{"id":1529,"date":"2026-09-08T11:38:34","date_gmt":"2026-09-08T09:38:34","guid":{"rendered":"https:\/\/www.kth.se\/blogs\/itm-management\/?p=1529"},"modified":"2026-09-08T11:38:34","modified_gmt":"2026-09-08T09:38:34","slug":"our-intensive-development-work-takes-shape","status":"publish","type":"post","link":"https:\/\/www.kth.se\/blogs\/itm-management\/2026\/09\/our-intensive-development-work-takes-shape\/","title":{"rendered":"Our intensive development work takes shape"},"content":{"rendered":"

In English further down.<\/p>\n

V\u00e5rt intensiva utvecklingsarbete tar form<\/h2>\n

D\u00e5 k\u00f6r vi i g\u00e5ng igen. Tempot under f\u00f6rra h\u00f6stterminen var tydligen inte s\u00e5 ovanligt som jag trodde. \u00c5terigen beh\u00f6ver mycket h\u00e4nda p\u00e5 kort tid om n\u00f6dv\u00e4ndiga f\u00f6r\u00e4ndringar i v\u00e5r programportf\u00f6lj inte ska f\u00f6rsenas med ett \u00e5r eller mer.<\/p>\n

Den h\u00e4r h\u00f6sten har vi dock principerna f\u00f6r grundutbildningen p\u00e5 ITM att luta oss mot, tillsammans med fakultetsn\u00e4mndens f\u00e4rska beslut att forts\u00e4tta med Scenario 2<\/strong>, ett av de tv\u00e5 scenarier som arbetades fram i v\u00e5ras.<\/p>\n

Grundtanken med Scenario 2 \u00e4r att skapa en s\u00e5 stor gemensam bas som m\u00f6jligt under de tre f\u00f6rsta studie\u00e5ren. Genom olika kurspaket inom specifika teknikomr\u00e5den ska studenterna f\u00e5 de f\u00f6rkunskaper som kr\u00e4vs f\u00f6r att kunna s\u00f6ka s\u00e5 m\u00e5nga av ITM-skolans masterprogram som m\u00f6jligt, helst alla.<\/p>\n

Samtidigt skapar vi en gemensam struktur f\u00f6r att genomf\u00f6ra n\u00f6dv\u00e4ndiga f\u00f6r\u00e4ndringar inom omr\u00e5den som AI, ingenj\u00f6rsm\u00e4ssighet och h\u00e5llbar utveckling. M\u00e5let \u00e4r att st\u00e4rka progressionen och skapa tydligare utbildningsv\u00e4gar genom programmen.<\/p>\n

Arbetet med att konkretisera vad Scenario 2 betyder f\u00f6r v\u00e5ra program har nu p\u00e5b\u00f6rjats, och all fakultet, kanske specifikt programansvariga, kommer att involveras under h\u00f6sten f\u00f6r att spika f\u00f6r\u00e4ndringarna i detalj. Fakultetsn\u00e4mnden har till exempel betonat vikten av att studenter tidigt f\u00e5r arbeta kreativt och projektbaserat, g\u00e4rna tillsammans med studenter fr\u00e5n andra program. Tanken \u00e4r att kombinera detta med en stark teknisk och naturvetenskaplig grund och samtidigt ge studenterna en b\u00e4ttre f\u00f6rst\u00e5else f\u00f6r teknikens roll i samh\u00e4llet.<\/p>\n

Ambitionen \u00e4r att koppla samman resultaten fr\u00e5n programgenomlysningarna i september med arbetet kring Scenario 2 och f\u00f6rhoppningsvis ha en tillr\u00e4ckligt tydlig v\u00e4g fram\u00e5t att diskutera under halv\u00e5rsm\u00f6tena och kvalitetsr\u00e5det i oktober.<\/p>\n

Det finns dock m\u00e5nga fler forum f\u00f6r utbildning p\u00e5 KTH, exempelvis PriU-grupper och Stortr\u00e4ffen. Jag hoppas att ni tar tillvara de perspektiv och id\u00e9er som lyfts d\u00e4r, kopplar dem till ert eget arbete och hj\u00e4lper oss att f\u00f6ra dem vidare i skolans utvecklingsarbete.<\/p>\n

Jag tar som alltid g\u00e4rna emot tankar och id\u00e9er kring hur vi b\u00f6r g\u00e5 vidare.<\/p>\n

\/Fredrik Asplund, Grundutbildningsansvarig p\u00e5 ITM-skolan<\/p>\n

Our intensive development work takes shape<\/h2>\n

Here we go again. It turns out that the pace of last autumn was not as unusual as I thought. Once again, a great deal needs to happen in a short period of time if the necessary changes to our programme portfolio are not to be delayed by a year or more.<\/p>\n

This autumn, however, we have the ITM principles for first-cycle education to guide us, together with the Faculty Board’s recent decision to continue with Scenario 2<\/strong>, one of the two scenarios developed earlier this spring.<\/p>\n

The core idea behind Scenario 2 is to create as large a common foundation as possible during the first three years of study. Through different course packages within specific engineering fields, students will gain the prerequisites needed to apply to as many of ITM’s master’s programmes as possible, ideally all of them.<\/p>\n

At the same time, we are creating a shared framework for implementing necessary changes in areas such as AI, engineering practice and sustainable development. The goal is to strengthen progression and provide clearer pathways through our programmes.<\/p>\n

Work has now begun to translate Scenario 2 into concrete changes for our programmes, and the entire faculty, particularly programme directors, will be involved throughout the autumn as we finalise the details. For example, the Faculty Board has highlighted the importance of giving students opportunities to work creatively and in project-based settings early in their studies, preferably alongside students from other programmes. The aim is to combine this with a strong technical and scientific foundation while also helping students develop a better understanding of the role of technology in society.<\/p>\n

Our ambition is to connect the findings from the programme reviews in September with the work around Scenario 2 and, hopefully, have a sufficiently clear direction to discuss at the mid-year meetings and in the Quality Council in October.<\/p>\n

There are, of course, many other forums for discussing education at KTH, including the PriU groups and Stortr\u00e4ffen. I hope you will take the perspectives and ideas raised in those forums, connect them to your own work and help bring them into the school’s ongoing development efforts.<\/p>\n

As always, I welcome your thoughts and ideas on how we should move forward.<\/p>\n

\/Fredrik Asplund, Director of First- and Second Cycle Education<\/p>\n<\/div>","protected":false},"excerpt":{"rendered":"

In English further down. V\u00e5rt intensiva utvecklingsarbete tar form D\u00e5 k\u00f6r vi i g\u00e5ng igen. Tempot under f\u00f6rra h\u00f6stterminen var tydligen inte s\u00e5 ovanligt som jag trodde. \u00c5terigen beh\u00f6ver mycket h\u00e4nda p\u00e5 kort tid om n\u00f6dv\u00e4ndiga f\u00f6r\u00e4ndringar i v\u00e5r programportf\u00f6lj inte ska f\u00f6rsenas med ett \u00e5r eller mer. Den h\u00e4r h\u00f6sten har vi dock principerna […]<\/p>\n","protected":false},"author":1519,"featured_media":0,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"inline_featured_image":false,"footnotes":"","jetpack_post_was_ever_published":false},"categories":[18,62],"tags":[],"class_list":["post-1529","post","type-post","status-publish","format-standard","hentry","category-director-of-first-and-second-cycle-education","category-fredrik-asplund"],"jetpack_sharing_enabled":true,"jetpack_shortlink":"https:\/\/wp.me\/p6P3xp-oF","jetpack_featured_media_url":"","_links":{"self":[{"href":"https:\/\/www.kth.se\/blogs\/itm-management\/wp-json\/wp\/v2\/posts\/1529","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\/1519"}],"replies":[{"embeddable":true,"href":"https:\/\/www.kth.se\/blogs\/itm-management\/wp-json\/wp\/v2\/comments?post=1529"}],"version-history":[{"count":1,"href":"https:\/\/www.kth.se\/blogs\/itm-management\/wp-json\/wp\/v2\/posts\/1529\/revisions"}],"predecessor-version":[{"id":1530,"href":"https:\/\/www.kth.se\/blogs\/itm-management\/wp-json\/wp\/v2\/posts\/1529\/revisions\/1530"}],"wp:attachment":[{"href":"https:\/\/www.kth.se\/blogs\/itm-management\/wp-json\/wp\/v2\/media?parent=1529"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.kth.se\/blogs\/itm-management\/wp-json\/wp\/v2\/categories?post=1529"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.kth.se\/blogs\/itm-management\/wp-json\/wp\/v2\/tags?post=1529"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}