Decision on principles for Future Education (V-2022-0380)
On this page, you can read the decision on the 13 principles that, from July 2022, will form a framework for the development of KTH's education. The matter at hand describes the background of the decision. The following appendix presents the names, order and definitions of the principles. The decision was signed in June 2022 by President Sigbritt Karlsson, with Vice President for Education Leif Kari as rapporteur.
Decision date: 2022-06-14
Reference number: V-2022-0380 Ks 2.2
The President decides to adopt principles for future education according to Appendix 1. The principles apply from 1 July, 2022 and will form the framework for the development of KTH's education.
The matter at hand
KTH is constantly developing its operations. KTH was one of the founders of CDIO, a framework created around the turn of the millennium to develop the next generation of engineers. KTH’s business is based on four strategic areas: Sustainability, Gender Equality, Internationalisation and Digitalisation. These four strategic areas and the mindsets from the CDIO framework are a starting point for the university that KTH wants to be. To intensify the development work, the Vice President for Education and Vice President for Digitalisation have been tasked with coordinating a mapping of future learning and learning environments through the KTH operational plan for 2021 (V-2020-0856). A steering committee was formed consisting of the aforementioned Vice Presidents and Vice Dean of Faculty. Under the steering committee, a working group was formed, consisting of two members from the Board of Education and a representative for lifelong learning.
The work has been done through workshops with many different functions within KTH, with dedicated sessions at KTH's “Storträffar”, THS influence council, exchanges with other universities and review of external and internal reports.
The work has resulted in the report A framework for future education at KTH (reference number V-2021-0870). The report contains proposals for principles that should characterise the work on developing KTH's education so that the education programmes remain highly relevant and attractive in the increased competition between national and international higher education institutions as well as new educational players. An important starting point for the work is also the importance of education for a transformation towards a sustainable society, in which KTH shall maintain and develop its role.
The principles have been anchored in February to May in KTH's operations. Feedback and the final proposal were discussed in the Board of Education in May 2022. The steering committee adopted the framework on 2 June, 2022, and suggested that the President decide to adopt the proposed principles. The decision was collaborated in the central collaboration group on May 31, 2022. During future work, the principles may change with new insights, and more decisions may be needed. Specifically, resources and teacher time have been highlighted as important prerequisites for the success of the framework during the anchoring process. Decisions on investments and a review of KTH's resource allocation model are important complementary decisions.
This decision has been made by President Sigbritt Karlsson after a presentation by Vice President for Education Leif Kari and Vice President for Digitalisation Jan Gulliksen. Present at the decision were Deputy President Mikael Östling, University Director Kerstin Jacobsson, Deputy University Director Fredrik Oldsjö, Chairman of the Student Union (THS) Teodor Elmfeldt and Executive Secretary Eva Fredriksson.
The decision was signed by President Sigbritt Karlsson and Vice President for Education, Leif Kari.
Appendix 1 to Decision V-2022-0380
The Appendix (1 of 1 possible) consists of the names and definitions of the principles.
Principles for Future Education
These principles have been decided by the President and apply from 1 July 2022 and shall form the framework for the development of KTH's education.
Principle 1: Essential knowledge of the subject
KTH's education is designed to provide both broad knowledge in the subject and in-depth knowledge in parts of the subject area.
Principle 2: Ability to handle wicked problems for the sustainable societal development
At KTH, the education is designed so that students develop knowledge and profession-based skills to manage complex and uncertain systems in a changing world.
Principle 3: Active student-centered learning
At KTH, pedagogy is characterised by student-centered methods and learning activities that achieve long-term in-depth learning and improve the effectiveness of teaching.
Principle 4: Assessment and examination for learning
At KTH, constructive alignment of examinations and learning activities is applied, resulting in enhanced achievement of both course and degree objectives.
Principle 5: Available experimental environments
At KTH, education is characterised by a high degree of interactive teaching elements and available experimental environments that develop practical professional skills and contribute to new thinking, innovative solutions and new ways of working.
Principle 6: Vibrant campus
KTH's physical and digital campuses are sustainable, accessible and social learning and working environments where skills and professional knowledge are developed, ideas and dreams are realised, and innovation is created.
Principle 7: User-oriented support services
At KTH, the support services are designed to support management, teachers and researchers in the implementation of the university's mission to conduct education and research through close collaboration with users.
Principle 8: Flexible and structured study paths
At KTH, education is designed to give students the opportunity to follow flexible study paths and to shape the focus of their education based on individual goals and degree criteria.
Principle 9: A developing educational culture
At KTH, we have a developing educational culture where employees and students continuously want to develop themselves. KTH's educational culture allows employees and students to dare to try completely new ways of teaching and examination that promote learning, inclusion and renewal and sharing of experiences with colleagues.
Principle 10: Continuous competence development of the teaching role
At KTH, the teacher role is characterised by continuous pedagogical and digital competence development that rests on a scientific basis and on proven pedagogical experience.
Principle 11: A management system for quality development
KTH has a quality system that promotes planning, implementation, evaluation and further development of education, that identifies quality gaps and that supports all employees at KTH to participate in a long-term quality development.
Principle 12: Broadened recruitment and participation
KTH works actively to attract a student population that reflects society at large and the education programmes are designed to give each student the conditions to succeed in their studies.
Principle 13: Integrated lifelong learning
KTH's education is designed to enable and promote individual skills development and career transition for students and professionals at different stages of their lives.