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In search of debates and vacation

After six months as University President at KTH, the summer break is almost upon us. But first a few inspiring and, I hope, thought-provoking days at the political week in Almedalen, where everything from urban planning to academic freedom and strategic partnerships will be on the agenda.

It’s a source of pride and joy to see the breadth of KTH’s research and how it’s reflected in the various panels at Almedalen. Energy solutions for the future, how remote working can benefit regional development, and what education is in a world of AI.

These are some of the topics in which representatives from KTH will be engaging and debating.

This year, there’s the opportunity to book a young expert on a panel. The idea is that more, and above all different, voices and perspectives should be heard in the debate and political discussion during Almedalen Week. This is certainly a good idea, and next year we may be joined by even more participants in the panels and seminar, bringing a wider perspective and broader experience than usual. It could be an important step in being able to better reflect opportunities for the future.

I have heard various opinions and predictions saying that Almedalen is on the decline, and that this year’s over 2,000 events may not attract as many visitors as last year, when there were 35,000 or so.

But coming together and mooting ideas is always needed in a democracy, and at a university like KTH. In this respect, Almedalen Week is vital in reflecting the times we live in, discussing the future and learning lessons from our experiences. We will have to see how this summer’s event goes, but interest initially at any rate remains high for the political week in Visby [the main city on Gotland island].

Perhaps we’ll meet in Visby the week after Midsummer…? Either way, I wish you a nice, relaxing summer break!

 

KTH’s ambassadors make a difference

KTH has some 175,000 alumni around the world – on important, exciting assignments which we hope are applying and refining the skills and knowledge they once learnt at KTH. It’s quite dizzying to think that all these people once studied something, at least 7.5 higher education credits, at KTH.

Our alumni network spans 32,000 people in 19 chapters worldwide. About 23 percent of KTH’s alumni now live and work abroad. According to a 2021 career survey at KTH, roughly one in five graduates have opted to live abroad in the past ten years. And the same survey shows this is a dream for many more.

The world has shrunk, while societal challenges are growing increasingly complex – which is to say that our former students are making great contributions around the world, and perhaps that home is now, far more than just 20 years ago, the place where people choose to work and make a career – regardless of country and continent.

This not only shows that our students are sought-after on the global labour market, but it also reflects KTH’s international status as a university.

From the alumni event in the USA in May. (Photo: Linnea Dicksen)

In early May, a Swedish delegation visited the US and had the opportunity to meet alumni in San Francisco’s Silicon Valley, the Mecca of innovation. This is home to one of our two US chapters, the other one being in New York.

I felt proud and quite emotional to meet such dedicated and inspiring people, who were passionate about their alma mater. Many of the people we met now work for major tech corporations or global Swedish companies with operations in the US.

 

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.