The purpose of this study is to contribute to an increased understanding of the importance of user education in relation to undergraduates´ bachelor thesis. The secondary purpose of the study was to investigate how institutional impact is reflected in student text production. The starting point of the study is an observation of user education at Södertörn University Library, where students in the process of writing their bachelor thesis in tourism participated. This student group became the focus of the study.         Through a survey, feedback was collected concerning what the students think the user education might have contributed to in relation to their thesis writing. Whether the importance of user education reflected in the papers has been investigated based on a comparative reference analysis that included bachelor theses in tourism science published between 2015 and 2017. The students' questionnaire answered in general in the support of the user education, where an increased focus on searching in databases and after scientific articles was emphasized. The comparative reference analysis also did not dispute what was expressed in the questionnaire survey although the difference was marginal to those who participated and those that did not. Based on Norman Fairclough's critical discourse analysis, it was investigated how institutional impact was reflected in selected papers. By analysing the user education and guidelines, it was possible to see how a certain type of academic discourse was reproduced in the theses. This study describes the importance of library education in several ways. The discourse analysis showed that library education has a role as a genre of governance where academic and disciplinary discourse is reproduced. The survey also showed that library education constitutes a cognitive authority towards the students, which correlated with the reference analysis.