The profession of visual artist is very diverse. In the past, the professional image was more specialised when the artist’s expertise was focused on certain traditional methods such as painting or sculpture. The content of visual arts has greatly diversified as a result of new technologies, and the professional image of the artist has thus become more diverse. However, the diversification of the professional image has made graduate students more uncertain in their professional identity. However, the curricula of Fine Arts University of Applied Sciences are still based on the past, when a newly graduated student was identified by a certain technique in the field of visual arts. The challenge in the profession of visual artist is that there are no ready-made jobs for the profession in question, but each has to create a career and a job independently. The need for the project is to modernise the artist’s university studies to better match the new work models. The need is to develop the working life equivalence of a visual artist’s basic degree, to tighten study time by studying work and identifying previously acquired skills. There is also a need to develop a steering model for critical years after completion, thus preventing exits from the sector. There is also a need for post-graduate guidance because it directs some of the visual artists towards a higher degree in visual arts, which contributes to the principles of lifelong learning. The aim of the project is to establish a national network model of visual arts universities of applied sciences, which supports the transition of polytechnics and visual arts to increasingly work-based environments. The model has enabled students to develop a more flexible and innovative effort to encourage cooperation between different fields, in line with the new work theme. The aim of the cooperation between higher education institutions is to tighten the student’s graduation time with the help of studying work, thereby speeding up the transition to working life. The long-term effect is the development of the work-life equivalence of the education of visual arts in universities of applied sciences and the development of the competence of new visual artists to act as an expert in multidisciplinary working groups. The teaching model will also have a long-term impact on the teaching and content of visual arts so that the principles of sustainable development are better reflected, as they are key elements of new work. The applicant’s profile in visual arts and the creative sector in general is female-dominated and thus the working situation of young women in particular develops.