhtlemisoskuste v\u00f5i nende suhtlemisstiili erip\u00e4rad. Osade ainete puhul oleme ka vahetanud \u00f5ppej\u00f5ude, et tagada r\u00fchmale sobivam \u00f5petamisstiil.<\/p>\n\n\n\n
Julgustame tudengeid koheselt \u00f5ppej\u00f5ule m\u00e4rku andma, kui midagi on kursusel ebaselge v\u00f5i saaks n\u00e4iteks kursuse Canvase materjale paremini struktureerida. Jooksev tagasiside v\u00f5imaldab k\u00f5ige kiiremat olukorra parandamist.<\/p>\n\n\n\n
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Tudengite fookusgrupiintervjuud n\u00e4itavad, et erinevused tudengite \u00f5pistiilides ja huvides ainevaldkondade vastu toovad kaasa olukorra, kus sama \u00f5ppej\u00f5u kohta v\u00f5ib laekuda nii negatiivset kui ka v\u00e4ga positiivset tagasisidet. See t\u00e4hendab, et erinevate tudengite kogemused ja vajadused v\u00f5ivad oluliselt erineda. Katsume siiski leida parimad lahendused k\u00f5igi tudengite toetamiseks, arvestades nende mitmekesiseid \u00f5pistiile ja huvisid.<\/p>\n\n\n\n
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Mis meil t\u00f6\u00f6s on, mida edasi teeme<\/strong><\/p>\n\n\n\nL\u00f5ppenud on BEB\/KBE \u00f5ppekava uuendamine ja alanud on vastuv\u00f5tt \u00f5ppekava uuele versioonile. Ait\u00e4h k\u00f5igile praegustele tudengitele, kelle sisend on uuenduste sisseviimisel olnud oluliseks infoallikaks. M\u00f5nda uuendatud \u00f5ppekava ainet saavad ka praegused tudengid juba algaval \u00f5ppeaastal testida, n\u00e4iteks pakume Investeerimise kursust valikainena.<\/p>\n\n\n\n
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P\u00f5hjalike kaalutluste ja anal\u00fc\u00fcside tulemusel j\u00e4tkame \u00f5ppekavas kahe spetsialiseerumisega: iduettev\u00f5tluse ja \u00e4riarendus. M\u00f5lemat suunda pakume nii p\u00e4eva- kui ka sessioon\u00f5ppes.<\/p>\n\n\n\n
Anto Liivat
Bakalaureuse\u00f5ppe juht <\/em><\/p>\n\n\n\n<\/p>\n\n\n\n
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Katri Kerem <\/em>
Ettev\u00f5tluse ja \u00e4rijuhtimise bakalaureuse\u014dppekava kuraator<\/em><\/p>\n<\/div><\/div><\/div>\n\n\n\n<\/span><\/span>International Business Administration<\/h3><\/div><\/div>\n
Dear International Business Administration programme students,<\/p>\n\n\n\n
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The average course feedback score in the intBBA programme rose from 5.67 to 5.88 in Autumn 2023 compared to Autumn 2022, bring down on spring 2023 when it reached 6.11.<\/p>\n\n\n\n
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\n- Achievements and positive feedback:<\/em><\/li>\n<\/ol>\n\n\n\n
Students\u2019 feedback shows that several former issues of concern have been solved in the new version of the programme (starting from cohort 2022). The following examples of courses that received very good feedback are based not only on their high score but also on valuable feedback comments as well as focus group interviews with the group representatives.<\/p>\n\n\n\n
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First-year students<\/strong> pointed out \u2018Management and Organisational Behaviour\u2019 and \u2018Principles of Marketing\u2019 as interactive and interesting courses with positive atmosphere, good communication in class and interesting examples or case studies. \u2018Business and Economic Environment\u2019 and \u2018Understanding Financial Statements\u2019 were considered well-taught and interesting and\/or useful, albeit challenging and using complicated terminology. \u2018Learning to Learn Professionally\u2019 that got the highest response rate was seen as useful and informative.<\/p>\n\n\n\n<\/p>\n\n\n\n
Second-year students<\/strong> highlighted good cohesion between courses, especially in the specialisation of Finance and Accounting. \u2018Corporate Finance\u2019, \u2018Finance Ethics and Law\u2019 and \u2018Financial Communication\u2019 were considered favourites. \u2018Investment Management\u2019 and \u2018Financial Reporting\u2019 were brought out as useful and well-structured, but also very difficult (either in terms of content or assignments). In the Marketing and Communication specialisation \u2018Public Relations and Media Communication\u2019 as well as \u2018Individual and Society\u2019 scored high, while questioning whether the latter should be a specialisation course only. \u2018Data Analysis for Business Decisions\u2019 was considered useful by many students.<\/p>\n\n\n\n<\/p>\n\n\n\n
Third-year students<\/strong> valued \u2018Philosophy\u2019 and \u2018Business Law\u2019 the most.<\/p>\n\n\n\n<\/p>\n\n\n\n
Students of all years<\/strong> appreciate interactive classes, practice exercises, real-life examples, company visits and guest lecturers.<\/p>\n\n\n\n\n- Areas of improvement:<\/em><\/li>\n<\/ul>\n\n\n\n
Students would often prefer quicker feedback on their submitted assignments. For some courses the instructions for assignments were not clear enough or students felt they did not know what to expect at the exam. Different workload for the same number of ECTS has been an issue too. Occasionally, feedback on the same course by the same lecturer(s) given by parallel groups (e.g. intBBA-23A vs intBBA-23B, etc.) was different, even contradictory. Judging from students\u2019 comments, a group\u2019s average feedback tends to be affected by scheduling (afternoon classes are more tiring); different prior knowledge or experience within the group (e.g. Personal Finance, Business Mathematics, Academic Writing).<\/p>\n\n\n\n
\n- Future developments<\/em><\/li>\n<\/ul>\n\n\n\n
Reviewing certain groups of courses for better interdisciplinary links without too much overlapping, e.g. review of the specialisation courses in Marketing and Communication. Redesigning some courses or offering them as electives rather than mandatory (the latter concerns mainly the present third-year courses, e.g. International Business). For enhanced practical experience, the weight (and ECTS) of Internships will be increased.<\/p>\n\n\n\n
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We are grateful to all students who gave us feedback and comments. The higher the response rate, the more representative the feedback is to help us make improvements.<\/p>\n\n\n\n
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Anto Liivat<\/em> <\/p>\n\n\n\nHead of Bachelor\u2019s studies<\/em> <\/p>\n\n\n\n<\/p>\n\n\n\n
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Aet Toots<\/em><\/p>\n\n\n\nHead of International Business<\/em> Administration programme<\/em><\/p>\n\n\n\n <\/em><\/p>\n<\/div><\/div><\/div>\n\n\n\n<\/span><\/span>Impactful Entrepreneurship<\/h3><\/div><\/div>\n
Dear Entrepreneurship in the Digital Era students,<\/p>\n\n\n\n
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The average feedback score for all programme students was 6.14<\/p>\n\n\n\n
Overall, you all seem to enjoy your studies and were generous providing us insightful and useful feedback, so we can keep improving our programme for all cohorts. <\/p>\n\n\n\n
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First year students:<\/strong> <\/p>\n\n\n\nYou enjoyed teamwork and meeting new groupmates. Also, meeting entrepreneurs, doing project presentations and other learning activities that were planned for you. <\/p>\n\n\n\n
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Average score you provided 6.05 and your response rate was 91% that must be acknowledged. Excellent, keep it up to set an example to all students. <\/p>\n\n\n\n
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Areas of improvement:<\/em> We will improve online test questions quality and will have different setting for the complex exam in the future to provide you with more time to fine-tune your individual and teamwork. <\/p>\n\n\n\n<\/p>\n\n\n\n
We also had some last-minute changes in the schedule due to sicknesses of some lecturers. For that we apologise and hope that we can avoid these changes in the future. You also mentioned that you wish you had more discipline in the classroom: some students are late or absent and that affect your learning. I do hope that you have learned to respect and appreciate each other, so we all can benefit from during our learning sessions. <\/p>\n\n\n\n
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Second year students: <\/strong> <\/p>\n\n\n\nMost of second year students spent their semester in mobility and visited foreign universities. Your group set a record with over 60% of students being abroad enjoying international learning experiences. <\/p>\n\n\n\n
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Being abroad meant being away, so we received very little qualitative information to understand the reasons behind the numbers that you provided as feedback. Hopefully, in spring, when you are back, we will receive a lot of comments what could be considered as an improvement and how we can improve your overall study experience. For autumn semester your average response rate was only 26%. <\/p>\n\n\n\n
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Third year students: <\/strong> <\/p>\n\n\n\nAverage score you provided was 4.90 and your response rate was 70% that must be acknowledged. Keep providing us useful feedback so we can design better learning experiences. <\/p>\n\n\n\n
You provided us a lot of comments and ideas for improvement that will be all considered in the future. As you know, some of the ideas were already applied during the autumn semester.<\/p>\n\n\n\n
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You also asked for more cooperation with 1st<\/sup> and 2nd<\/sup> year students, and we hope that you will enjoy it during the spring semester. <\/p>\n\n\n\n<\/p>\n\n\n\n
We also had some scheduling issues with third year students due to the sickness of teachers. Apologies for that and hopefully we will manage to accommodate this better in the future. <\/p>\n\n\n\n
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Anto Liivat<\/em> Marge T\u00e4ks<\/em><\/p>\n\n\n\nHead of Bachelor\u2019s studies<\/em> Head of Impactful Entrepreneurship Programme<\/em><\/p>\n<\/div><\/div><\/div>\n<\/div><\/div><\/div><\/div>\n\n\n\nOverview of master programmes<\/h3>\n\n\n\n
The average response rate on master’s level was 47%. We are happy to see that the average response rate for master’s levels has increased as well. Response rates are highest amongst MBA groups.<\/p>\n\n\n\n
The highest average scores over all the feedback questions received for MBA <\/strong>programme courses (MBA: 6.38 out of 7). <\/p>\n\n\n\nThe average scores of all master’s programmes continue to stay on high level (MBA<\/em> core \u2192 6.38, Microdegrees<\/em> \u2192 6.22 , MA \u2192 5.95, KK\u2192 6.17)<\/p>\n\n\n\n<\/p>\n\n\n\n
Spring 2024 general results<\/h2>\n\n\n\n
The EBS course evaluations score overall programmes is 6.21 out of 7.0. Making the academic year’s overall score 6.25, the highest score in the past 5 years.<\/p>\n\n\n\n
The average response rate spring semester has slightly decreased to 34,45%<\/p>\n\n\n\n
Main points of general feedback from focus groups<\/strong>:<\/p>\n\n\n\n\n
<\/span><\/span>Achievements and positive feedback<\/h3><\/div><\/div>\n
\n- Learning experience:<\/strong>\n
\n- Practical learning and real\u2011world relevance<\/strong>: Use of case studies and guest lectures was appreciated. Students found these engaging and valuable for learning concepts in a real\u2011world context.<\/li>\n\n\n\n
- Spring semester learning experience: <\/strong>Many students highlighted that the Spring semester was one of the best so far in terms of content and structure.<\/li>\n\n\n\n
- Semester of electives:<\/strong> Elective flexibility was appreciated, particularly the ability to tailor course selections to personal interests and career paths.<\/li>\n<\/ul>\n<\/li>\n\n\n\n
- Learning environment and support<\/strong>\n
\n- Improved campus environment<\/strong>: Renovations on campus significantly improved the physical learning environment for example noise disturbances have decreased.<\/li>\n\n\n\n
- Workload of studies: <\/strong>Students felt that the overall workload remained manageable compared to other universities in Estonia, allowing time for entrepreneurship or part-time work.<\/li>\n\n\n\n
- Internship Portal<\/strong> was seen as very helpful \u2013 many students successfully secured internships through it.<\/li>\n<\/ul>\n<\/li>\n\n\n\n
- Exchange and Internationalisation<\/strong>\n
\n- Almost all students expressed strong interest in exchange programmes, and many had already taken part or planned to go abroad.<\/li>\n\n\n\n
- International Day was considered a standout event, especially the student-led experience sharing and partner school showcases.<\/li>\n\n\n\n
- Students returning from exchange praised course variety and networking at partner universities (e.g., WU Vienna, LUISS, Bocconi, Kozminski, Malaga). Topics like crowd-funding<\/em>, corporate finance<\/em>, and personal branding<\/em> were seen as highly relevant and inspiring.<\/li>\n<\/ul>\n<\/li>\n\n\n\n
- Student Life and Community<\/strong>\n
\n- Initiatives like the revival of the Investment Club, Student Council activities, and podcast projects (e.g., JustGo<\/em>) were viewed positively.<\/li>\n\n\n\n
- Students described their groups as cohesive and supportive, particularly in day-time cohorts. Many noted a strong sense of peer motivation and openness.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/div><\/div><\/div>\n\n\n\n
<\/span><\/span>Areas of improvement<\/h3><\/div><\/div>\n
\n- Academic workload<\/strong>\n
\n- The Spring semester felt more hectic and uneven compared to Autumn, especially for finance-heavy modules (IntBBA programme)<\/li>\n\n\n\n
- Assignment deadlines were often concentrated within the same week, leading to unnecessary stress and drops in performance.<\/li>\n\n\n\n
- In session-based studies, the Spring semester was perceived as less engaging and “lighter” in content, contributing to reduced motivation.<\/li>\n<\/ul>\n<\/li>\n\n\n\n
- Course information and MyEBS functionality<\/strong>\n
\n- Course descriptions and syllabuses on MyEBS were considered vague compared to the ones that are available in Canvas. Students requested clearer topic outlines, weekly schedules, and assessment criteria to be consistently uploaded before the start of each course. <\/li>\n<\/ul>\n<\/li>\n\n\n\n
- Community and integration challenges<\/strong>\n
\n- Students noted limited communication between year groups and minimal interaction between Estonian and international students.<\/li>\n\n\n\n
- Student club events were sometimes poorly communicated, and students suggested making involvement opportunities clearer and more inclusive.<\/li>\n<\/ul>\n<\/li>\n\n\n\n