{"id":1288,"date":"2024-11-12T16:30:39","date_gmt":"2024-11-12T15:30:39","guid":{"rendered":"https:\/\/www.kth.se\/blogs\/itm-management\/?p=1288"},"modified":"2024-11-13T14:50:57","modified_gmt":"2024-11-13T13:50:57","slug":"the-role-of-a-ga-looking-to-the-future","status":"publish","type":"post","link":"https:\/\/www.kth.se\/blogs\/itm-management\/2024\/11\/the-role-of-a-ga-looking-to-the-future\/","title":{"rendered":"The role of a GA \u2013 looking to the future"},"content":{"rendered":"<div class=\"post-content-wrapper\"><p>In English further down.<\/p>\n<h2>En GA:s roll \u2013 att spana mot framtiden<\/h2>\n<p>Uppdraget som Grundutbildningsansvarig (GA) p\u00e5 en av KTH:s skolor \u00e4r sp\u00e4nnande! En GA ing\u00e5r i m\u00e5nga olika sammanhang vilket betyder att jag f\u00e5r vara en del av mycket av det som h\u00e4nder fram\u00f6ver p\u00e5 KTH. De s\u00e5 kallade \u201dreformagendorna\u201d ska ge oss ramverk f\u00f6r de n\u00e4rmaste \u00e5rens utveckling.<\/p>\n<p><a href=\"https:\/\/intra.kth.se\/itm\/styrdokument\/itm-skolans-reformagenda-1.916587\">ITM:s Reformagenda<\/a><\/p>\n<p><a href=\"https:\/\/intra.kth.se\/styrning\/framtidens-utbildning\/beslut\/inriktning-utbildningsutbud-1.1332147\">Rektors inriktningsbeslut avseende KTH:s utbildningsutbud<\/a><\/p>\n<p>Mycket av GA-arbetet de kommande \u00e5ren handlar om att omvandla inneh\u00e5llet i de b\u00e5da planerna till aktiviteter vi g\u00f6r tillsammans f\u00f6r att ta oss till framtiden.<\/p>\n<p>Arbetet som vice GA de senaste \u00e5ren har ofta handlat om ITM:s (och KTH:s) kvalitetsarbete. I denna f\u00f6rsta blogg tar jag mig friheten f\u00f6rs\u00f6ka ge en \u00f6verblick av hur de olika delarna i v\u00e5rt kvalitetsarbete h\u00e4nger ihop. Ni som l\u00e4ser detta f\u00e5r g\u00e4rna ge mig feedback p\u00e5 om ni ser att det fungerar p\u00e5 ett annat s\u00e4tt fr\u00e5n ert perspektiv.<\/p>\n<h3>Internt p\u00e5 ITM<\/h3>\n<p>P\u00e5 ITM har Fakultetsn\u00e4mnden ett \u00f6vergripande ansvar f\u00f6r kvalitetssystemet i utbildningen medan FA och GA har ansvaret att till\u00e4mpa systemet p\u00e5 ett genomt\u00e4nkt s\u00e4tt.<\/p>\n<p>Under h\u00f6sten har vi genomf\u00f6rt programanalyser som sammanst\u00e4llts och kompletterats till en skolrapport f\u00f6r GRU. Tack alla PA, SR, programhandl\u00e4ggare och andra som bidrog till att allt underlag kom fram och sammanst\u00e4lldes. Utan era insatser hade vi inte kunnat l\u00e4mna in en genomt\u00e4nkt skolrapport.<\/p>\n<p>Till skolrapporten fogas en handlingsplan som visar vilka prioriterade aktiviteter f\u00f6r GRU-utveckling ITM planerar att genomf\u00f6ra de n\u00e4rmaste tv\u00e5 \u00e5ren. Dessa aktiviteter landar under de olika delarna av ITM:s reformagenda.<\/p>\n<p>I handlingsplanen som vi l\u00e4mnade in finns f\u00f6ljande punkter:<\/p>\n<ul>\n<li>Fortsatt utveckling av hur vi arbetar med m\u00e5lmatriser i syfte att komma djupare in i den konstruktiva l\u00e4nkningen av examensm\u00e5l \u00f6ver hela programmet. M\u00e5lmatriserna \u00e4r bra om de fungerar men det blir l\u00e4tt en \u00f6vning d\u00e4r man s\u00e4tter kryss i rutor. Det fulla v\u00e4rdet kommer n\u00e4r vi g\u00e5r djupare in i vad kryssen betyder i form av kursers genomf\u00f6rande i programmen.<\/li>\n<li>St\u00f6d till fakultetsn\u00e4mnden i form av utvecklade underlag f\u00f6r inr\u00e4ttande och revidering av kurser. I dagsl\u00e4get f\u00e5r fakultetsn\u00e4mnden ett mycket begr\u00e4nsat underlag f\u00f6r sitt beslutsfattande. Det g\u00f6r att det blir n\u00e4stan om\u00f6jligt att avg\u00f6ra om kurser kommer m\u00f6ta kriterierna i KTH:s styrande dokument vad g\u00e4ller kvalitet i grundutbildningen.<\/li>\n<li>Programutvecklingsr\u00e5d i samverkan med SCI. M\u00e5nga av kurserna p\u00e5 programmen ITM f\u00f6rvaltar ges av SCI-skolan. S\u00e5 en samverkan kring programutveckling b\u00f6r bli ganska naturligt.<\/li>\n<li>Verktyg och processer f\u00f6r kursutveckling. Under 2025 kommer det nya, mer automatiserade, IT-verktyget f\u00f6r kursv\u00e4rdering och kursanalys tas i drift. Med det kommer ocks\u00e5 former f\u00f6r att flagga kurser f\u00f6r krav p\u00e5 \u00e5tg\u00e4rdsplaner. Den flaggningen kan ske b\u00e5de av studenter och oss sj\u00e4lva. Formaliseringen av kravet p\u00e5 \u00e5tg\u00e4rdsplanen kommer kr\u00e4va ett genomt\u00e4nkt arbetss\u00e4tt p\u00e5 institutionerna f\u00f6r att minimera risken f\u00f6r att kravet p\u00e5 \u00e5tg\u00e4rdsplanen upplevs som ett hinder snarare \u00e4n ett st\u00f6d.<\/li>\n<li>Utvecklad f\u00f6rm\u00e5ga att arbeta med \u201dkonfliktrika problem\u201d. Vi vet alla att det finns m\u00e5nga m\u00e5lkonflikter i v\u00e5r vardag. Om vi prioriterar ett perspektiv \u00e4r risken stor att vi missar ett annat. Fr\u00e5gan om ekonomi i balans v. h\u00e5llbar arbetsmilj\u00f6 \u00e4r bara ett exempel. H\u00e4r beh\u00f6ver vi t\u00e4nka igenom vilka sorters m\u00e5lkonflikter som finns i v\u00e5r egen vardag, s\u00e4tta ord p\u00e5 dessa och b\u00f6rja leta former f\u00f6r att ta oss igenom situationen trots m\u00e5lkonflikterna. Ju duktigare vi blir p\u00e5 detta sj\u00e4lva desto enklare blir det sedan att ta med sig erfarenheterna in i undervisningen.<\/li>\n<li>Kompetensutveckling inom JML. Enhetscheferna b\u00f6rjade och alla PA har fortsatt med en JML-kurs i syfte att arbeta med dessa fr\u00e5gor p\u00e5 ett bra s\u00e4tt. Denna kompetens beh\u00f6ver sedan spridas vidare s\u00e5 att det i slut\u00e4ndan leder till att \u00e4ven v\u00e5ra studenter blir duktiga p\u00e5 att agera JML-positivt.<\/li>\n<\/ul>\n<p>M\u00e5nga av oss som \u00e4r involverade i grundutbildningen p\u00e5 olika s\u00e4tt kommer att bli delar av arbetet med punkterna ovan. Det g\u00e5r kanske inte att s\u00e4ga exakt hur i dagsl\u00e4get men m\u00e5lbilden \u00e4r att vi ska genomf\u00f6ra detta arbete p\u00e5 ett s\u00e5 kollegialt (inklusive studentsamverkan) s\u00e4tt som m\u00f6jligt. Delar av det har redan startat.<\/p>\n<h3>Gemensamt p\u00e5 KTH<\/h3>\n<p>Parallellt med att vi g\u00f6r aktiviteter p\u00e5 ITM s\u00e5 p\u00e5g\u00e5r ett arbete p\u00e5 KTH-niv\u00e5. Fakultetsr\u00e5det har ett \u00f6vergripande ansvar f\u00f6r att KTH:s forskning och grundutbildning h\u00e5ller r\u00e4tt kvalitet. Men fakultetsr\u00e5det har inga egna resurser f\u00f6r att utf\u00f6ra arbete. Arbetet sker i andra sammanhang:<\/p>\n<ul>\n<li>Ett s\u00e5dant sammanhang \u00e4r Framtidens utbildning d\u00e4r det drivs ett antal projekt som alla syftar till att utveckla KTH:s f\u00f6rm\u00e5ga att m\u00f6te omv\u00e4rldens krav p\u00e5 oss p\u00e5 ett genomt\u00e4nkt och h\u00e5llbart s\u00e4tt.<\/li>\n<li>N\u00e4sta sammanhang d\u00e4r samordning sker \u00e4r Grundutbildningsutskottet. D\u00e4r diskuterar Dekanus och GA-gruppen kvalitetsfr\u00e5gor som sedan kan tas vidare till aktiviteter i andra sammanhang. Fr\u00e4mst \u00e4r det p\u00e5 skolorna som dessa aktiviteter sedan genomf\u00f6rs med \u00e4ven verksamhetsst\u00f6det kan bli involverat.<\/li>\n<\/ul>\n<p>Fakultetsr\u00e5det genom Dekanus, GA-gruppen och kollegorna inom Framtidens utbildning samverkar om hur vi tillsammans kan underl\u00e4tta arbetet med att f\u00f6rverkliga KTH:s utvecklingsstrategier.<\/p>\n<h3>Den stora utmaningen<\/h3>\n<p>Det \u00e4r relativt l\u00e4tt att rita upp ett teoretiskt kvalitetssystem p\u00e5 papper: n\u00e5gra rutor som beskriver steg i en process och sedan lite feedback-pilar s\u00e5 har de flesta fattat principen. Att skapa ett fungerande systematiskt kvalitetsarbete i v\u00e5r komplexa verksamhet som upplevs som ett st\u00f6d av oss, och inte en belastning, \u00e4r en helt annan sak.<\/p>\n<p>I dagsl\u00e4get har vi utvecklade verktyg och metoder f\u00f6r att m\u00f6ta de legala krav vi har p\u00e5 oss som statlig myndighet som bedriver h\u00f6gre utbildning. Det vi har kvar att \u00e5stadkomma \u00e4r att skapa arbetsformer som vi sj\u00e4lva upplever g\u00f6r det enklare f\u00f6r oss att g\u00f6ra ett bra arbete.<\/p>\n<p>Denna senare del ser jag fram mot att arbeta fram tillsammans med alla duktiga medarbetare p\u00e5 ITM-skolan under det kommande \u00e5ret.<\/p>\n<p>\/ Gabriel Montgomery, Grundutbildningsansvarig p\u00e5 ITM-skolan<\/p>\n<p>&nbsp;<\/p>\n<h2><strong>The role of a GA \u2013 looking to the future<\/strong><\/h2>\n<p>Being a Director of First and Second Cycle Education (GA) at one of KTH\u2019s schools is an exciting assignment! The role involves participating in various contexts, allowing me to be part of much of KTH\u2019s future development.<\/p>\n<p>The so-called &#8220;reform agendas&#8221; will guide our work over the coming years.<\/p>\n<p><a href=\"https:\/\/intra.kth.se\/itm\/styrdokument\/itm-skolans-reformagenda-1.916587\">ITM\u2019s Reform agenda<\/a><\/p>\n<p><a href=\"https:\/\/intra.kth.se\/styrning\/framtidens-utbildning\/beslut\/inriktning-utbildningsutbud-1.1332147\">The President&#8217;s Orientation decision regarding the design of KTH&#8217;s programme offerings (Swe)<\/a><\/p>\n<p>Much of the GA\u2019s work in the coming years will involve translating these reform agendas into tangible actions that move us toward our goals.<\/p>\n<p>In recent years, the Deputy Director of First and Second Cycle Education\u2019s focus has often been on quality work at ITM and KTH. In this first blog post, I\u2019ll try to provide an overview of how the various parts of our quality work fit together. Please feel free to share any feedback or perspectives you may have.<\/p>\n<h3><strong>Internally at ITM<\/strong><\/h3>\n<p>At ITM, the Faculty Board holds overall responsibility for the educational quality system, while the FA (Director of doctoral education) and GA are responsible for applying it thoughtfully. This fall, we\u2019ve conducted programme analyses, which we\u2019ve compiled and supplemented into a school report for GRU (undergraduate education). Many thanks to all the program directors, directors of studies, program administrators, and others who contributed; your efforts made a comprehensive report possible.<\/p>\n<p>An action plan accompanies the school report, detailing the priority GRU development activities ITM intends to implement over the next two years. These activities are aligned with ITM\u2019s reform agenda and include:<\/p>\n<ul>\n<li><strong>Goal Matrices Development<\/strong>: Further improving how we use goal matrices to link program objectives more constructively across programs. While the matrices are useful if done well, they can sometimes become simple box-ticking exercises. Real value comes when we interpret what these checks mean for course completion within the programs.<\/li>\n<li><strong>Faculty Board Support<\/strong>: Enhancing documentation for course establishment and revision. Currently, the Faculty Board\u2019s limited information makes it difficult to assess whether courses meet KTH\u2019s quality standards.<\/li>\n<li><strong>Program Development Council Collaboration with the SCI School<\/strong>: Working closely with the SCI school, which provides many courses in ITM\u2019s programs, to foster program development.<\/li>\n<li><strong>Tools and Processes for course development<\/strong>: Launching a more automated IT tool in 2025 for course evaluation and analysis, with options to flag courses needing action plans. Both students and faculty will contribute to this. Action plan requirements need thoughtful departmental approaches to ensure they are seen as supportive rather than burdensome.<\/li>\n<li><strong>Working with \u201cconflictual problems\u201d<\/strong>: Managing conflicting objectives, such as balancing economic goals with a sustainable work environment, is a common challenge. The more we practice handling these tensions in our daily lives, the more we can bring that experience into our teaching.<\/li>\n<li><strong>JML competence development<\/strong>: JML training has begun for unit managers and PAs to improve handling these issues. This expertise will then extend to students, equipping them to act in JML-positive ways.<\/li>\n<\/ul>\n<p>Many of us involved in first and second cycle education will contribute to this work. While exact roles are still being defined, the goal is to proceed in a collegial way that includes student collaboration. Some parts are already underway.<\/p>\n<h3><strong>Together at KTH<\/strong><\/h3>\n<p>Parallel to ITM\u2019s activities, KTH is also working on quality improvements. The Faculty Council holds overall responsibility for ensuring the quality of KTH\u2019s research and first and second cycle education but does not carry out the work itself. Instead, this happens in different contexts:<\/p>\n<ul>\n<li><strong>Future Education<\/strong>: Projects within this initiative are focused on developing KTH\u2019s capabilities to meet external demands sustainably.<\/li>\n<li><strong>First and Second Cycle Education Committee<\/strong>: The Dean and GA group discuss quality issues here that are then implemented primarily within the schools, sometimes with the support of operational units.<\/li>\n<\/ul>\n<p>The Faculty Council, together with the Dean of Faculty, GA group, and colleagues in the Future Education, collaborate on realizing KTH\u2019s development strategies.<\/p>\n<h3><strong>The Big Challenge<\/strong><\/h3>\n<p>It\u2019s easy enough to outline a quality system on paper, with boxes for steps and arrows for feedback. But creating a functional quality system that supports rather than burdens us in our complex environment is quite another task.<\/p>\n<p>Currently, we have tools and methods to meet our legal requirements as a government higher education institution. But we still need to establish working methods that we feel genuinely help us do our best work.<\/p>\n<p>I look forward to focusing on this latter goal together with all the talented employees at the ITM School in the coming year.<\/p>\n<p>\/ Gabriel Montgomery, Director of First and Second Cycle Education at ITM<\/p>\n<p>&nbsp;<\/p>\n<\/div>","protected":false},"excerpt":{"rendered":"<p>In English further down. En GA:s roll \u2013 att spana mot framtiden Uppdraget som Grundutbildningsansvarig (GA) p\u00e5 en av KTH:s skolor \u00e4r sp\u00e4nnande! En GA ing\u00e5r i m\u00e5nga olika sammanhang vilket betyder att jag f\u00e5r vara en del av mycket av det som h\u00e4nder fram\u00f6ver p\u00e5 KTH. De s\u00e5 kallade \u201dreformagendorna\u201d ska ge oss ramverk [&hellip;]<\/p>\n","protected":false},"author":1493,"featured_media":1267,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"inline_featured_image":false,"footnotes":"","jetpack_post_was_ever_published":false},"categories":[18,59],"tags":[],"class_list":["post-1288","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-director-of-first-and-second-cycle-education","category-gabriel-montgomery"],"jetpack_sharing_enabled":true,"jetpack_shortlink":"https:\/\/wp.me\/p6P3xp-kM","jetpack_featured_media_url":"https:\/\/www.kth.se\/blogs\/itm-management\/files\/2024\/10\/Gabriel-Montgomery-1000-563.jpg","_links":{"self":[{"href":"https:\/\/www.kth.se\/blogs\/itm-management\/wp-json\/wp\/v2\/posts\/1288","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.kth.se\/blogs\/itm-management\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.kth.se\/blogs\/itm-management\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.kth.se\/blogs\/itm-management\/wp-json\/wp\/v2\/users\/1493"}],"replies":[{"embeddable":true,"href":"https:\/\/www.kth.se\/blogs\/itm-management\/wp-json\/wp\/v2\/comments?post=1288"}],"version-history":[{"count":2,"href":"https:\/\/www.kth.se\/blogs\/itm-management\/wp-json\/wp\/v2\/posts\/1288\/revisions"}],"predecessor-version":[{"id":1293,"href":"https:\/\/www.kth.se\/blogs\/itm-management\/wp-json\/wp\/v2\/posts\/1288\/revisions\/1293"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/www.kth.se\/blogs\/itm-management\/wp-json\/wp\/v2\/media\/1267"}],"wp:attachment":[{"href":"https:\/\/www.kth.se\/blogs\/itm-management\/wp-json\/wp\/v2\/media?parent=1288"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.kth.se\/blogs\/itm-management\/wp-json\/wp\/v2\/categories?post=1288"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.kth.se\/blogs\/itm-management\/wp-json\/wp\/v2\/tags?post=1288"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}