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  1. The history of the specialties taught at TTK University of Applied Sciences dates back to the 1920s. The first predecessor of the university was Tallinn Commercial School for Boys, founded in 1915. TTK UAS celebrated its anniversary on the 9th of November when the Tallinn City Government agreed upon founding it. TTK UAS has had many different names over the years, but there have always been two core specialties: construction and mechanical engineering. In 1929 – 1944, the departments of Tallinn Technical School included mechanical engineering, electrical engineering, construction engineering, geodesy, and cultural technologies. The most well known of TTK UAS´ predecessors is Tallinn Technical School for Building and Mechanics (1961 – 1992, TEMT in Estonian). During 1992 – 1998, the school started transferring its curricula from vocational secondary education to the level of applied higher education. In 1999, the university was recognized by the state as a university of applied sciences and named Tallinn College of Engineering. In 2006. Tallinn Light Garment Technology School joined the Tallinn College of Engineering, and a new structural unit, The Faculty of Clothing and Textile, was formed. In 2012, the university was named TTK University of Applied Sciences. The highest collegial decision-making body of TTK University of Applied Sciences is the TTK UAS Council, consisting of Vice-Rectors, lecturers, professors, and student representatives of TTK University of Applied Sciences. Two advisory bodies operate next to the TTK UAS Council: the Advisory Board, consisting of representatives of companies, professional unions, the government sector, and the Board of Professors, consisting of TTK UAS professors. The closest advisory body to the rector is the Rectorate. The primary decision-making body is the TTK UAS Management Board, consisting of Vice-Rectors, Deans, heads of structural units, and student representatives. The Student Council is an organization representing the students of TTK UAS. Student Council is an institution creating opportunities and improving school life. TTK Student Council is responsible for creating an excellent and supportive learning and socializing environment for all TTK students. Student Council is the voice of students outside TTK UAS, the carrier of student spirit, and the student life coordinator. TTK offers its students several possibilities to participate in student life. The Student Council represents the students´ voice in decision-making processes and organizes various student events. TTK Chamber Choir unites those fond of music, and those who like dancing may join the Folk Dance Group Savijalakesed (Feet of Clay). Those interested in scientific research during studies are welcome to join HEUREKA, the students´ scientific union. The students of Construction Faculty have founded a student corporation ERICIUS, open to active students of civil engineering, construction geodesy, and road construction. A research group (also sometimes called a research center) is a group of researchers from the same faculty working together on a particular issue or topic. Research groups may be composed of researchers from the same academic unit/subject or different subjects within an institute. Our world-leading research tackles difficult real-world problems that often have a high impact on the industry, commerce, and the public. At the TTK University of Applied Sciences, we also encourage our research groups to collaborate across disciplines to make the most of our excellent knowledge base of expertise. In this way, we hope to stretch boundaries, challenge traditional ways of thinking, and innovate towards finding new solutions to problems. TTK University of Applied Sciences is an educational and research institution that is open to cooperation with enterprises. In addition to teaching, the university carries out various applied research projects through its six institutes. The primary role of the Entrepreneurship Centre of TTK University of Applied Sciences is to promote cooperation between the private and public sectors and the university. We consider the inclusion of students in research and experiments essential, as it enriches the study process and improves the quality of studies.
  2. TTU was established on 17 September 1918, when the Estonian Engineering Society uniting local technology intellectuals began to provide special engineering courses in German-occupied Estonia. When Estonia gained independence, the need for engineers, architects, and technicians kept growing. In 1919, the activities were continued under a private school called Tallinn College of Engineering (TCE). For further development, TCE was nationalized in 1920, and it soon achieved the status of a public institution of higher education. Until 1931, TCE operated under tight conditions at Pikk Street, after which they moved to the main building of the former Russian-Baltic shipyard at Kopli. Although the objective was to construct a full campus for the university, it was not carried out due to a limited budget. Despite financial difficulties, there were still plenty of enthusiastic young people who wished to acquire their TCE engineering education. In the late 1920s, TCE's development was slowed down by a merger plan with the University of Tartu. The situation improved in 1936 when the government decided that the university of technology must remain in Tallinn. As a result, TCE was renamed Tallinn Technical Institute. Fast development was soon brought to a halt by World War II. The war cost the university both lecturers and students, not to mention assets. During the post-war occupation, the university was called Tallinn Polytechnic Institute (TPI). It was called so until the restoration of independence of Estonia. Despite the general intellectual recession, the quality of the university improved continuously. From the 1970s, thoughts and ideas were disseminated more freely. The student body increased, and the qualification of lecturers improved. TPI made significant progress in scientific research, earning a leading university of technology in the Soviet Union. One of the most crucial turning points was starting the university campus construction at Mustamäe in the early 1960s. During the Singing Revolution, new winds began to blow. The university actively participated in social processes, contributing significantly to the restoration of national independence. In 1989, the name Tallinn University of Technology was retaken into use. During the following two decades, the study programs have remarkably expanded, the student body and academic staff have undergone robust internationalization, and the operating conditions have also improved. At present, TTÜ is one of the most prominent and most renowned universities in Estonia. The university has 700 lecturers and more than half a thousand research staff. Before World War II, the number of students at TTÜ remained under 500, while today's number is almost 30 times bigger. The university has around 70,000 alumni whom all have contributed to Estonia's development. To introduce an integrated tenure-team academic career model. Student and stakeholder feedback, academic performance, international outreach, and industrial partnerships play a crucial role in implementing the career model. To increase the share of internationally recognized top researchers in the academic family and strengthen capacity for research, thereby laying a strong foundation for all university activities. To regard doctoral students as researchers, who, together with post-doctoral fellows, have a vital role inconsistent strengthening the university's research capacity. To form academically talented research teams that lay the foundation for developing science and technology, knowledge-based studies, and interaction with society. Research teams shall be able to apply for research funding successfully and engage in research- and innovation-intensive cooperation with enterprises and the public sector in Estonia and abroad. Based on related research teams to form departments, which are the university's central academic and administrative structural units. The departments shall provide the academic competence and infrastructure required for teaching and research and the capacity to successfully participate in international research cooperation, including international networks and cooperation with enterprises and the public sector. To reorganize the faculties and redesign them following the areas of responsibility arising from the Tallinn University of Technology Act. To abide by the principle that the university's strong international position and carefully focused contribution to excellence and state-of-the-art technologies serve the Estonian economy and people's interests in the best way. To implement the university's academic potential in particular through a strategic partnership with major technology-intensive companies in the world while being an active partner to Estonian companies and involving them in the university's activities and development. To create a situation where cooperation with strong business partners is carried out in every field of research. To play an active role in popularizing engineering sciences.
  3. TTU was established on 17 September 1918, when the Estonian Engineering Society uniting local technology intellectuals began to provide special engineering courses in German-occupied Estonia. When Estonia gained independence, the need for engineers, architects, and technicians kept growing. In 1919, the activities were continued under a private school called Tallinn College of Engineering (TCE). For further development, TCE was nationalized in 1920, and it soon achieved the status of a public institution of higher education. Until 1931, TCE operated under tight conditions at Pikk Street, after which they moved to the main building of the former Russian-Baltic shipyard at Kopli. Although the objective was to construct a full campus for the university, it was not carried out due to a limited budget. Despite financial difficulties, there were still plenty of enthusiastic young people who wished to acquire their TCE engineering education. In the late 1920s, TCE's development was slowed down by a merger plan with the University of Tartu. The situation improved in 1936 when the government decided that the university of technology must remain in Tallinn. As a result, TCE was renamed Tallinn Technical Institute. Fast development was soon brought to a halt by World War II. The war cost the university both lecturers and students, not to mention assets. During the post-war occupation, the university was called Tallinn Polytechnic Institute (TPI). It was called so until the restoration of independence of Estonia. Despite the general intellectual recession, the quality of the university improved continuously. From the 1970s, thoughts and ideas were disseminated more freely. The student body increased, and the qualification of lecturers improved. TPI made significant progress in scientific research, earning a leading university of technology in the Soviet Union. One of the most crucial turning points was starting the university campus construction at Mustamäe in the early 1960s. During the Singing Revolution, new winds began to blow. The university actively participated in social processes, contributing significantly to the restoration of national independence. In 1989, the name Tallinn University of Technology was retaken into use. During the following two decades, the study programs have remarkably expanded, the student body and academic staff have undergone robust internationalization, and the operating conditions have also improved. At present, TTÜ is one of the most prominent and most renowned universities in Estonia. The university has 700 lecturers and more than half a thousand research staff. Before World War II, the number of students at TTÜ remained under 500, while today's number is almost 30 times bigger. The university has around 70,000 alumni whom all have contributed to Estonia's development. To introduce an integrated tenure-team academic career model. Student and stakeholder feedback, academic performance, international outreach, and industrial partnerships play a crucial role in implementing the career model. To increase the share of internationally recognized top researchers in the academic family and strengthen capacity for research, thereby laying a strong foundation for all university activities. To regard doctoral students as researchers, who, together with post-doctoral fellows, have a vital role inconsistent strengthening the university's research capacity. To form academically talented research teams that lay the foundation for developing science and technology, knowledge-based studies, and interaction with society. Research teams shall be able to apply for research funding successfully and engage in research- and innovation-intensive cooperation with enterprises and the public sector in Estonia and abroad. Based on related research teams to form departments, which are the university's central academic and administrative structural units. The departments shall provide the academic competence and infrastructure required for teaching and research and the capacity to successfully participate in international research cooperation, including international networks and cooperation with enterprises and the public sector. To reorganize the faculties and redesign them following the areas of responsibility arising from the Tallinn University of Technology Act. To abide by the principle that the university's strong international position and carefully focused contribution to excellence and state-of-the-art technologies serve the Estonian economy and people's interests in the best way. To implement the university's academic potential in particular through a strategic partnership with major technology-intensive companies in the world while being an active partner to Estonian companies and involving them in the university's activities and development. To create a situation where cooperation with strong business partners is carried out in every field of research. To play an active role in popularizing engineering sciences. View full university
  4. The history of the specialties taught at TTK University of Applied Sciences dates back to the 1920s. The first predecessor of the university was Tallinn Commercial School for Boys, founded in 1915. TTK UAS celebrated its anniversary on the 9th of November when the Tallinn City Government agreed upon founding it. TTK UAS has had many different names over the years, but there have always been two core specialties: construction and mechanical engineering. In 1929 – 1944, the departments of Tallinn Technical School included mechanical engineering, electrical engineering, construction engineering, geodesy, and cultural technologies. The most well known of TTK UAS´ predecessors is Tallinn Technical School for Building and Mechanics (1961 – 1992, TEMT in Estonian). During 1992 – 1998, the school started transferring its curricula from vocational secondary education to the level of applied higher education. In 1999, the university was recognized by the state as a university of applied sciences and named Tallinn College of Engineering. In 2006. Tallinn Light Garment Technology School joined the Tallinn College of Engineering, and a new structural unit, The Faculty of Clothing and Textile, was formed. In 2012, the university was named TTK University of Applied Sciences. The highest collegial decision-making body of TTK University of Applied Sciences is the TTK UAS Council, consisting of Vice-Rectors, lecturers, professors, and student representatives of TTK University of Applied Sciences. Two advisory bodies operate next to the TTK UAS Council: the Advisory Board, consisting of representatives of companies, professional unions, the government sector, and the Board of Professors, consisting of TTK UAS professors. The closest advisory body to the rector is the Rectorate. The primary decision-making body is the TTK UAS Management Board, consisting of Vice-Rectors, Deans, heads of structural units, and student representatives. The Student Council is an organization representing the students of TTK UAS. Student Council is an institution creating opportunities and improving school life. TTK Student Council is responsible for creating an excellent and supportive learning and socializing environment for all TTK students. Student Council is the voice of students outside TTK UAS, the carrier of student spirit, and the student life coordinator. TTK offers its students several possibilities to participate in student life. The Student Council represents the students´ voice in decision-making processes and organizes various student events. TTK Chamber Choir unites those fond of music, and those who like dancing may join the Folk Dance Group Savijalakesed (Feet of Clay). Those interested in scientific research during studies are welcome to join HEUREKA, the students´ scientific union. The students of Construction Faculty have founded a student corporation ERICIUS, open to active students of civil engineering, construction geodesy, and road construction. A research group (also sometimes called a research center) is a group of researchers from the same faculty working together on a particular issue or topic. Research groups may be composed of researchers from the same academic unit/subject or different subjects within an institute. Our world-leading research tackles difficult real-world problems that often have a high impact on the industry, commerce, and the public. At the TTK University of Applied Sciences, we also encourage our research groups to collaborate across disciplines to make the most of our excellent knowledge base of expertise. In this way, we hope to stretch boundaries, challenge traditional ways of thinking, and innovate towards finding new solutions to problems. TTK University of Applied Sciences is an educational and research institution that is open to cooperation with enterprises. In addition to teaching, the university carries out various applied research projects through its six institutes. The primary role of the Entrepreneurship Centre of TTK University of Applied Sciences is to promote cooperation between the private and public sectors and the university. We consider the inclusion of students in research and experiments essential, as it enriches the study process and improves the quality of studies. View full university
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