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The exam pass rate is not the whole story

The graduation rate for Master of Science engineering programmes is the subject of periodic debate, with critics claiming that too few students who enrol on a programme go on to graduate.

For taxpayers, it is a loss if many people start a programme and do not complete it. Of those who begin an engineering degree, 55 per cent graduate within the standard duration of the programme plus three years. However, if we include those who have completed 90 per cent of the course requirements, the figure rises to 73 per cent.

Almost 60 per cent of our students secure a job before completing their final term, which explains why a large group of students enter the labour market while still having exams to sit or dissertations to finish – in other words, before completing their degree programme. If we add those who start a Master of Science in Engineering programme but ultimately graduate with a different degree, this adds a further 10 per cent.

To address the group of students who have completed almost the entire programme and found employment, but still have some outstanding modules, a focused evaluation is currently underway at KTH to gather further data. As we see that some of those who do not graduate have outstanding modules in mathematics, we are strengthening capacity in maths courses through so-called “collaborative learning”, where older students provide support to younger ones. We are also working on targeted initiatives within certain programmes and on pedagogical development to support students in their studies.

While some companies require a degree when hiring, most do not. Greater and clearer recognition of the value of a degree by the business sector prior to recruitment would, of course, be of great value in increasing graduation rates.

In other words, a significantly higher proportion than 55 per cent of the students enter the labour market. At the same time, we are working hard to create the conditions that will enable engineering students who are almost there to take the final steps required for graduation.

Nordic alliance is navigating turbulent times together

Nordic Five Tech (N5T) is an alliance of the five leading technical universities in the Nordic region: KTH and Chalmers in Sweden, Aalto in Finland, DTU in Denmark, and NTNU in Norway. This year, we gathered at KTH’s campus for our annual meeting and to celebrate the alliance’s 20th anniversary.

We discussed how universities should respond to the world order characterised by increased conflict, unrest and security risks that has emerged in recent years, with geopolitics being the main theme. These themes were covered thoroughly in keynote speeches delivered by the Finnish Ambassador to Stockholm, the CEO of IVA, and representatives from industry and academia.

As has been noted many times before, it is clear that there are now many conditions and circumstances that significantly impact university operations. We must navigate in a new way, exercising sound judgement and being aware of the risks inherent in various types of collaboration.

At the same time, it is clear that the relevance of our universities is increasing. Technical research and education are needed more than ever as technology is used to develop societal resilience and defence capabilities while global competition for technological supremacy continues.

This makes it more important than ever that we hold fast to our fundamental values of open academic discourse, free research, and a commitment to international exchange, even in these challenging new times. Rather than replacing our moral compasses with something else, we must develop and strengthen them!

I am also pleased to confirm that our five universities enjoy very close and positive relationships, and that we are part of a successful and technology-oriented family of advanced universities. With this, we are ready to take on the next 20 years!

The global situation affects our daily operations

The changed and, in many respects, more complex global situation also affects universities’ activities. We must be more discerning and careful when evaluating collaborations with universities, international recruitment and industry partnerships.

This may involve security checks, checks relating to protection legislation or export controls, and customary background checks. Maintaining good judgement in everyday life about what is compatible with laws and regulations, and what is appropriate in terms of our fundamental values of academic freedom and open science, is also important. Sometimes, things that are compatible with the regulations may still be inappropriate for other reasons.

KTH has developed a system for responsible internationalization that encompasses both formal and discretionary elements. Managers responsible for decisions regarding international collaborations, for example, should be able to receive support with complex considerations, as well as with the more regulated controls that are justified.

However, geopolitics affects us in many ways. Universities are part of societal resilience and our collective total defence capability. It is important that we have crisis and emergency plans in place, setting out which societal tasks must continue and which additional tasks may be required when society is exposed to various challenges.

KTH has many research areas characterised by potential dual use, as well as research highly relevant to defence capabilities. This leads to complex considerations about whether certain research should be carried out, and how research with special protection values should be handled.

I would say that we are well organised with regard to what is usually termed responsible internationalization, and that our capabilities are constantly evolving to meet the need to be as open as possible while remaining as closed as necessary.

We have also established a centre for total defence to better fulfil our role in society’s total defence, making use of our broad expertise in areas important for total defence. This means we must define activities that are important for society and total defence. We ensure compliance with security protection legislation and export control regulations, and analyse key vulnerabilities and protection values.

The situation today is far removed from that which we faced just four or five years ago. Developments have been rapid. Although there is still work to be done, we have come a long way.

Valuable and inspiring commitment

A spirit of openness and strong commitment defined the atmosphere when the Student Union Council — the highest decision-making body of the THS Student Union at KTH — gathered the other evening. Once again, I was reminded of the vital role that the THS Student Union plays in KTH’s success.

Studying at KTH is often demanding. Succeeding in your education requires prior knowledge and hard work. But alongside your studies, you also need an inclusive and stimulating learning environment. This means students should feel secure and find opportunities to grow by getting involved in the union, its chapters, and its associations. By organizing student influence and acting as an umbrella organization for the 22 chapters within the organisation THS creates significant value that benefits us all.

The physical environment is one part of this. KTH strives to provide optimal learning environments in the form of seminar rooms, lecture halls, and group rooms, as well as ensuring that study spaces are available. The campus was crowded last autumn, but as the number of students decreases and adjustments to the premises are made, the campus environment will improve.

The social environment is another important factor. Thanks to the fantastic reception that kicked off the fall semester, many students got involved in welcoming new students. It will soon be time again to plan the autumn reception, in which around a hundred students will spend two days learning about the organization, purpose, and implementation of the reception. Our newcomers should have a positive and welcoming first experience with the campus, KTH, and THS Student Union.

Our commitment to Dare to Care is also part of today’s study environment. Dare to Care aims to foster the readiness and ability to respond when someone is subjected to various forms of undesirable behavior, including harassment and sexual abuse.

Strong camaraderie among students is also important, of course. This means being willing and ready to help, mentor, build long-term relationships, and create security by getting to know and trust each other. I don’t think you can overestimate the importance of THS and its chapters in achieving this.

KTH is ready for the engineers of the future

Sweden needs more engineers. KTH can educate them. Its STEM strategy states that the number of students studying science and technology should increase from 83,000 to 90,000 at the latest within ten years. Achieving this seems like simple maths, as the needs of the labour market, the government’s goals and KTH’s capacity are all pointing in the same direction. But it’s not that simple.

Each year, the government sets a ceiling amount for each educational institution. This is the maximum amount that the educational institution can receive as compensation for education provided during a given year, expressed in Swedish kronor. Each student represents a deduction from the ceiling amount according to a list of compensation amounts per student that the government decides on each year. A full-time engineering student who passes all their courses in one year gives the university an income of 120,000 SEK.

In other words, the ceiling amount reflects the scale of the educational mandate assigned to each higher education institution. Despite the clear correlation between the needs of the labour market, the government’s objectives and KTH’s capabilities, our ceiling amount has been reduced in recent years. This means that we are accepting fewer new students each year.

A few weeks ago, the President of Chalmers and I wrote an opinion piece about this in DN (in Swedish) h. This has also prompted comments in a number of different newspapers. Our message is being heard, and we look forward to continuing the dialogue with our client on these issues in order to improve the long-term supply of skills to meet the needs of industry and administration.

We are also developing our course range, refining and improving our teaching methods. Our agenda includes active measures to strengthen the quality of our educational environment and improve access to experimental environments for students. We are planning for the future, and as I mentioned, we are ready to welcome more students to KTH.