Modularization of advanced level studies (M-SPAN)
M-SPAN is a forward-looking pilot project towards educational methods for disassembling studies at the advanced level into as small modules as possible, to allow for flexible study paths. With a wider perspective, also taking competence development and educational culture into account, the project identified both pre-requisites and gaps toward modularisation at KTH.
Background and problem definition
To simply divide advanced level studies into similarly size modules is not difficult, but to simultaneously avoid alienating students or putting a too large burden on teachers is complex. Therefore, the project set out to:
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Identify patterns for achieving positive effects by modularisation at both the program and course levels.
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Identify and eliminate obstacles for implementing such patterns. (Specifically, obstacles at KTH.)
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Develop best practice for flexible study paths related to modularisation.
What we want to achieve
M-SPAN has put together a report, in which:
- Both expected and unexpected approaches to modularity are described.
- The challenges are discussed in detail.
- The advantages and challenges of particular approaches to flexibility are enumerated.
- The severity of a few administrative barriers to modularity/flexibility at KTH are clarified.
Challenges
Many ways to achieve flexible pathways in education through modularisation were identified throughout the project. However, it was clearly shown that most, if not all, of these are not just neutral means to an end. One must first clearly establish the principles that underlies one’s educational culture, before one can include more flexibility/modularity. Challenges to the goals of M-SPAN at KTH, and particularly at the Engineering Design department, thus arise from our desire to:
- Encourage students to study at other universities for part of their master’s programme.
- Increase the depth of students’ learning by building their education on their own interests/activities.
- Encourage all students, after graduation, to advocate for and participate in the transition to sustainable development and an equal and climate-neutral society.
- Sustain trust and engagement through organising on-campus activities.
- Preserve work-life balance for both students and teachers by keeping studies outside normal working hours voluntary.
- Enhance international cooperation by engaging directly with the profiles of other universities/programmes.
- Maintain required proactiveness in collaboration between the faculty and the administration.
Suggestions for improvement
The M-SPAN report describes several flexibility/modularity approaches, and in principle favours all of them. However, beyond taking the principles into account, M-SPAN sees the need to:
- Investigate a modular scheduling that can increase flexibility.
- Consider the degree of flexibility for students to build their master's program, e.g., establishing a standardised number of elective courses and handling of course requirements.
- Implement awareness and a broader set of methods to improve recruitment of students from diverse backgrounds, motivated to build their own pathways.
- Develop a framework consisting of modular support courses and administrative support to enable “challenge-driven pop-up courses”. These are optional courses based on the combined interests of teachers, industry, and students, proposed to launch in 3–6 months.
Next step
Ideas from M-SPAN are being applied in the new Master’s program in Mechatronics. The pilot project itself will continue in 2024 if funding is approved, and in that case further ideas to be investigated include:
- Engaging students, GA, directors of studies, PA/MA and teachers.
- Developing specific support from Learning in STEM for modularisation.