Participation boom in KTH's short courses
Last year, the number of applications and admissions to KTH's independent courses for professionals increased by 60 percent from term to term. The percentage of those completing the course was also significantly higher at KTH than the national average.
“Many are impressed by this,” says Anders Johansson, coordinator of Lifelong Learning at KTH.
The key to the positive development is more courses, which are shorter and more flexible courses that are often given at a distance. It was during the Covid pandemic that KTH received 11 million Swedish kronor per year for skills development. The focus shifted to producing further education courses.
At a low estimate, two-thirds of the participants attend shorter courses of 4.5 credits or less. A full 45 percent of them complete their courses, compared to the national average of 20 percent. One possible explanation is that most courses at KTH require special entry requirements, or that students already have a technical or scientific education.
Used to education
“This means that you are better equipped to study than many of those who study independent courses where there is a general entry requirement. Many people who study our courses are probably already highly educated, but also used to education through their jobs.”
Anders Johansson explains that the increased number of applications is due to better marketing, not least on LinkedIn. At the same time he notes that KTH offers a better product.
“We have learned along the way what works and are trying to create learning in the organization.”
He notes that there are still some administrative challenges with stand-alone courses that create additional work for teachers.
Big challenge
“Many have said "should I do this too"? The big challenge is the teachers' perception that they don't have time, because many teachers seem quite curious and actually willing to hold courses. But it is still very difficult to reach teachers with information. The easiest way is to get the organisation to start learning itself. This is where the Lifelong Learning officers, who will support and help the schools, are incredibly important.”
Another challenge is administrative routines, that it is perceived as difficult to set up courses.
“We have tried to make it easier and explained that you can build this on a regular programme course but remove elements. Then you didn't have to go through such a rigid quality assurance process as for a programme course that can be given for several years.”
How do you see the future of Lifelong Learning at KTH?
“It looks basically good. But we have a big gap in our offer, we have nothing meaningful to offer those who apply for transition study support. This is because those who are eligible to study longer programmes at KTH already have a shortage of skills and are therefore not eligible. But KTH does not stand out here, for example it looks the same at Chalmers. We would need a targeted programme.”
Read also:
This is Lifelong Learning
KTH's range of skills development for professionals
Text: Lars Öhman ( larsohm@kth.se )