Vision for higher education and research for the 2040s
When work began on the vision for higher education and research 2040, launched by the Ministry of Education and Culture, Research Professionals started its own internal vision work alongside it. Since we represent personnel in higher education institutions, it was important for us to discuss also among ourselves what we want from higher education and research in 2040. Our communal project has been participated by higher education personnel in different positions during 2025 through the Union’s 16 member associations. The result of that work is this vision for research professionals, with its related goals and measures.
Our vision story: Research professionals build a competent and sustainable Finland
In 2040, Finland is an internationally attractive land of science, where research professionals can work creatively and boldly in an atmosphere of academic freedom. Stable core funding has allowed higher education institutions to build sustainable structures for research and education. They have become attractive workplaces with clear and fair career paths, mostly permanent employment relationships, and competitive salaries.
The higher education community is diverse, inclusive, and democratic. Students can focus on studying without unreasonable pressures. Teachers have time to support different kinds of learners. The work of research professionals is valued. They can focus on what is essential, creating new information and sharing it.
Research professionals conduct research that is not tied to short-sighted financial indicators but to quality and impact in the long term. International networks are active, and mobility is smooth and accessible to those with families as well.
Co-operation between universities and universities of applied sciences is fruitful. The dual model has developed into a strength that serves science and the growth of national competence levels as well as working life.
That everyone can engage in continuous learning is an organic part of the competitiveness of working life and Finnish well-being.
In this land of science, research and education are not just tools. They are national strategic assets that safeguard democracy and culture, strengthen resilience and national identity, and bring solutions to global challenges.
Research professionals know that their work reaches far. It builds a sustainable future, strengthens society, and illuminates Finland on the global science map.
Education, culture, and research are our bedrock
Research professionals view culture and research as core tasks of higher education institutions that have intrinsic value. Education, research, and culture safeguard democracy and well-being, and strengthen the welfare state, societal resilience, and comprehensive security. They help to promote sustainable development and global responsibility and strengthen economic well-being and competitiveness.
Research Professionals sees plenty of positive things in the current situation of Finnish higher education and research that are important to preserve:
- Higher education and research are based on strong academic freedom.
- Internationality is an inseparable part of science, research, and the activities of higher education institutions.
- The personnel at higher education institutions and research institutes is highly educated and competent.
- Higher education forms the foundation for the development of society. Scientific knowledge is valued and trusted.
- The publicly-funded higher education system is the foundation for Finland’s success.
- The co-operation between higher education institutions and other societal actors is valued and encouraged.
- The R&D investments that carry until 2030 are a significant addition to the research sector.
However, the current situation also includes elements that challenge the prerequisites for research:
- The core funding of higher education institutions has been decreased while the volume of operations has grown. There are more students, but not personnel. This discrepancy negatively affects both parties. Quantitative target requirements for degrees without additional resources weaken the competence level and degree quality.
- University RDI personnel, in particular, are mainly in fixed-term employment and rely on competed funding. Combined with quantitative indicators for research activities, it weakens the long-term nature and impact of research.
- The appeal of an academic career suffers from unclear career prospects, poor salaries especially early on, repeated fixed-term contracts, and the difference in valuation between research and teaching.
- The uneven allocation of RDI investments and emphasis on commercial gain are not unproblematic choices. They come with the risk of losing the broad scope of science and impacting expertise and research capabilities.
- Without adequate personnel, RDI investments will come to nothing.
Emphasis on education quality and accessibility
Research professionals want investments in education and the quality and content of the expertise thus achieved.
The poor teacher-student ratio of higher education institutions weakens academic achievement and stresses both students and teachers. The situation must be rectified. The accessibility of education would also improve if teachers had more resources to support different types of learners.
Student well-being challenges require multidisciplinary support, which must be made more accessible. The pressure for rapid graduation is too distressing for many students. International students suffer from the added stress of tuitions. It adds to the urgency to graduate – at the expense of personal well-being.
The possibilities for continuous learning and competence development must be secured at all stages of career and life. They cannot become a privilege for the wealthy alone. It is not sensible to create a parallel system for students completing a degree in open higher education for a fee, who might be prioritised over capable degree students.
A doctoral degree is an ace in the job market
Increasing the doctoral workforce may be a good goal. However, it should not be done by slashing the working conditions and salaries of early career researchers or by undermining the quality of doctoral education.
The biggest challenges facing early career researchers are the constant uncertainty of employment, atypical forms of work and, for example, the breaks in social security as a result, as well as a low earnings level.
Expanding doctoral training requires an increase in core funding. It must be possible to do the dissertation work primarily in an employment relationship for the completion of the entire degree. Core funding must also cover the growing need for guidance. Career guidance must be available throughout the completion of the degree.
In 2040, there is a consensus across sectors concerning the role of universities of applied sciences as part of doctoral training. Doctoral training has been developed within the framework of existing degree structures and demands, strengthening the co-operation between universities and universities of applied sciences. It has a social impact, meets the needs of working life, and produces high-quality science.
Applying to doctoral training based on a Master’s degree, also from a university of applied sciences, is smooth. Doctoral research is also widely conducted as part of the RDI activities of universities of applied sciences, and there are clear, impactful, and functional structures for this type of doctoral research.
A doctoral degree must be an ace in the job market, and PhD holders must have meaningful career options that correspond to their education in different sectors. A significant share of doctoral researchers hopes for an academic career in a higher education institution or research institute. When expanding doctoral training, it must be ensured that there are enough future jobs for them in higher education institutions as well.
The appeal of research careers is improved by offering permanent employment relationships, competitive salaries, and real possibilities of moving between sectors. Impactful, long-term R&D activities are created in permanent employment relationships as well.
The practices of doctoral training can be made more efficient without limiting the completion time of the degree. Such a limit would restrict scientific freedom.
Strong core funding supports the entire higher education community
High-quality education requires strong core funding. It is a political value judgement to use public funding to guarantee adequate resources for education. Constant and rapid changes in the funding of higher education institutions hinder their long-term operation.
We need a parliamentary consensus and plan spanning several election terms concerning the funding. Strengthening the core funding of higher education institutions requires both increasing public financing and strengthening the non-result based component of the funding models.
Strong core funding and investments in personnel are also the best way to strengthen the link between teaching and research. Investments in higher education alone are not impactful on their own. We must ensure that high-quality education and the resulting competence and capabilities are achieved throughout the education chain all the way from early childhood education to higher education and continuous learning.
We do not support tuition fees for degree studies at any level of education. We oppose the suggestion of completing entire degrees by paying for open higher education.
The open path and transfer from open studies to degree studies should be developed. The possibilities of continuing education and continuous learning outside of degree studies could be expanded so that they can be undertaken for a fee, for example, alongside work.
When tuition fees for international students enter into force in full, their impacts on, for example, student numbers, education organisation, and Finland’s attractiveness must be monitored. They must be discarded or lowered if they are seen to have negative impacts on the appeal of Finnish education.
External financing can continue to be supplementary funding and strengthen the co-operation of higher education institutions with, for example, business.
R&D funding must safeguard the wide scope of science
Finland must continue to make bold investments in research, development, and innovation activities. The R&D investment level of 4% of GDP must be, at minimum, maintained.
RDI investments must safeguard the wide scope of scientific activities and the mutual and interactive dynamics of the different levels of activities. Innovations cannot be created without basic research. Development and innovation activities increase the need for basic research as well.
Education and higher education institutions hold a key position in RDI activities and in rooting new expertise more widely into society. Therefore, it is important to allocate R&D funding directly to the operation of higher education institutions and to encourage versatile co-operation with different actors.
Higher education institutions as attractive workplaces
In 2040, higher education institutions are attractive and appealing workplaces for research professionals. They have clear, incentivising, and fair career paths for the entire personnel. Work in different positions and career stages happens mainly in permanent employment relationships. The salaries are competitive and the salary system is transparent. Higher education institutions are communities that cherish and strengthen diversity, inclusion, and democracy.
Strong core funding must be used to invest in both academic and other personnel at higher education institutions: personnel numbers need to be increased, and career prospects strengthened. Recruitment and career progress must be based on responsible assessment.
Stable core funding supports the well-being of the entire community and, as such, of the students, as well as the core tasks of higher education institutions: teaching, research, and societal impact.
The role of the personnel providing administrative and support services is crucial for the effective functioning of both the academic personnel and students. Digitalisation and the successful realisation of open science, among others, require competent personnel.
Big potential of international experts
The basic nature of science is international and crosses borders. Higher education, science, and research are key for Finland’s internationalisation and attracting international experts into our country. The recruitment of foreign students and personnel must be done in an ethical manner by giving them a true picture of the earnings and job opportunities in Finland and the language situation.
Higher education institutions must, together with private business and the public sector, invest more in supporting the integration of international experts and strengthening Finland’s employee retention.
Meaningful career prospects are the most important prerequisite for international experts to stay here. Career opportunities and orientation in Finnish working life must be strengthened.
The teaching of our domestic languages must be secured, and international students and personnel should have a real opportunity to learn them as part of their studies or during working time without increasing their individual load. Language learning at other workplaces should also be supported and encouraged.
Smooth international mobility is important
Finland and higher education institutions must also put more effort into getting people to go out into the world to gather international experience, expertise, and networks – and return to Finland. Mobility to and from Finland must be smooth. International mobility and networking cannot be a risk for the individual.
Internationality is best promoted when organisations and systems support an individual to pursue it. Financial instruments and mobility programmes must take into account the diversity of people, such as support for individuals with families or special needs. The urgency to graduate cannot be an obstacle to gaining international experience. Internationality and mobility should be based on opportunities, not necessity.
Closer co-operation in the dual model
We continue to support the dual model of the higher education system in future as well. Both higher education sectors have their own important task.
However, higher education institutions should be encouraged to engage in closer co-operation that crosses sectoral borders (UAS/U). The funding models for higher education institutions must be reformed and core funding strengthened to lessen competition between higher education institutions, to facilitate specialisation in a strength area, and to enhance the meaningfulness of co-operation.
The highest level of education is founded on research. Each higher education institution should have healthy education, research, and development activities that align with its task and profile.
Research professionals create the future that benefits society
Finland’s versatile higher education system, reverence for science, strong academic freedom, natural internationalisation, and long-term RDI policy make Finland an internationally attractive land of science. The prerequisites for research professionals’ work are built on both material and immaterial resources.
Respect for scientific freedom and increasing funding are the best guarantees that research professionals can continue to create new knowledge and provide solutions to the numerous challenges our society faces, both locally and globally.
Research professionals want to work in a collaborative and sustainable manner to benefit the environment and society.