Technological and social developments during the past years emphasize the importance of knowledge work competence. Additionally, funding of universities in Finland was changed to be based largely on yearly accumulated credits, therefore improving retention is of critical importance for the institution. In order to improve first-year retention (measured by credit accumulation) and learning of knowledge work practices, Metropolia UAS (University of Applied Sciences) changed the Information technology curriculum by integrating single topic 3-5 credit courses into multidisciplinary 15 credit courses that included substantially more project work where students solve open-ended problems. This study focuses on investigating how the new curriculum influenced firstyear retention, students' study experiences and self-evaluated development of knowledge work competence. Research data included study register data on course completion and student feedback collected through online questionnaires after each course. Retention rate was substantially improved compared to previous years.Furthermore, student collaboration and independence were found to increase overall satisfaction and to boost learning in project teams.

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In 2014 Metropolia University of Applied Sciences implemented a fundamental change in its curriculum from small single topic 3-5 credits courses into 15 credits multidisciplinary courses implemented by teacher teams. This paper focuses on how teachers of Information Technology programs experienced the reform. Research data include teacher feedback and opinions that were collected during training sessions and interviews. Team teaching is a substantial change for teachers that raises concerns about time management, getting enough compensation for the work, and possible loss of teacher autonomy. However, teacher teams that managed to overcome these challenges saw a variety of benefits in the new approach. Not only was team teaching seen as a means for providing students with the skills they need, but it also was discovered as a way to enhance the teacher's own professional development.

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First programming courses often fail to motivate students to continue their software studies. Students find it hard to acquire the logic of computer programming. Especially students in multicultural, heterogeneous student groups are unable to apply logical thinking consistently or to follow instructions in a systematic fashion. Transfer of thinking skills from mathematics to programming does not take place as expected. Efforts to describe the thinking process in program authoring have failed, and process of problem solving in program design remains as evasive as heuristic processes in general. Evidently, it is based on accumulated expert knowledge that is not easily describable. Programming is an independent domain of expert knowledge that requires systematic practice and self-monitoring in construction of appropriate mental patterns.