KTH Logo

Spotify for research – a possible path towards more open science?

Open science is extremely important – not just for the democratisation of research, but also for the quality, progress and, not least, cost-effectiveness of publications.

The term ‘open science’ refers partly to open access to scientific publications and partly to open access to research data. Both aspects have their specific challenges to consider and are currently being debated in many parts of the sector, both nationally and internationally. The Swedish government has commissioned the National Library of Sweden to develop national guidelines for open science by 1 January 2024. Recently, a two-day conference was held on the theme under the title Open Science from policy to practice in which KTH was involved.

When it comes to scientific publications, there are financial gains that publishing firms now risk losing out on if the research community can build new, innovative digital solutions for scientific publication. The conventional model is that the universities pay for the research to be conducted, then the researchers help quality assure articles submitted for assessment (often without being paid) and then the same researchers have to pay to read the articles once they have been published.

The publishing industry is therefore protecting its business models and is naturally reluctant to change. In the past, the universities have paid to access and read the articles, while nowadays open access to the material is often guaranteed through paying for publication instead. Or in fact, both models still exist, some publications are still closed behind subscription services and others are open by means of publication fees. In practice, there are many variations on how the articles are made available with combinations of open and closed access and different types of fees. The models have names like diamond, green, gold or hybrid.

Whatever the solution, all the attempts to maintain the conventional, costly model for scientific publication are contrary to the concept of open science, and significant sums are being transferred from research to publishing firms. The publishers’ business models are therefore clear obstacles to open science. In an ideal world, a ‘Spotify revolution’ would take place where the powerful position of the publishing firms is broken, or at least fundamentally changed, and where the research community steps forward and, within the framework of digital solutions, makes research openly available – without compromising on quality and without the publishing firms acting as costly intermediaries.

This is not without its challenges. The quality control that the publishing firms are currently responsible for, the strong ‘brands’ of individual titles and the importance that universities attach to publication data and the impact values of the journals in all kinds of assessment must in that case be managed differently. There are also people who vigorously defend the publication model, and who are prepared to fight for it, while at the same time community-driven publication models are being developed where the researchers themselves are in control of the journals.

We are clearly somewhere in the middle of a transition to open access and we must stand firm so that we do not go back to costly models, where the only change is in the method of charging high fees from subscription to publication. The transition is being driven at both national and European level by research funders and political decision-makers, although we still lack a clear disruptor capable of fundamentally changing the conditions.

Good outlook for lifelong learning

New statistics show that lifelong learning at KTH appears to be a success, attracting a lot of applicants for the autumn semester.

KTH now provides almost 200 courses offering the latest knowledge in particular areas. Students can apply for these courses to update their knowledge and keep up with the competition, or simply to learn more and be inspired as their curiosity guides them. There is quite a variation between the different courses, with some attracting far more applicants than there are places, and others vice versa. The most popular course is programming in Python, BB1000, with 931 applicants for 100 places.

The autumn figures also show, for example, that KTH’s MSc Engineering programmes remain the most sought-after, even though there are slightly fewer applicants than last year. There are 4,995 applicants to these programmes and architecture this year, compared to 5,105 last autumn.

The gender distribution among applicants remains much the same as before, with just over 30% being female first-choice applicants. Interest in studying computer science engineering and electrical engineering is lower among women, while the proportion of female first-choice applicants to biotechnology and chemical engineering is slightly higher.

Lifelong learning entails ongoing professional development throughout an active career, whether in the form of short courses or longer programmes. Students may wish to enhance their knowledge in their current work area, or even move partly or wholly into a new field, give their career a boost and make themselves more attractive on the job market. KTH will continuously develop a range of options specifically tailored to this target group, who wish to go into, or return to, higher studies as mature students.

Sweden’s new student finance scheme for transition and retraining has vastly improved opportunities to study later on in life. The scheme is oversubscribed but will gradually be expanded over the coming years in an effort to achieve a better balance. For KTH too, this means that our lifelong learning offering is likely to increase in importance moving forward. It will also be important to strike a balance between upskilling and reskilling in the courses and programmes we offer.

We need to ask ourselves whether we should primarily strive to help people with an existing engineering degree, for example, to develop in their career, or enable those without a technical degree to start studying at more of an entry level. There are of course many opportunities for KTH to be an important player in this discussion as things develop.

KTH builds education programs for the future

Up until our 200th anniversary in 2027, the Future of Education change programme will characterise all education at KTH. It is a package of reforms based on a number of principles for revitalising our education programmes, encompassing aspects such as students’ abilities, pedagogy and campus environments.

One important lesson we learned during the pandemic is that we must build more flexible, student-centric lifelong learning, and lay an even better foundation for KTH to keep up with the competition. Higher education institutions took on the role of safety barrier to some extent during the pandemic, and overnight universities and colleges were forced to make changes to secure students’ education, partly using digital teaching and examination solutions. The key now is not to let things return to their original form but, through the Future of Education programme, to set our sights firmly forwards so that we can be open to a greater diversity of learning and education.

The new conditions for lifelong learning comprise another area that will place new demands on the education we offer in the years to come. We have to find new ways ahead both for pedagogy and for our range of courses and programmes, so that we can better reach the student groups who have already embarked on their careers.

The internationalization of our programmes also continues. We are already highly internationalized, accepting many students from other countries. It is important for the future evolution of our education that we apply the lessons we have learnt in this area.

Educational development, new forms for examination and new technology all bring fresh opportunities as well as new challenges moving forward. There is already a greater breadth of pedagogic models and forms for continuous learning in our programmes today, and it is important that we continue to make positive progress.

The Future of Education programme will include a number of change-oriented projects and will also be reviewed annually. Initiatives being launched in the near future include various kinds of development of our laboratory environments, forms for examination, our range of lifelong learning, extended recruitment, and development of our masters-level programmes, to name but a few.

Challenge-driven education the focus in Africa

To bring about change and solve actual problems in the world today, education and innovation need to come together. The way to achieve this is through challenge-driven education, an approach whereby courses and programmes are shaped around genuine societal challenges. The education is often project-led, and can relate to anything from urban planning to clean water and ergonomics.

This challenge-based approach is the main focus of the Global Development Hub, GDH, which began in 2017 in association with four African universities: University of Rwanda, University of Dar es Salaam (Tanzania), Strathmore University (Kenya) and Botho University (Botswana). Together, we have run several courses, held student exchanges and also teacher training. This also makes the GDH a focal point for our presence on the African continent.

Signing a MOU between between KTH and University of Rwanda, Rwanda Polytecnic, Rwanda Development board and National Council for Science and Technology.

In addition, last week we were able to extend our collaboration with the University of Rwanda by signing a Memorandum of Understanding, or MoU. The MoU also includes other parties in Rwanda and a broader portfolio of activities than before, including participation in research and innovation.

Rwanda is a small country in East Africa that has developed rapidly over the past 20 years, and is in different ways a fulcrum for innovation activities, enterprise and societal development in its region. The university has also received ever-better resources for its activities in recent decades, so extending our partnership with it is the right move strategically.

The challenge-driven education model is, as mentioned, pivotal to work within the GDH, but it can of course also be used for activities on campus in Stockholm.

The basic idea is the same: to find potential solutions to societal challenges by combining the challenge in education with innovative solutions. One example is OpenLab, which is run by KTH alongside several higher education institutions in the region, the City of Stockholm and Region Stockholm. It presents an opportunity for our partners to place their concrete challenges in the course and project environment provided by OpenLab.

Student democracy worth protecting

In the past few weeks, I have had the privilege to meet the newly elected Student Council of the KTH Student Union (THS). The Student Council is elected by the chapters and constitutes the very backbone of the democratic order on which THS is based.

Student involvement in the Student Union, chapters and associations is important to KTH. Not only is it the primary driver for student influence, it is also an important factor in creating a shared study and work environment for the students, one that’s both inclusive and enriching.

For more than ten years now, membership of a student union has been optional at state-run universities, having been mandatory for a long time. This means that student unions now have to actively recruit their members, and doing this obviously depends on having a well-run operation.

THS managed well in the transition to optional membership and today has a far-reaching field of operations beyond active student influence. This includes important reception activities, careers support, and a wide range of social and academic activities for students. It is good to know that THS is there as a close collaboration partner to KTH.

I have mixed emotions when I think back to student council meetings at my own alma mater, further north in Sweden, where our discussions were dominated by political debate and argument well into the small hours. At the time student union politics was strictly party political, and the council’s work was governed accordingly. Discussing matters that were relevant to university studies was far more uncommon.

Student Union Council work at KTH today seems to be quite different, with a clear focus on promoting academic success and developing KTH’s and the Union’s operations.

Positive collaboration is a guarantee of quality development in KTH’s operations in general, and education in particular. Like all other universities, KTH supports its Student Union with more than we receive in state grants. That is problematic.

A student union should be independent of the university in which it operates. A well-intentioned proposal is therefore being submitted to the government: why not double national funding for student influence from SEK 55 million to SEK 110 million? Government funding for student influence must increase to levels equivalent to before mandatory student union membership was abolished.

This will benefit everyone.