Department of Chemistry and Biotechnology

This action plan contributes to the implementation of the Action Plan of the School of Science at Tallinn University of Technology for 2022–2025 and the University Development Plan for 2021–2025.

Teaching and Learning

1. We analyse and develop study programmes to ensure the provision of high-quality, research-based and internationally recognised education, including:

   (1) Monitoring the proportion of academic staff holding a doctoral degree or an equivalent qualification in the study programmes we offer.

   (2) Supporting students’ international mobility within the nominal duration of studies.

2. We aim to increase interest among upper secondary school students in the Institute of Chemistry and Biotechnology and its study programmes, as well as admissions to first- and second-cycle programmes, including:

   (1) Participating in the launch of the Future Natural Scientist Programme (TULP) aimed at upper secondary school students, to increase the popularity of natural sciences and our study programmes.

   (2) Offering specialised courses to the state upper secondary school being established in Mustamäe.

   (4) Establishing contacts and developing cooperation with schools through activities such as science clubs, supervision of student research projects, workshops, participation in organising Olympiads, etc. We compile and publish a list of workshops and special courses together with pricing.

   (5) Organising public outreach events such as Researchers’ Night, Natural Sciences Day, and others, to increase the visibility of the institute among prospective students and in society at large.

3. We actively use social media channels to increase visibility in society, including among prospective students.

4. We reduce student dropout through targeted and purposeful activities, including:

   (1) Supporting first-year students with scholarships to facilitate adaptation to university studies, improve academic performance, promote early integration into research groups, and reduce dropout during the first year.

   (2) Targeted prevention of dropout among students who encounter academic difficulties after the first year of study, including:

   (3) Monitoring the causes of difficulties and providing counselling by programme directors.

   (4) Monitoring, advising, and supporting students in the final phase of their studies through programme directors and supervisors.

   (5) We continue to uphold high teaching quality and a strong research-based approach within our areas of competence, including:

   (6) Developing university-wide cooperation to enhance the quality of teaching in chemistry, biology, food technology, and other natural sciences, thereby supporting high-quality teaching across all university curricula.

   (7) Supporting the application of project-based and problem-based learning approaches, where general foundational subjects are used to solve discipline-specific problems.

   (8) Improving teaching skills of academic staff through didactics centre expertise and peer-to-peer activities.

   (9) Encouraging and supporting academic staff to participate more actively in professional development programmes to maintain motivation and innovation in teaching.

5. We contribute to education in the field of the green transition, including:

   (1) Integrating green transition topics into existing and new courses.

   (2) Supporting lifelong learning and strengthening the university’s connection with society by increasing the volume of continuing education and micro-credential programmes, including the development and delivery of interdisciplinary programmes that respond to societal needs.

   

Research

1. We increase the number of high-quality scientific publications within the institute, including:

   (1) Participating in the motivation scheme coordinated by the School of Science to incentivise and recognise authors of Q1 publications.

   (2) Paying increased attention to publication quality in the evaluation of academic staff and doctoral candidates.

   (3) We act purposefully to increase the volume and quality of doctoral studies and ensure academic succession, including:

   (4) Improving the quality of doctoral evaluations through more substantive feedback.

   (5) Strengthening cooperation between programme directors and supervisors to ensure supervisors’ motivation and engagement in maintaining the quality of doctoral studies.

   (6) Analysing supervisors’ performance, identifying training needs, and providing supervisor training in cooperation with the Research Office and the Didactics Centre.

   (7) Increasing the visibility of doctoral topics, supervisors, and research groups both nationally and internationally.

   (8) Organising conferences, seminars, and social events for doctoral candidates to foster networking, collaboration opportunities, integration, inclusion, and motivation.

   (9) Mapping and analysing doctoral dropout on a case-by-case basis to identify measures for reducing attrition.

   (10) We organise academic career information days for master’s and doctoral students.

2. We increase the number and volume of research projects, including:

   (1) Encouraging, supporting, and guiding staff in applying for research funding, while improving cooperation with the Research Office.

   (2) Launching activities to improve project management quality, such as hiring a project manager for the institute.

3. We operate in the field of the green transition and towards a climate-neutral university, including:

   (1) Applying for large-scale interdisciplinary projects in the green and digital transition fields to support the implementation of new sustainable economic models (green economy, blue economy, etc.) in Estonia and Europe.

   (2) Addressing digital society challenges by leveraging and valorising data, including large-scale datasets.

   (3) Actively participating in the circular economy core laboratory and supporting related internal and external university cooperation.

   (4) Developing and promoting innovative green technologies and creating research-based strategies and technological solutions for climate change adaptation.

   (5) Following the good practices outlined in the Energy Saving Challenge in the institute’s daily operations.

4. We develop a research infrastructure development plan (laboratories, equipment, scientific collections) and initiate its annual updating to ensure the sustainability and quality of research activities and research-based education.
5. We organise annual institute symposiums where both research group leaders and doctoral candidates can present their research results to colleagues, including awarding prizes for the best doctoral presentations.

Entrepreneurship

1. We ensure the visibility of our services on the institute’s website together with valid price lists.
2. We increase cooperation with the Ministry of Economic Affairs and Communications, the Ministry of Rural Affairs, and their agencies to create opportunities for increasing the institute’s entrepreneurial income.
3. We participate in TalTech’s DeepEst programme.
4. We place greater emphasis on entrepreneurship-related funding schemes offered by the Estonian Research Council (ETAG) and the Estonian Business and Innovation Agency, and support applications to these schemes.
5. We encourage and motivate institute staff to establish research-based and innovation-driven start-ups and spin-off companies.

Management and Governance

1. We increase the institute’s activity in marketing and communication to ensure the achievement of the objectives set out in the action plan and to enhance societal visibility.
2. We support staff participation in leadership development programmes and various training activities to ensure high-quality and modern management of the institute and its sub-units/research groups.
3. In the institute’s activities, we adhere to the principles of a climate-neutral university.
4. We will establish and regularly update a professorial career development framework to support high-quality and sustainable research and education.