What motivates you to lead Tallinn University of Technology for the next four years?

Discussions with some Board members have led me to understand that there is an expectation for the university take a somewhat different direction for moving forward. 

If the University Board is calling for change, it must be taken seriously. The University Board acts as the institution through which the state expresses its views on the university's development. It seems the university has not realized its full potential. The arguments presented to me were so strong that denying them would have been selfish and unstatesmanlike.

If elected rector, I will not introduce drastic changes at the university. Instead, I will strive to find common ground between the interests of the university community and the state, while accelerating the university’s development.

How would you describe an ideal student?

An ideal student seeks to receive the best education in the world in order to make the world a better place. In fact, there are quite a few such students, and most of them tend to stay out of the spotlight. Finding and attracting them to the university is one of the biggest challenges. The university should place particular emphasis on meeting the expectations of young people.

…scientist?

The definitions of an ideal scientist and an ideal student are somewhat similar. An ideal scientist is driven by a deep desire to better understand the world. Why they feel that way – that is a different question altogether. In this respect, an ideal scientist is not necessarily an ideal global citizen. A scientist tends to prioritize the interests of science – the pursuit of knowledge – above all else, which may not always align with society’s expectations of a scientist.

...lecturer?

Ideally, a lecturer should have several complementary qualities. A lecturer must have a deep, well-rounded expertise in the subject he/she teaches. Bertrand Russell’s famous saying applies here: a stupid man’s report of what a clever man says can never be accurate, because he unconsciously translates what he hears into something he can understand. Lecturers should be highly adept at presenting the best knowledge currently available, exploring its implications, and identifying the gaps in our knowledge. This is particularly challenging in the early years of study, as undergraduate courses often focus on basic topics that have been known for centuries. However, as students progress in their studies, they should develop an understanding of the direction in which the forefront of scientific development is heading. 

An ideal lecturer must certainly be an outstanding communicator and recognize that it is not just what he/she says, but how students grasp it, that truly matters. 

Furthermore, a lecturer must be a person with a deep sense of empathy. In many cases, there is a two-generation gap between the lecturer and the students, which makes it all the more important for the lecturer to understand the students’ aspirations, fears, ambitions, and dreams.

…and the ideal university?

The university is subject to political, economic, psychological, and other external influences, yet it must also shield the academic community – students and lecturers alike – creating a space where they can grow and develop, much like in a cocoon, protected from the influence of societal, political, and external pressures. 

If a university can thrive under such pressure, it is close to being ideal.

What kind of University of Technology does Estonia need? Has this changed over time? Do we need a different kind of University of Technology today compared to the 1990s or the 1960s?

Reflecting on the history of universities, the needs of society have varied greatly across different centuries and eras. During the rapid development stages of the Estonian state, society has required universities to provide entirely different input. 

After Estonia regained its independence, the entire economy had to be rebuilt from scratch. By economy I mean the entire social system – where we no longer complete forms by hand but simply click in the right places; where cash transactions at the bank have been replaced by transfers and card payments, among other things. Therefore, it was entirely understandable that, thirty years ago, Estonian society expected the University of Technology to play a key role in the restructuring of the economy and production.

Today, the situation has fundamentally changed. Thirty to thirty-five years ago, we knew exactly where the forefront was and the direction we needed to take. Not only NATO, the eurozone, and the European Union, but also the forefront of science and technology were clearly visible from afar. It was also quite well understood how to improve the welfare of society and become one of the richest countries in the world. 

We are now nearing the forefront in terms of societal development. In various global rankings, Estonia is positioned between 20th and 30th place out of more than 200 countries. While this flatters our self-esteem, we are now unsure what path to follow to maintain our position. This brings an entirely new challenge for all universities: we must be far more aware of where the global pinnacle lies, to avoid losing sight of our goal and veering off course from near the forefront. Therefore, the state, economy, and society no longer expect the University of Technology to merely be a contributor, but to act as a leader.

What is TalTech's greatest strength or opportunity in 2025?

Its students and lecturers. We have a solid base, both materially and in terms of human potential.

One could always argue that we do not have the very top experts in every scientific discipline. But to exaggerate slightly, there are fewer scientists in Estonia than there are scientific disciplines worldwide. However, the expertise developed here, particularly in the way higher education has been organized, is truly impressive. Our infrastructure, auditoriums, faculty offices, and existing systems are all well above average compared to the universities I have had a chance to visit. 

...and biggest weakness or risk?

This became apparent in the current rector elections, where no rector candidates came from within the university. Top researchers find it difficult to leave their research groups to take on the role of rector. 

The lack of candidates from within the University of Technology stepping forward with a clear vision for the university’s future indicates a deeper issue. It is difficult to pinpoint it, but I believe the biggest weakness of our university is that we have too few individuals willing to take on large-scale challenges.

The state's budget is concerningly tight. What role does the university play in driving economic growth?

Modern universities have three fundamental missions: provision of higher education, research, and service to society. As regards the provision of higher education, it is clear that it must be delivered at the highest possible level. My passion is cutting-edge science, which is so inspiring and impactful that it sparks enthusiasm in students as well. In research, keeping up with the top global developments is essential. However, service to society is a relatively recent concept, emerging around fifty years ago,  when it became evident that teaching and carrying out high-quality research alone were not enough. 

The meaning of service to society varies across different countries and communities. When people claim that serving society is simply about fulfilling implementation agreements, they are mistaken, this is making money. The idea is that the university should serve as the driving force behind societal processes – initiating discussions, posing questions, and offering solutions. 

This aspect of serving society was strongly criticized in a study of the Estonian research and innovation system conducted six years ago, where the authors concluded that Estonian universities, overall, had failed in this regard. In response, a thorough analysis was published in 2022, exploring what serving society could mean for Estonia, with a focus on technology transfer from universities to society. 

Evidently, the University of Technology is both a producer and guardian of technology, and its active contribution to technology transfer is a crucial part of serving society. However, this does not encompass everything that our reference universities and the world’s leading universities of technology deem essential. Serving society involves taking a leading role in discussions about societal processes. 

It would be hard to imagine the energy debate in Estonia not being led by the University of Technology. The staff of the University of Technology contribute valuable opinions, insights, and solutions to the discussion, but the university should be the driving force behind the discussion. The University of Technology played a limited role in the forestry debate, and I believe this may have been a key factor in the decision not to construct a pulp mill in Estonia. 

Do we lack the courage to take the in shaping public discourse? It also requires high tolerance for criticism, thick skin, the courage to ignore negative comments, and much more. This is another aspect of the same issue that we see in the rector elections: there are few persons at the University of Technology having the courage to take the lead in society. It must change. Society is grateful when smart people lead the discussion. This gratitude is also reflected in the state budget.

What opportunities does the university have for achieving financial independence?

Previous rectors have made substantial efforts to ensure a larger allocation of the state budget for higher education and research. Currently, it appears that we have squeezed as much as possible from the public purse.

However, the world is far from running out of money. When you walk around the campuses of reputable universities, you will find that every second or third building bears a plaque with the name of the donor who funded its construction.  A substantial share of the budget of high-performing and leading universities comes from private funding, not so much from tuition fees, but from patronage, sponsorships, donations, and bequests. Graduates recognize the value the university has added to their lives and want future generations to be even better equipped.

There is a plaque in the courtyard of one of the student accommodation buildings at the Queen’s College of the University of Oxford stating that its refurbishment and modernisation was funded by alumnus Bailey Balfour Carrodus who matriculated in 1962 and completed a DPhil in plant physiology and later became a winemaker in Australia. The University of Oxford, the Queen’s College and viticulture in Australia? This shows that the education provided by the university is of such high quality that it can lead to success even in a completely different field. 

For decades, the Port of Tauranga in New Zealand funded an entire chair at the University of Waikato – not in exchange for fulfilling implementation agreements for free, but because whenever the port faced a challenge, a team from the university would step in with cutting-edge expertise to provide the most effective solution. 

The custom of donating and patronage is not very common in Estonia. This is understandable, as our capital began to accumulate only a few decades ago, and those who built it are mostly still alive and are not yet considering bequeathing it. However, this is one of the few potential future scenarios where successful university graduates come to fully appreciate the significance of what the university provides for society. This requires separate support and society as a whole may not always have the means to provide it.

The fact that wealthy persons, particularly those without heirs, often donate a significant portion of their wealth to charity or bequeath it to a university is also influenced by inheritance taxes. In England, inheritance tax is charged at a rate of 40% on the value of any inheritance exceeding £325,000. However, if the inheritance is bequeathed to charity or universities, the tax rates are significantly lower. Estonian society cannot avoid property tax. No developed society has been able to avoid this, and such taxes can greatly influence how people manage their property. At present, our options for donation and income tax incentives are relatively limited, but the state can direct the process. 

Donald Trump signed an order withdrawing the US from the Paris climate agreement and the World Health Organization early in his term. How can we effectively communicate with policymakers to support and foster a science-driven society?

There are several intersections between the research and higher education sectors and policymaking. Someone has to manage the funding, someone has to provide advice, someone has to lobby, and someone has to organize a protest when something is seriously wrong. It is impossible to combine these roles – the advice of a lobbyist is ignored, and those who offer advice are not permitted to lobby. 

In Estonia, the roles and responsibilities of the scientific community and the state were clearly defined in 2017. The Estonian Academy of Sciences assumed an advisory role, lobbying became a key focus for the newly established Estonian Young Academy of Sciences, the ministry was tasked with distributing funds, and the Estonian Science Chamber took on the responsibility for leading protests. From that point onward, policymakers knew exactly who to contact. Only a year and a half later, the Estonian Research Agreement was signed. While ‘after that’ does not imply ‘because of that,’ the temporal connection is undeniable.

When communicating with policymakers, it is essential to know who provides advice, who  handles lobbying, who organizes protests, and who manages the distribution of funds. These roles have been ambiguous in the Estonian higher education system,  and it is essential that they be clearly defined as soon as possible. 

From then on, the standard rules governing the national scientific advisory mechanisms will be applied. In Estonia, the system has been efficiently put into practice with science advisors in every ministry. But the bottleneck lies in the fact that these scientific advisors have limited direct contact with the experts holding the knowledge. National leaders often need brief commentary from top academic experts to shed light on important matters. This channel is currently not functioning effectively; we in the higher education and research sectors have not succeeded in making our voices heard and our message clear enough. 

In today’s world, a nation’s competitiveness increasingly depends on its ability to harness the best knowledge and expertise of its people. Fortunately, there is a solution: researchers must develop stronger communication skills for engaging with policymakers, while policymakers need to enhance their ability to listen and ask questions. Europe has already tackled these challenges and developed the necessary tools to address them. We must implement these tools in Estonia.

It is unlikely that you will continue research activities while serving in a top executive role at the university. What made you decide to take this path after your research career?

Statistically, it is true that top executives rarely continue active research. However, the definition of a top scientist has changed significantly over time. In the distant past, during Newton’s era, science was often considered a hobby for the wealthy. A century ago, during the age of groundbreaking physical discoveries, science became a lifestyle. Thirty years ago, it became a diagnosis; today, it is turning into an addiction. I am from a generation where being a scientist is considered a diagnosis – an incurable condition among many others.

Focusing solely on one area is like monoculture farming: it can be productive for a while, but it is vulnerable to any form of disruption. You still need to keep both feet firmly on the ground. You can balance administrative responsibilities with inspiring research.

While some top managers might go for a run, drive, or swim in a triathlon, my plan is that when I close the door to the rector’s office at 5:30 in the evening, I will retreat to this space of mine for a few hours. I have done so during my 10 years as President of the Academy of Sciences, and it has proven to be highly effective also in terms of research. 

What goals do you have for the University of Technology by 2030?

There are two fundamental problems that I am determined to address. 

While we excel in quantitative research, the university lacks the atmosphere of world-class research. It is essential that we cultivate it. While it may not be reflected in the indicators within four years, it is certainly possible to establish a clear direction. 

Another fundamental problem common to all Estonian universities is the lack of their contribution to society. The goal is to clearly define what society expects from a university. This requires an essential discussion with members of society, including entrepreneurs, economists, and government officials, about what the university can and must contribute to society at Estonia's current stage of development. It is uncertain whether this expectation will be fulfilled in the coming years. But as Nikolai Baturin wisely put it, “If you want to know where to go next, you need to know where you are.”

Internationalization of the university – for whom, why and how?

Due to Estonia’s small size, our universities are under considerable strain. Our big mission is to ensure the preservation of the Estonian language. It is also true that the world is perceived differently depending on the language spoken. Based on my experience, for instance, researchers from South America tend to ask questions from a different viewpoint. It is truly enriching when someone asks a question from a different angle, revealing a new aspect that can drive progress. The more diverse and wide-ranging the perspectives from which we ask questions at the university, the greater our potential for progress. 

Finding equilibrium in this conflict is challenging. Moreover, it tends to shift over time. Yet, this is one of the challenges for the wise: understanding how to keep things balanced. 

The same question about the green transformation.

The term ‘green transformation’ has a somewhat unusual history. In December 2019, the European Commission, in agreement with all the Member States, signed the European Green Deal, the aim of which was to make Europe climate neutral by 2050, ensuring that the economy continues to grow without further strain on nature, while enhancing people's well-being and health, and ensuring that no one is left behind. How this has come to be referred to as a ‘green transformation’ is difficult for me to understand. We should return to these five core principles.

Europe, with Estonia among the decision-makers, has determined that it can no longer continue along the same path. We must ensure that all five levers are moving in the right direction and avoid anything that might push any of them off course. 

Humanity's impact on nature is deeply alarming. A significant part of the world will become uninhabitable for humans in the coming decades, potentially causing major disruptions to global systems. This is a troubling scenario and must be addressed immediately.

The degradation of ecosystems is a result of human activities and climate change. We are cutting off the very branch we are sitting on, as ecosystems are the key to our current well-being and future survival. Continuing on the same course in this situation is simply irresponsible. 

A thorough evaluation was published last year, examining 1,500 climate policy measures from around 40 developed countries implemented over 25 years, all aimed at reducing greenhouse gas emissions, providing valuable insights into what can be done and the potential impact on the world. The findings were, on one hand, unexpected, yet on the other, incredibly promising: out of the 1,500 measures, roughly 60, or 4%, were clearly successful. 

The newspaper Postimees stated that there is no point in implementing policy measures if they fail to deliver results. If that 4% had been implemented across all 40 countries, it could have accounted for approximately 40% of the greenhouse gas reductions required. This is how the Green Deal is implemented. It makes sense to explore several options and then select the ones that prove to be effective.

It also contained valuable information for Estonia. For example, it became evident that certain measures are effective in developing countries but not in developed ones, while others have the opposite effect. Subsidies are effective only in underdeveloped countries. Therefore, if Estonia is considering subsidies for offshore wind farms, we are fundamentally heading in the wrong direction. Countries like Algeria, for instance, should be the ones pursuing that approach. 

This brings us to the question of how we can provide our decision-makers with the best knowledge – the few dozen policy measures that are effective have already been identified. The next step is to explain to decision-makers how this result was obtained and what it implies.

Is there a concern, recommendation, or plan you would like to discuss that we have not covered yet?

The culture of donation is closely connected to something that the university should nurture in its graduates: the ability to endure societal challenges.

It is commonly believed that the University of Technology should focus solely on engineering education, producing individuals who can design machines and develop products. When developing the first smartphone, Apple consulted a large team of social scientists to understand what features people would look for in a new device. As a result, a device that everyone desired was developed. In addition to skills provided by engineering education, the university must also cultivate social awareness – an understanding of how society functions and how one can leverage engineering knowledge to contribute even more effectively to society.

What makes you the best rector for Tallinn University of Technology?

Mathematicians are taught from early on that there are multiple ways to solve tasks, and that fundamentally different solutions can all be valid. No solution is inherently better than another –each may be more concise, elegant, or efficient, but none can be considered the definitive best. 

Managing the University of Technology is one of those tasks with multiple valid solutions, so I prefer not to rank the candidates. The University of Technology must fulfil different roles in different eras. It is up to the Board to decide, which candidate offers the solution most suited to the current stage of society's development. 

If you were to start your work in the rector’s office on 1 August, what kind of letter from your predecessor would you expect to find on your desk?

I already found it – his brief vision for the development of the university. It is very informative and offers a comprehensive overview of the successful initiatives that have already been launched. But I hope that Tiit Land will not leave our university and will offer valuable support. You never know where you might need help. 

This interview was published in TalTech's magazine Mente et Manu special edition.