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CV Anne Håkansson

PERSONAL DATA: Anne Håkansson

Anne Håkansson

Docent in Computer Science

Senior Lecturer in Software and Computer Systems


Date of Birth: March, 2nd, 1963

Gender: Female


The Royal Institute of Technology

Department of Software and Computer Systems

Electrum 229, ISAFJORDSGATAN 39

SE-164 40 Kista


Phone 0046 8 790 40 41




Present employment

Lecturer in Computer Science at ICT-school /EECS-school, KTH, (March 2010 -  )

Director of Studies, Bachelor and Master Thesis, ICT-school /EECS-school, KTH, (2012 -)

Full professor at UiT The Arctic University of Norway (1 Aug 2018 - )

Previous periods of employment

Guest professor at Department of Engineering Cybernetics, NTNU Norwegian University of Science and Technology, Trondheim, Norway (August 2020 - July 2022)

Senior Lecturer in Computer and System Sciences at DSV, Stockholm University, (2008-  March 2010)

Director of Studies, PhD students in Computer Science, Stockholm University, September 2008 – March 2010

Senior Lecturer in Computer and System Sciences at DSV, Uppsala University, (1993- 2008)

Director of Studies, bachelor and master in Computer Science, Uppsala University, since November 2002 - 2008)

Since 1993, I have been working on and off with teaching up to 100%, with a break for Ph.D. studies 970101-021031 (These studies included 20% teaching):

vt 2006 to 2009 Senior lecturer, Uppsala University.

ht 2002 – 2006 Adjunct 100% with 75% as Director of Studies/Program Coordinator and 25% teaching.

vt 2002 Research Assistant

vt 1997 – ht 2001 Ph D studies with 20% teaching

vt 1995 – vt 1996 Temporary Employment as Lecturer at (ABD)/Computer Science ht 1996, and Research assistant with 100% teaching

1993 Assistant (ABD)/Computer Science



Academic degrees:

1993 B.Sc

1996 M.Sc

2004 Ph.D

2006 Associate Professor

Pedagogic A 5p

Pedagogic B 10p

Business Science A 10 p

Courses at Uppsala University:

  • Posters and exhibition techniques, ht 2001
  • Leadership course for director of studies, 2002-2003
  • University teacher training course, I, vt 2003
  • Supervising thesis writing students, vt 2003
  • Leadership, ht 2004
  • Pedagogic mentor: supervising new teachers, vt 2005
  • Course for research supervisors, ht 2005

Courses at SU:

  • Teaching and Learning in an International University, ht 2008

Courses at SU:

  • Supervision of degree project, ht 2016

Conferment of the title of docent:

Docent in Computer Science, June 2006


Other information:

2022- Director of Senseable Stockholm Lab, EECS-school, KTH

1998-2004 HMI school for Ph.D. students at KTH, Sweden.

Project work and boards:

2019 - Director of CAI LAB, Tromsø Norway

 2015 - 2020 Utbildningsutskottet KTH

2018 - 2021 Leader of "Digitalisering, prioriterad fråga för KTH:s utbildning", KTH

2018 Member of "Pedagogisk meritering på KTH: Arbets- och styrgrupp 2018" KTH

2013 - 2019 Alumni Advisory Board, KTH

2013 - 2019 KTH Opportunities Fund, KTH

2012 - 2015 Faculty Advisory Board, KTH (Fakultetens förtroenderåd)

 SACO represenative at KTH




2023- DigiCityClimate, ICLEI Action Fund 2.0.

2008-2011 Yeungnam University is a private research university located in Gyeongsan, North Gyeongsang, South Korea

2005 PAL (Personal Access to Leadership)-project in collaboration with Franklin University, Columbus, Ohio, USA

1993 Professor Lennart Strömquist, Applied Environemental Impact Assessment, Kulturgeografiska institutionen, Uppsala Universitet, Sweden

Other projects: Stockholm’s municipality and Sandviken’s county council:

2005 OFFe, project organised by VLM- Institute, Sandviken, Sweden

The OFFe project is about using computers as a tool of elder care. These systems are especially for the employees that can check the status of the elder care but also for the elders’ relatives, who can check the status.

1997 IT usage in Stockholm City Schools, Sweden

IT usage in schools of Stockholm City was to conduct a survey for measure the usages of computers in the schools and the attitude of using them in the education.


Brief account of own research profile

Since 1993, I have been working with computer science research with the focus on Artificial Intelligence. Especially, I has conducted research within Knowledge-based systems and knowledge base modelling,  Reasoning strategies, Graphic Representation, Visualization, Visual Programming, Declarative Programming, Multi-agent systems, and Meta-agents..

Recently, the research has also included Cyber-Physcial Systems, Reasoning and Negotiation in Computer Systems, and  Artificial Intelligence for combining senses. This includes Event-driven algorithm for searching in network, Smart cities and Smart sociteies Ontologies, and Contexts. Moreover,

Below I have listed the different research areas, which I have been working with:

  • illustrating and modifying the reasoning strategy by visualisation
  • transferring knowledge and strategies from the expert to the end users in companies
  • applying reverse engineering on knowledge in knowledge based systems
  • using meta-Agents in multi-agent systems
  • calculating optimal decision using meta-level agents for multi-agents in Networks.
  • event-driven algorithm
  • automatically create hierarchies
  • handling negotiation in systems
  • supporting reasoning and negotiation in Computer Systems
  • developing infrastructure for Cyber-Physcial Systems
  • providing smart Cyber-Physcial Systems for smart cities and smart societies
  • supporting the development of knowledge in rule-based systems
  • supporting the knowledge acquisition process using graphic representation and visualisation
  • developing an interface - ViCoLL (visual compositional logic language)
  • modelling from knowledge versus modelling from rules


Brief account of some research effort 

The current research we explore is Volatile Smart Systems, Cyber-Physical Systems and AI-systems for human senses.

Earlier we have explored reverse engineering for knowledge-based systems and also developing knowledge based leadership systems. These systems will be developed in full scale and tested to determine if they meet their intended tasks.

During 2006-2007, I worked with a research centre for Computer Science and Environmental Science. The centre is a multi-disciplinary research network including several different research areas and has been formed, in order to coordinate and manage projects focusing on computing, environmental sciences and prognoses.

My focus in the research centre was Computer Science, and Environmental Impact Assessment Science, for sustainability of computer systems. This includes research in modelling systems, user centred modelling, user collaboration systems, task analysis and modelling, data mining, databases, knowledge based systems, to name a few of the areas.

Environmental Impact Assessment (EIA) is a planning tool used to assess and evaluate the impacts of a project, programme or a policy in order to approve or disapprove of the activity and to suggest mitigating programmes for reducing the negative impacts (Lennart Strömquist). Environmental impact assessment is a process involving, not only the “pure” environmental issues, but to a larger extent also the social (including health) and cultural impacts of an activity.

Existing environmental information is essential to the process. Examples of such information are climate and hydrological data, water quality data, biological data including common and endangered species and human population data.

Satellite sensing is used to generate new data, in particular on land cover/land use and their changes over time (seasons to years). Geographical information systems (GIS) are used to store and analyse spatial data sets. Of particular interest is the development of a bottom up approach to generate data on the local level by a participatory approach (Participatory GIS) utilising such tools and such interfaces making the problems easy to master and understand by non-computer experienced stakeholders in a particular project.

Other scientific achievements

Arranged two international conferences:

KES-AMSTA 2009, Uppsala,

SEB2012, Stockholm,

Active participation in national and international conferences in the last 15 years. Indicate types of activity - plenary speaker, special invitation speaker, chairmanship, organisational activity, etc.

Supervisor for PhD students (main)

Esmiralda Moradian, 2012

Irfan Younas, 2014

Dan Wu, 2014

Nazri Abdullah, 2015 -

and for

Pasquale Stirparo (2012 - 2015)

Ioannis Kounelis (2012 - 2015)

Hao Zhao (2012-2014)

Narin Khalida Akrawi Mayiwar, (2004-2011)

Lin Ye (2011-2014)

Chritstoffer Waldenström, 2005-2006

Marianela Garcia Lozano, 2016 -


Committees (Boards, PhD defences, Conferences) (2008- current)

Alumni Advisory Board, Utbildningsutskottet KTH, Fakultetsrådet KTH, KOFF, UU

Opponent and reviewer for Lic and PhD disserations and committee member, for example: Anayanci Lopez-Poveda (Lic), Imran Mahmood (PhD), Abdul Ghafoor Abbasi (PhD), Farzad Kamrani (PhD), Shahab Mokarizadeh (PhD), Feng Zhang (PhD), Natalja Nikitina (PhD), Ahmad Salman Khan (PhD), Ananda Edirisuriya (Lic), Roberto Castaneda Lozano(Lic).

Several annual conferences since 2001, KES, SGES, HAIS, KES-AMSTA,  KMIS, CAISE, IJCAI, AAAI 

General track chair

KES2006, G06 Knowledge Based and Expert Systems, Bournemouth International Conference Centre 9, 10 and 11 October 2006

KES2007, G06 Knowledge Based and Expert Systems, Vietri sul Mare, Italy (12, 13 and 14 September 2007)

KES2008, G06 Knowledge Based and Expert Systems,3, 4 and 5 September 2008, Zagreb, Croatia

KES2009, G06 Knowledge Based and Expert Systems, 28, 29 and 30 September 2009 Santiago, Chile

KES2010, G05 Knowledge Based and Expert Systems, Cardiff, Wales, UK
8-10 September 2010

KES2011, G04 Knowledge Based and Expert Systems, 12, 13 & 14 September 2011, Kaiserslautern, Germany

KES2012, G04 Knowledge Based and Expert Systems,10, 11 & 12 September 2012, San Sebastian, Spain

KES2013, G04 Knowledge Based and Expert Systems, 9, 10 & 11 September 2013, Kitakyushu, Japan

KES2014, G03 Knowledge Based and Expert Systems, 15, 16 & 17 September 2014, Gdynia, Poland

KES2015, G03 Knowledge Based and Expert Systems, Singapore, 7, 8 & 9 Sept. 2015

2th of May, 2005 I was a panellist at the international conference, Global Medical Forum, GCC-ME Summit II: Abu Dhabi - Building a Superior healthcare System in Abu Dhabi, Arab Emirate. The session was: “Healthcare information systems & technology: Building integrated networks for better and cheaper care”.

10th October, 2003 I was a chair at the international conference IPSI-2003 International Conference on Advances in Infrastructure for Internet, Processing, Systems, and Interdisciplinaries, in Montenegro, Former Yugoslavia.

14th of September, 2005 I was a chair at the international conference KES'2005 9th International Conference on Knowledge-Based & Intelligent Information & Engineering Systems in Melbourne, Australia.

In October, 2006 I was a chair at the international conference KES'2006 10th International Conference on Knowledge-Based & Intelligent Information & Engineering Systems in Melbourne, Australia.

In July 2007, I was a chair at the international conference Worldcomp'2007, The 2007 World Congress in Computer Science, Computer Engineering, & Applied Computing,

In September 2007, I was a chair at the international conference KES'2007, 11th International Conference on Knowledge-Based & Intelligent Information & Engineering Systems in Salerno, Italy

I am in the programme committee HAIS, Hybrid Artificial Intelligence Systems,

I am in the programme committee KES, Knowledge-Based & Intelligent Information & Engineering Systems

I am in the programme committee KES-AMSTA: KES International Symposium on Agent and Multi-Agent Systems : Technologies and Applications,

Review / referee assignments by the above - indicate from which periodicals, and the number of assignments given yearly.

Reviewing paper for several different conferences, for example:

ES2002 The Twenty-second SGAI International Conference on Knowledge Based Systems and Applied Artificial Intelligence

ICMLC2006 International Conference on Machine Learning and Cybernetcs

KES2006 10th International Conference on Knowledge-Based & Intelligent Information & Engineering Systems

KES2007 11th International Conference on Knowledge-Based & Intelligent Information & Engineering Systems

KES2008 12th International Conference on Knowledge-Based & Intelligent Information & Engineering Systems

KES2009 13th International Conference on Knowledge-Based & Intelligent Information & Engineering Systems

KES2010 14th International Conference on Knowledge-Based & Intelligent Information & Engineering Systems

KES2011 15th International Conference on Knowledge-Based & Intelligent Information & Engineering Systems

KES2012 16th International Conference on Knowledge-Based & Intelligent Information & Engineering Systems

KES2013 17th International Conference on Knowledge-Based & Intelligent Information & Engineering Systems

KES2014 18th International Conference on Knowledge-Based & Intelligent Information & Engineering Systems

KES2015 19th International Conference on Knowledge-Based & Intelligent Information & Engineering Systems

KES2016 20th International Conference on Knowledge-Based & Intelligent Information & Engineering Systems

KES2017 21th International Conference on Knowledge-Based & Intelligent Information & Engineering Systems


KES-AMSTA 2008 The 2nd KES International Symposium on Agent and Multi-Agent Systems: Technologies and Applications

KES-AMSTA 2009 The 3rd KES International Symposium on Agent and Multi-Agent Systems: Technologies and Applications

KES-AMSTA 2010 The 4th KES International Symposium on Agent and Multi-Agent Systems: Technologies and Applications

KES-AMSTA 2011 The 5th KES International Symposium on Agent and Multi-Agent Systems: Technologies and Applications

KES-AMSTA 2012 The 6th KES International Symposium on Agent and Multi-Agent Systems: Technologies and Applications

KES-AMSTA 2013 The 7th KES International Symposium on Agent and Multi-Agent Systems: Technologies and Applications

KES-AMSTA 2014 The 8th KES International Symposium on Agent and Multi-Agent Systems: Technologies and Applications


CAISE2015, 27th International Conference on Advanced Information Systems Engineering, 8-12 June 2015, Stockholm, Sweden

CAISE2016, 28th International Conference on Advanced Information Systems Engineering, 13-17 June 2016, Ljubljana, Slovenia

Online book

International Journal of Security and Networks (IJSN)

ISSN (Online): 1747-8413 - ISSN (Print): 1747-8405

IJSEB, International Journal of Sustainability in Energy and Buildings (Editor).


Account of own pedagogical experience

When I was a Ph D student I attended pedagogical courses, Pedagogy A 5p and Pedagogy B 10p. These gave basic knowledge within pedagogic area and research methodology.

After my PhD studies, I have taken pedagogical courses; pedagogy course for University teachers, supervising students writing a thesis, pedagogical mentoring: supervising new teachers and supervising Ph D students.

My view of pedagogy is something that I have formed starting in my childhood. Both my parents were teachers for children needing extra time of teaching. I have always had a strong interest in pedagogical issues. And I try to use some new techniques and try to invent teaching approaches. For example, when I tried to defuse the students’ fear of verbal presentation; I put all the students in front of me at the black board, while I was sitting in the back of the room. Students had to say something about themselves; who they were and something they liked to do. We did this a couple of time during the course and afterwards many students were happy because they didn’t dislike presenting after attending that course.

Moreover, I also try to change my approach to teaching, especially when I see that something doesn’t really work in the group to support that group. All groups are different in the constellation and what works in one group may not work for another. Additionally, I try to be an active listener to the students’ needs and try adapt to make the course better. From experience, I learned that students are pleased if the teachers try to be available as much as possible. This is also my motto during teaching a course.

Some courses I have made major changes in: Degree Projects (writing thesis, bachelor and master), knowledge management, procedural programming, and logic programming for computer linguistic students.

Degree Projects (Writing thesis, bachelor and master),

When I became the main teacher for degree projects, the students had difficulty finishing the course. I looked at the problems and found that both the students and the teachers had failed to do their intended tasks: writing and supervising. Moreover, the students didn’t show up when they had set up a meeting with the teachers, and the worst part, was that nor did the teachers.

I changed the course to include a couple of lectures and a fixed number of times for supervision. The students are divided in groups with 4-6 thesis and the members in these groups are supervised at the same time. The time for supervising is compulsory and if the students do not attend they have to do an extra task. At the group supervision, the students have to present and review another student’s work.

I have also produced material that contains hints that the students should think about when they are writing a thesis. It has hints about the contents of the thesis, logical order of the contents, words that should be avoided, the allusion problems and the problems of joining words together and when to separate them. The material also gives guidance about the references and formats.

Knowledge management

In the knowledge management course, the students learn to build knowledge systems using software engineering in diffuse domains and using prototyping. They train in eliciting knowledge from domain experts, modelling it and implementing the system with production rules. When it comes to modelling the knowledge, the students need to get a structure for the rules. For this I have built a design tool, ACK, Användar-Centrerad Kunskapsmodellering. (t-uck, the user-centred knowledge modelling).

The model was built from my research of modelling knowledge visually. The model uses several different diagrams of UML to model questions, rules and answers. The model includes class diagrams as templates for the parts that are need in questions, in rules and in conclusions. Moreover, it uses interaction diagrams, sequence and collaboration diagrams, to control what questions is need by certain rules to reach conclusions.

The model has been used since 2005 and the students think they get a clear picture of the knowledge base. Some of them also use the model later on, for other similar projects.

Procedural programming

1997 the procedural course changed the programming language usually used in that course. At the point the students didn’t have any material to work with and I produced material containing more than 100 different programming tasks that the students could use for training. It contained procedural tasks but also programming language specific tasks. This material is still used at the course.

Logic programming for computer linguistic students

In the middle of 1990, the undergraduate program gave the course logic programming for computer linguistic students. As programming language we used LPA Prolog. However, at that time, several different programming languages became available and we decided to change. For educational purposes we had developed an expert systems that the student could use and recode for other purposes. When we decided to change programming language we needed reprogram that system. The dialogue handling code didn’t exist in the other versions neither did “not”. Also many other in-built predicates were unavailable. Therefore, I recoded the complete system and made it available for Sicstus Prolog. This system is still in use at the knowledge management course.

Personal pedagogical ideas about undergraduate and postgraduate teaching (maximum 3 pages)

Undergraduate teaching

Undergraduate students need a lot of basic knowledge from the beginning. They need to learn theories and methods before gaining experience within the area. If the course allows, the students should learn both theories and skills in the same course and in parallel. Therefore, teaching the undergraduate students should include theories, methods and tasks to strengthen their knowledge.

As a teacher, I think it is very important that I can interact with the students. It is critical to conduct a dialogue with the students rather than a monologue. It is to listen to the students' opinions and be prepared to work with the students. It is also important to vary the presentation and both present but also ask thought-provoking questions. This approach contributes to active learning on the part of the students. Sometimes, I start with a question in the beginning of the lecture and then give the presentation. In the end of the lecture, I conclude it with the question that I started with.

The focus of teaching must be on the students’ learning ability. I believe it is important to create a positive atmosphere and meet the students at their level of knowledge and expertise. It is also useful to let students talk freely and let them reflect on a topic from own experience without damaging their self-esteem.

Students have their own way of learning. For instance, some learn better from text while others learn from pictures, sound and music. To support many different learning styles, the lecture should use multiple media, text, pictures and sometimes sound if it possible. For example, when we teach extracting knowledge from a domain expert, I use a tape-recorded interview of an expert talking about fishing, what bait to use and what attracts the fish. From this interview the students have to look for concepts and strategies and write that down. After the task, we talk about it in the group.

Another important issue is the written exam. The teachers must to try to structure the written exam to test both shallow and deep knowledge. The written exam should not only test that the students have understood the facts, it should also test the students ability to put the facts in a context. From this context the students must be able to apply the knowledge in similar situations.

In education, the courses should have a logical progression. The first courses should be basic, and the other courses should build on these first courses. Moreover, the earlier courses should also prepare the students for subsequent courses.

Education should give broad knowledge within the subject area and be both research oriented and industry directed. For the students, the courses should be built on research within the department as well as theories and methods used in the industry and also on industrial experience. The student should be prepared to meet the industry needs with both theoretical knowledge and task-oriented experience gained during their education. Postgraduate teaching

Postgraduate students have already the basic knowledge and the courses should use this basic knowledge to teach more advanced theories, methods and skills in that area. That works as a long as the basic courses are found in the undergraduate program. Moreover, the students are more skilful in learning within their area of competence, for example computer science, and the learning tempo can be much faster. Also they can handle self-studies better and can be asked to learn some areas themselves without supervision.

The students should learn how to present material verbally and in written form. These skills are necessary to cope with thesis, papers and conferences later on. The students should also learn how to critically review other researchers’ work and be able to work independently. Moreover, they need to be able to find problems in already given solutions, if there are any, and find new (and hopefully improved) solutions.

When students work with research, they need to find a goal and a structure to find that goal. It should not be an exact structure but one that allows the students to move forward, even though they had run into a non-solvable problem. It is important that the goal is realistic and to meet the goal, small steps should be planned.

Supervising students should be limited to supervision and not do the work for the students. The students need help, support and guidance during their work. They also need time to think about the research problem. Therefore, supervision should take place at suitable intervals for the individual student and meeting the needs of the student. Nevertheless, the time limit for research studies is important and should also be encountered in the research work.

To avoid being delayed in their studies, the students should write papers as soon as possible. In parallel with taking courses, the students should do research and write about that research. These papers should be sent to conferences and workshops to be presented and discussed with other researchers. Based on these papers, the students can write their Ph D thesis.

One of the problems that I have found is that students do not know how to find conferences to attend and send papers to. Supervisors must guide the students in finding the conferences within the student’s research area and also how to write the paper to suit that conference.

Another problem that I found is that students do not know how to write applications to apply for scholarships and funding. The students need help writing applications. Often it is about presenting the research in a popular science style.

Own teaching effort

From 1994 - I have been teaching (bachelor to master level) including course responsibilities:


Franklin University, Ohio, USA

Application of Artificial Intelligence, Comp 670, Franklin University, Columbus, Ohio 2006

UML for knowledge modelling,  Jönköping International Business School, JIBS, 2008-2010

Knowlegde Management,  Blekinge institute of technology, Karlskrona, Sweden, 2007, 2008

Knowledge Engineering, Blekinge institute of technology, Karlskrona, Sweden.

KTH (at bachelor, master and PhD student level, 2010-)

Stockholm University (at bachelor, master and PhD student level, 2008-2010)

Uppsala University, (A – D level, 1993-2008)

Some courses:

Writing Thesis C 10, D 10 and D 20, 15hp, 30 hp from 2002- to present

Procedural programming, A 5p

Object-oriented programming, A 5p

Software Development, A 5p

Databases, A 5p

Human-computer interaction, A 5p

Programming techniques, C/D 5p

Quality and Standards, C/D 5p

Artificial Intelligence, C 5p

Logic programming I (Data linguistics) 5p

Logic programming II (Data linguistics) 5p

Natural language processing (Data linguistics) 5p

Declarative programming, C 2006 - 2007 5p (and earlier than 1997)

Knowledge Management D 2002- to present 10p

Software Development, C, 5 p, 1997


Reviewed Lic Theses and PhD Theses for Stockholm Univerisity and KTH.

Particiapting in several committees for KTH and Stockholm University.

Reviewed applications for Lecture positions and grants for Stockholm University, KTH and Umeå.

Supervised university adjuncts and assistants when writing research papers.

Moreover, I have been given education information for students at the gymnasium.

Design of own course materials list these, including their scope.

Developed course material for Procedural programming, 1997. The assignment book is still in use in the course.

Developed an application for Logic programming course II och Knowledge Management course

Designed a model for knowledge acquisition for Knowledge Management course

Developed a material with hints for writing thesis

Developed material for the course Knowledge Engineering


Pedagogical development effort

Course development:

Developed Writing Thesis course, C10, D10 and D20

Initiated and launched Programming in .NET 10p

Initiated and launched Software development in .NET 10p

Initiated course for business science students: “Data systems for business students” I 10p and II, 10p

Initiated and launched Data and information security 10p

Initiated and launched Web and Internet security 10p


Own pedagogical education

Pedagogy course A 5p

Pedagogy course B 10p

Pedagogic course for University teachers, spring 2003

Supervising students writing thesis, spring 2003

Course for supervising Ph D students, spring 2005

Posters and exhibition techniques, autumn 2001


Degree project works

Over 90 master and bachelor thesis (starting from 1993 and current)

KTH (2010 - still)

Stockholm University (2008-2011)

Uppsala University (1993-2010), with example of topics:

Kristina Brandt (2007) Förberedande allergiutredning.

Karin Lindborg (2007) Utveckling av en e-handelsportal och ett marknadsföringsverktyg -

Erik Lassbo and Jöran Nordlund (2007) CESS- Ett expertsystemskal utvecklas i C#

Fredrik Sondell (2007) Content Management Systems, effektiva hjälpmedel eller otympliga verktyg? – Kommunikation, den viktigaste delen i alla projekt.

Björn Sandström D20p (2006) Knowledge transferring in an organisation system – focusing on tacit knowledge. (Kunskapsöverföring i ett organisatoriskt system – med inriktning på tyst kunskapsöverföring)

Håkan Vimmenby D20p (2006) System architecture in theory and practice. Usage and evaluation of a system architecture. (Systemarkitektur i teori och praktik. Användning och värdering av systemarkitektur)

Linda Ibekeme D20p (2005) IT-support in quality work and quality certification, an analysis. (IT-stöd vid kvalitetsarbete och kvalitetscertifiering – en analys)

Else-Marie Larsson D20p (2005) An expert system used for guidance in school (Expertsystem för vägledning i skolan)

Mattias Edling D20p (2005) A mobile work with databases – hand computer and Compact Framework. (Att arbeta mobilt med databaser – handdatorer och Compact Framework)

Maria Sund-Sanei D10p (2002) Evaluation of 3D-application for educating in handling a wind fiber pistol. (Utvärdering av 3D-applikation för utbildning i hantering av en blåsfiberpistol)

Peter Johansson D10p (2002) ASP and ASP.NET – an comparisment. (ASP och ASP.NET – en jämförelse)

Alexander Larsson C10p (2002) Graphic visualisation of object-related functional database schema. (Grafisk Visualisering av objekt-relationella funktionella databasscheman)

Mårten af Sandberg och Richard Sellgren C10p (2002) Communication channel – How to create a communication channel via Internet with simple means. (Kommunikationskanalen – hur man med enkla medel skapar en kommunikationskanal via Internet)

Jenny Filmberg C10p (2002) SEEQL – en prototyp tilll databasvisualisering (SEEQL – a prototype for database visualation)


And earlier


Licentiate and/or doctoral students

I have been supervising one student, Narin Mayiwar, for a conference paper (accepted 2004): I have also worked as an assistant supervisor for one student, Christoffer Waldenström, helping him with initial Ph D studies (2006) and writing a conference paper (accepted 2006).

Pedagogical merits gained from outside the academic sphere.

Administration of education (such as assignment as Director of Studies) and/or pedagogical leadership.

Director of Studies since 1th of November 2002 - current


Administrative assignments

Membership of university boards or councils in the last 5 years, 2003-2008, (UU) 2008-2010 (SU), 2010-2019 (KTH).

Ph D student representative in the department board, 1999-2001

Ph D student representative on the department research education committee 1999-2001

Member of the board of comfort 1999-2001

Chair for the departmental computer committee, 2003 – to 2008

Member of the board of sexual (gender) equality 2006- to 2008