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AI races ahead while campus estate management stalls

Surely everyone has noticed that an AI revolution is currently underway. This technological shift will bring about major changes, even if we currently find it difficult to grasp the full extent of what is happening.

This is often the case with major technological shifts. When the steam engine, electricity or the telephone first appeared, it was also hard to predict the societal changes that would follow.

AI, on the other hand, is not new. Research has been ongoing for decades, but it is only in recent years that its applications have had a widespread impact. Today, we recognise that research methods will also undergo fundamental change. With the help of AI, increasingly complex research problems can be formulated and solved more quickly than ever before. Large volumes of data can be processed rapidly, and scientific breakthroughs that would otherwise have taken years can now be achieved much more quickly thanks to access to advanced computing power.

AI is already transforming research methods, as well as the conditions for business and the public sector. Complex problems can be analysed more quickly, large volumes of data can be handled more efficiently, and new products and services are emerging at a rapid pace.

Universities have a special role to play in this development. On the one hand, the new knowledge on which AI is based is generated through successful research. On the other hand, AI is transforming the content of education and research itself. We must remain at the forefront of knowledge development while also finding time to study and address the ethical, environmental, and social consequences of this technological shift.

Universities suddenly find themselves at the centre of a technological arms race in a geopolitically turbulent world where science, diplomacy and international conflicts are intertwined in ways that politics, academia and the business sector are not accustomed to dealing with. This therefore requires rigorous yet agile and adaptable analysis, along with clear priorities, so that Sweden and Europe can take responsibility, foster independence, and reduce vulnerability.

If I had written about this topic a year ago, or were to write about it a year from now, the text would be completely different, simply because developments are moving so rapidly. This is in stark contrast to another topic I often write about: akademiska hus and the provision of university premises. In that area, developments are so slow that every piece of writing on the subject seems just as relevant year after year. Imagine if it were the other way around 🙂

Developments hardly ever take a summer break, but I hope that many of you will have the chance to do so. Summer greetings from Almedalen!

It’s time for the Quarneval

The Quarneval parade will pass through Stockholm on Saturday 16 May, starting from KTH at 14:08.

This student-run event takes place every three years, with a large number of students involved as organisers and participants. It’s also something of a public festival for both the general public and students at KTH and our neighbouring universities. So do take the opportunity to join in and experience the students’ creativity, playfulness and enjoy all the floats along the parade route, which starts and ends at the KTH Campus on Valhallavägen!

Student life involves hard work and a constant drive to achieve good academic results and, eventually, a degree. However, there are also plenty of opportunities to get involved in a wide range of other activities, such as through the student union and its sections, student revues, the freshers’ welcome and Quarnevalen, to name a few.

Everything that surrounds your studies helps to make your time as a student more fulfilling and enriching. Getting involved in student life also brings students together, fostering a sense of inclusion and security on campus and among the student body as a whole. We don’t always fully express our appreciation for the value that students create for each other, KTH and the future.

To everyone in Stockholm: Don’t forget to head into town and check out the Quarneval on Saturday!

Extra education funding: a small step ahead

On April 13, the spring supplementary budget was presented, including an injection of 14,4 million kronor into our educational mandate for 2026 and double that amount for the following two years. The argument is that the Swedish labour market needs more Masters of Science in Engineering.

This represents an increase of just under one per cent of our ceiling amount and provides us with the extra resources needed to fulfil our educational mandate. Otherwise, we have been struggling to reduce student numbers in order to adapt to a shrinking mandate.

While this will make the reduction somewhat less severe, it is, of course, still a reduction in the number of students on Master of Science in Engineering programme compared with the previous year.

Nevertheless, it is positive that the government is prioritising this issue. It demonstrates an understanding of the needs of our high level of applicants and the opportunities this presents in terms of providing more young people with the chance to pursue higher education.

In our budget proposal, we argued that the need was far greater than the 14,4 million SEK (or 28,8 million next year), but this is nonetheless a step in the right direction. I hope that this issue has now been raised and will result in more forward-looking decisions in future.

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.

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.