How To Run Kth

Transcription

1 KTH Royal Institute of technology MANAGEMENT report 2009

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3 Contents About KTH 2 ORGANISATION 3 KTH MANAGEMENT 3 THE PRESIDENT S PREFACE 4 EDUCATION 5 Education at first and 5 Goverment instructions 5 Admissions to KTH educational programmes 5 Admission and recruitment of 5 Review of entrance and exit points for KTH 5 Educational programmes 5 Sustainable development 5 Recruitment of students to first level KTH courses 7 Recruitment goals 7 Activities 7 Cooperation with schools 7 First and second level academic performance 7 Degrees 8 Women graduates 8 Performance 8 Bridging courses between upper secondary school and university 8 Technical Preparatory Programme 8 Career Report career and studies for 2006 and 2007 graduates 8 Student influence at KTH 8 Cooperation within educational programmes 10 Master of Science and teaching qualification 10 Sfinx 10 Research and doctoral studies 10 Government instructions 10 Objectives 11 Admissions 11 Recruitment 11 Measures aimed at improved gender balance 11 Financing of studies 11 Graduate schools and doctoral programmes 12 Degrees 13 Gender balance of doctoral graduates 13 Career Report concerning doctoral graduates 13 Research 14 Research goals 14 Decisions on new research grants in 2009, some examples 14 Prizes and awards during the year 15 Honorary doctors at KTH Internationalisation 17 International recruitment 17 Erasmus Mundus II and External Cooperation Window 17 Cooperation with foreign universities 17 Network cooperation CLUSTER 17 International mobility 17 Student exchange at first and second level 17 International student exchange at researcher level 18 Internationalisation at home 18 Staff 19 Staff structure 19 Teachers and researchers 19 Professors 19 Associate Professors, Assistant professors and lecturers 19 Doctoral students 19 Technical and administrative staff 19 Gender structure among newly recruited teachers 19 Premises 21 One university several campuses 21 Other campuses 21 Financial position outcome, use of resources and financing 22 Financial outcome and changes in capital 22 Revenues 22 Holding company 25 Turnover and transfers 25 Advances and claims 25 Foundation administration 25 Purpose management 26 Capital management 26 Profit and loss statement 27 Balance Sheet 28 Licentiate Theses 29 Doctoral Theses 32

4 ABOUT KTH About KTH KTH is responsible for one third of Sweden s capacity for technical research and is the country s largest organiser of technical/engineering education at university level. KTH education and research covers a broad spectrum from natural sciences to all branches of engineering plus architecture, industrial economics, urban planning, work science and environmental technology. In addition to the research underway at KTH schools there are a large number of national and local competence centres located at KTH, as well as research programmes financed by various research foundations. KTH offers degree courses in architecture, masters of science in engineering, bachelors of science in engineering, bachelors degree, masters degrees (one or two years), licentiate or doctoral degrees. There is also a technical preparatory course and further education activities. KTH has a total of 13,300 full year students at first and second levels, over 1,500 active research students and 3,900 employees. KTH was founded in 1827 and since 1917 has been located at its current site, in a beautiful location with buildings that are now listed as of historical importance at Norra Djurgården in central Stockholm. Other operations are located at Roslagstull where KTH, together with Stockholm University, arranges education and research within biotechnology and physics at AlbaNova. In addition KTH runs activities on the Kista Campus, the School of Information and Communication Technology (ICT) and in southern Stockholm at the School of Technology and Health located in Haninge and Flemingsberg. The School of Industrial Engineering and Management operates certain activities located in Södertälje and the School of Architecture and the Built Environment also operates in Haninge. In Kista, KTH cooperates with Stockholm University, research institutes and industry within the framework of Kista Campus, Sweden s major resource within ICT. KTH carries out extensive international research and educational exchange with universities and university colleges primarily in Europe, USA and Australia as well as in Asian countries. KTH participates actively in the various EU research programmes. Projects together with Swedish and international development cooperation agencies are also underway. KTH in figures 2009 E D U C AT I O N Architecture and 15 Master of Science in Engineering programmes Double degree programmes in engineering and teaching 8 Bachelor of Science in Engineering programmes 55 master programmes 13,344 full time students 30 percent are 10,940 full year performances 1,533 active doctoral students 29 percent are New students 3,404 students on the Master of Architecture or Science in Engineering, Bachelor of Science in Engineering, Bachelor of Science and on technical preparatory courses 30 percent are 1,647 students starting master programmes 26 percent are Degrees 955 Master of Architecture and Masters of Science in Engineering 29 percent to 259 Bachelor of Science in Engineering 24 percent to 776 Master degree/master of Science, 28 percent to 128 Licentiate degrees 34 percent to 222 PhDs 27 percent to R ESE A RCH National research Centres Responsibility for Seven Vinnexcellence Centres (Vinnova) Three Linné Centres Three strategic SSF Centres (Swedish foundation for Strategy research) Two Mistra Centres (The Foundation for Strategic Environmental Research) Three STEM Centres (Swedish Energy Agency) F I N A N CES MEUR 322 in total turnover University allocations MEUR 99 undergraduate education MEUR 72 research/doctoral studies External financing MEUR 21 from the Swedish Research Council MEUR 13 from Vinnova (Swedish Agency for Innovation Systems) MEUR 15 from EU Framework Programmes MEUR 34 from government agencies MEUR 4 from The Swedish Foundation for Strategic Research MEUR 49 from external financing including private sources STA F F 2,935 employees, : 1,942 men professors 206 associate professors PREMISES 232,000 m 2 2

5 o rg a n isat i o n Organisation KTH MANAGEMENT KTH operations are organised into schools which consist of the various KTH departments, divisions, specialist centres and educational programmes. In addition there are two schools that are made up of special function units. The schools report directly to the President and are led by a head of operations the Dean and a deputy head of operations the Assistant Dean. There is also a Faculty Assembly at each school. The President leads operations, reporting to the University Board. In addition to the President there is a Deputy President who acts in his place when he is not available. The KTH President s Group deals with strategic educational, research and quality issues. It consists of the President, Deputy President, Dean of Faculty, Vice-Dean of Faculty, two Vice-Presidents for Research, the University Director and a student representative. The KTH Management Group deals with matters concerning all KTH schools and consists of the President, Deputy President, Vice-Presidents, Dean of Faculty, Vice- Dean of Faculty, University Director, all deans of schools, the Head Librarian and two student representatives. The Faculty Board bears overall responsibility for issues concerning research and education. Activities linked to quality aspects such as follow up, evaluation and recommendations are high on the agenda of the Faculty Board. The Central Faculty Assembly is an independent forum for discussion, information and gaining acceptance for innovative measures, as well as acting as an advisory body as concerns research and educational matters. The University Board governs KTH activities in most respects and is responsible for ensuring that all its tasks are fulfilled. The Board consists of 15 members 8 external members, the President, three teaching and three student representatives. University Board President Management Group School Boards Dean of School Management Group Faculty Board Dean Faculty Assembly S CH O O L S School of Architecture and the Built Environment (ABE) Architecture Civil and Architectural Engineering Land and Water Resources Engineering Philosophy and the History of Technology Real Estate and Construction Management Transport and Economics Urban Planning and the Environment School of Biotechnology (BIO) Industrial Biotechnology Medical Biotechnology Protein Atlas Theoretical Biotechnology School of Computer Science and Communication (CSC) Computer Science Human-Computer Interaction Media Technology Scientific Computing Speech Technology, Music Acoustics and Language School of Electrical Engineering (EES) Energy and Smart Grids Experimental Space and Fusion Plasma Physics Information and Control Systems Information and Communication Systems Medical Applications Vehicle Engineering and Transportation School of Industrial Engineering and Management (ITM) Behaviour and Performance of Materials Engineering Design Industrial Management Production Engineering Sustainable Energy Systems School of Information and Communication Technology (ICT) Communication: Services and Infrastructure Electronic Systems Integrated Devices and Circuits Material Physics Optics and Photonics School of Chemical Science and Engineering (CHE) Chemical Engineering Chemistry Fibre and Polymer Technology School of Engineering Science (SCI) Aeronautical and Vehicle Engineering Applied Physics Fluid Mechanics Mathematical Statistics Mathematics Mechanics with Biomechanics Optimization and Systems Theory Physics Solid Mechanics Theoretical Physics School of Technology and Health (STH) Health Medical Engineering Scientific Information and Learning (VIL) Learning Lab Library (KTHB) Business Liaison (BLI) 3

6 The President s preface The President s preface The KTH Strategic Plan establishes that KTH is to become an international university that is able to measure itself among the leading seats of learning in the world. It is naturally difficult to measure degrees of excellence, however certain indications are provided by the various ranking lists that are published. These show that KTH belongs to the highest echelon in Europe. In 2009, educational operations noted a very encouraging increase of 17 per cent in the number of first choice applications to the KTH masters of science in engineering courses and a 28 per cent rise in the bachelor of science programmes. It is a little difficult to explain the reasons for this the economic recession may have brought with it an increased interest in educational programmes that is certain to lead to employment and that provide wide opportunities for future development. As far as this aspect are concerned then the engineering profession is a wise choice. I would also like to believe that the efforts that have been made by KTH and others aimed at increasing interest in technical courses have achieved their aims. In order to further place the importance of education in focus, 2010 has been designated Education Year at KTH. KTH s intensive student recruitment activities have prioritised the recruitment of so it is especially pleasing to see that the proportion of in the first year of masters of science and architecture programmes in 2009 has risen to the highest level ever, 33 per cent. Of the new doctoral students 32 per cent are which is also a considerable increase. Total volume of education provided (number of fullyear students) has increased by nine per cent in During the course of 2009, 955 architects and masters of science, 776 one and two-year masters, 259 bachelors of science and 117 bachelors have graduated from KTH. Unfortunately, the number of masters of science graduates in 2009 has fallen, consequently increasing these levels will be assigned top priority over the next few years International interest in KTH educational programmes continues to increase. The number of incoming exchange students rose by almost 200 people to a total of 1,349. Approximately 10,000 students, primarily foreign students, submitted complete applications to KTH masters programmes. One sign of KTH s international competitive edge is the responsibility that KTH has been given as concerns the European Institute of Innovation and Technology (EIT). A decision was taken in December 2009 that KTH would participate as a partner in two of the three areas that EIT is now building up. No other university in Europe is able to show similar levels of success in this field. EIT suits the KTH profile well in that research, innovation and education are all equally-weighted components. EIT s close connection to business/industry through its industrial partners, as well as its international dimension, are also well in line with KTH s own operational approach. In 2009 the Government announced strategic research investments in around 20 different fields. KTH was successful in the competition for these research funds which will provide a substantial strengthening in six broad research areas. The funds will primarily be used to strengthen faculty, in other words the number of Professors, Associate Professors and Assistant Professors within these fields. Of special interest is the project that KTH, together with Karolinska Institutet and Stockholm University, has initiated concerning the Science for Life Laboratory in the Norra Station area. This is the single, largest national investment within the framework of the strategic research programme. During the autumn the initiative in Stockholm has been coordinated with an equivalent investment from Uppsala University. The intention is to build up operations of absolutely world class. KTH researchers had previously been extremely successful at attracting external research funding. Revenues from the Swedish Research Council, KTH s largest financier, amounted in 2008 to MEUR 20.6 the highest level to date and 2009 continued in the same vein including advances from the Swedish Research Council which have increased substantially (by EUR 6 million). Neither have grants and advances from Vinnova ever been higher than this year, MEUR 13.3 and MEUR 11.1 respectively. Income from the EU Framework Programme has again increased and lies at MEUR In addition to this there are funds from the rest of EU and now also from ERC, the European Research Council. Allocations from the Wallenberg Foundation amounted to MEUR 8.9 and from the Swedish Foundation for Strategic Research (SSF) to MEUR 4. The overall financial outcome for KTH in 2009 is MEUR , agency capital of MEUR 28.9 and MEUR 88.3 in unused grants which provides good preconditions for new investments in the future. Consequently we can see. several years of strong expansion in our future. This year a decision has also been made concerning the introduction of a new career system for employment within KTH faculty. The greatest difference in the employment structure is that younger academics who are employed as Assistant Professors within KTH faculty are able, if they are successful, to gain promotion to Associate Professor and then Professor. The system is inspired by that of American universities and provides a more professional and structured career path. I believe that this system will make employment at KTH more attractive, not least to. Most things are looking good just now. I look forward with optimism to our next operational year. 4

7 ED U C AT I O N Education EDUCATION AT FIRST AND SECOND LEVELS Government instructions The Swedish government controls the activities of universities and university colleges by setting targets. The target for the four-year period is that a minimum of 4,700 engineers should graduate from KTH. An additional goal for the period is that the number of full year students within the bachelors of science in engineering programmes is to increase by at least three per cent per year in relationship to the previous year. Admissions to KTH educational programmes In 2009, a total of 2,497 (2,122 in 2008) new students began their first year in one of KTH s traditional programmes, of whom 1,872 (1,650) began the Masters of Architecture or Masters of Science in Engineering programmes and 625 (472) on the Bachelors of Science in Engineering programmes. In addition, 770 (616) new students began the technical preparatory programme. KTH s four Bachelor degree programmes saw the admission of 137 (156) students. The two-year university courses in Construction Technology and Real Estate Agency and the similar course in Construction Production had 105 (111) new students. A total of 1,647 (1,617) new students began masters programmes of which 273 (222) began a one year masters programme. The majority of these programmes are given in English. The median age of first-year students on Masters of Architecture and Masters of Science in Engineering Programmes in 2009 is 20 which is the same level as in In the Technical Preparatory Year, new students have a median age of 21, also the same as in However the median age of students starting other courses has fallen and is now 21 for the two types of bachelors of science courses, and 25 for the masters of science programmes. Admission and recruitment of In 2009, the proportion of in the first year of the Masters of Science in Engineering and Architecture programmes has risen to the highest ever levels 33 per cent, which is an increase in numbers from 523 last year to 615 this year. Women made up 29 per cent of the total number of students starting at KTH this year. However the gender structure varies widely between the different programmes. On certain of the KTH masters educational programmes the number of has topped 40 per cent for several years these include Architecture, Biotechnology, Design and Product Realisation, Chemical Science, Medical Engineering, Civil Engineering and Urban Management and the Master of Science/Teaching Combination Course. This is also the case in Bachelors of Science Programmes in Chemical and Medical Engineering as well as the two-year courses in Construction Technology and Real Estate and Finance. In contrast, the share of places occupied by is less than ten per cent on the Masters of Science in Computer Engineering, Bachelors of Science in Computer Engineering and Electrical Engineering Programmes, however the number of programmes where constitute less than ten per cent of the student population has decreased since last year. One of the KTH goals stated in its Strategic Plan is to ensure that no educational environment has less than ten percent by In 2009, the share of beginning on the two types of masters programmes amounted to 26 per cent. The bachelors programmes could boast 33 per cent and the two year programmes 42 per cent. Review of entr ance and exit points for K TH Educational programmes In 2008 a review was initiated concerning the exit points at advanced level (masters level) after a Board decision that exit/entrance points for the Architecture and Masters of Science in Engineering Programmes will be at the beginning of the masters programme phase. The University Board took a decision in 2009 to establish around 20 masters programmes which would also provide concluding years for master of science degrees. There is now a total of more than 50 masters programmes which have replaced the previous group of such programmes, as well as the almost 100 previous specialisations within master of science programmes. All masters programmes are to maintain a common structure and contain compulsory content and courses of 30 higher education credits each. In addition, a masters programme may contain different tracks. The new educational structure for advanced level education will be introduced in In 2008 work was also begun on developing proposals for entrance points to the five-year programmes. It is expected that the entrance points will be designed so that applicants to the advanced level (masters programmes) may enter from several first level educational programmes. During this planning phase consideration must be given to future labour markets, competing programmes elsewhere, manifest demand in previous years plus the effects of the introduction of course fees. This review is still underway and to date it has resulted in the establishment of a new master of science in engineering in energy and environment which will start up in the autumn of A review of the entrance and exit points for first level educational programmes was initiated in the autumn of 2009 and will also continue in Sustainable development All KTH educational programmes that lead to a professional qualification are required to take society s goals for sus- 5

8 ED U C AT I O N Figure 1 Total number of new students and GENDER STRUCTURE OF THIS GROUP Master of Science in Engineering and Master of Architecture, Degree Programme 270/300 HE credits Total Total Total Total Architecture % % % % Biotechnology 82 59% 71 68% 69 48% 63 65% Engineering and Education 41 51% 41 41% 51 43% 56 43% Computer Science and Engineering 175 8% 165 7% 174 5% 147 3% Design and Product Realisation % % % % Electrical Engineering 62 13% 50 12% 61 11% 76 11% Vehicle Engineering % 105 5% 105 9% % Industrial Engineering and Management % % % % Information and Communication Technology % 65 22% 85 14% 70 9% Chemical Science and Engineering/ Chemistry and Chemical Engineering % 97 51% % 89 48% Mechanical Engineering % % % % Materials Design and Engineering 48 35% 42 31% 50 28% 34 24% Medical Engineering 56 61% 57 47% Media Technology 98 39% 76 34% 72 32% 66 23% Microelectronics 69 10% 46 2% 48 13% 40 8% Civil Engineering and Urban Management % % % % Engineering Physics % % % % Open entrance % % % % SUB-TOTAL 1,872 33% 1,650 32% 1,703 29% 1,615 26% Bachelor of Science in Engineering, Degree programme 180 HE credits Constructional Engineering and Design % % % % Computer Engineering 160 8% 97 6% 100 6% 71 4% Computer Engineering and Electronics % Electronics and Computer Engineering 36 14% 32 6% Electronics and Communication Engineering 16 6% 12 0% Electrical Engineering 27 7% 18 17% ICT Engineering 5 0% Information Systems 17 12% Chemical Engineering 38 45% 19 58% 23 48% 25 56% Mechanical Engineering % 85 19% 66 27% 74 26% Medical Engineering 30 53% 27 59% 48 42% Media Technology 56 18% 46 17% Engineering and Economics 59 22% 48 21% 42 21% 46 24% Engineering and Health 16 44% 15 68% 28 39% SUB-TOTAL % % % % Masters programmes Masters programmes 120 HE credits % % % % Masters programmes 90 HE credits 16 38% % Masters programmes 60 HE credits % % % % SUB-TOTAL 1,647 26% 1,617 25% 1,154 34% 1,177 26% Bachelors programmes 120 HE credits Business Engineering 35 34% 45 38% 36 39% Real Estate and Finance 63 35% 59 27% 44 50% 51 59% Information and Communication technology 39 28% 33 36% 17 24% Medical Informatics 19 68% 23 57% SUB-TOTAL % % % 51 59% Technical Preparatory Year, Technical Preparatory term % % % % University Diploma programmes 120 HE credits Construction management 39 18% 45 29% 31 10% Constructional Technology and Real Estate Agency 66 56% 66 64% 70 53% 65 57% sub-total % % % 65 57% TOTAL 5,156 29% 4,622 29% 4,141 31% 4,113 27% 6 1) From 1 July 2007 the Master of Science in Engineering and Master of Architecture programmes encompass 300 higher education credits.

9 ED U C AT I O N tainable development into consideration. This is included in the national System of Qualifications which applies to a large part of KTH programmes at first and second levels. In addition to the newly established Master of Science in Energy and the Environment, KTH has five to ten other masters programmes that deal directly with sustainable development. The Masters of Science Programmes in Urban Planning and Chemical Science as well as the Bachelor of Science Programme in Chemical Engineering all contain major elements on the environment and sustainability. RECRUITMENT OF STUDENTS TO FIRST LEVEL K TH COURSES Recruitment goals The overall goal for recruitment activities is to interest young people in the education on offer at KTH. Each new recruitment year KTH has made active efforts to broaden its recruitment base. Target groups are primarily young people at upper secondary schools, people participating in adult education courses, young people doing their national service and people in working life. In addition KTH works in the long-term perspective with pupils in the ordinary schools. KTH has established a communication platform aimed at promoting and broadening the base of its student recruitment. This platform states what KTH should communicate to presumptive students and was updated during the summer of 2009 based on a target group survey Figure 2 Gender structure new female students in percent Master of Architecture/Master of Science in Engineering Bachelor of Science in Engineering and their teachers gain access to KTH competence and equipment in various ways, for example through lectures, courses, theme work or lab work. Via KTH s website, upper secondary school students are offered projects within areas where KTH is able to provide knowledge and support. This gives these school students the opportunity to gain in-depth knowledge of subjects and brings them into closer contact with higher education. In 2009, KTH has actively participated in activities in cooperation with the Stockholm Academic Forum (StAF). One of these was Young09, one of Europe s biggest youth festivals. Activities Recruitment activities prioritise personal meetings between representatives of KTH and presumptive students. KTH runs intensive cooperation activities with upper secondary schools. These activities are primarily carried out by around 50 student ambassadors. Every year these visit upper secondary schools, adult education centres, military regiments and, to a certain extent, the ordinary schools throughout Sweden. This year the KTH student ambassadors made around 145 school visits. They represent most of the KTH programmes and the various campuses and they are chosen with great care. In addition they must reflect the diversity at KTH. All student ambassadors complete a training course that consists of youth communication, presentation techniques etc. The KTH website forms, together with its course catalogue and personal meetings such as school visits, the most important channels for reaching the relevant target groups with information on course choices. Cooperation with schools KTH currently cooperates with 33 upper secondary schools in and around Stockholm. Upper secondary school students FIRST AND SECOND LEVEL ACADEMIC PERFORMANCE Degrees In 2009 a total of 955 Masters of Architecture and Masters of Science in Engineering graduated as compared to 987 in Government goals state that KTH, during the period , is to issue 4,700 masters of science in Engineering. The 2009 result is 879 degrees which is 19 per cent of the stated number so it is probable that KTH will not achieve the goals set by Government for this period is the second year that KTH has issued one and two year masters courses according to the new degree procedure. This year 495 (108) one-year masters and 66 (19) two year masters degrees were awarded. The number of bachelors degrees has increased considerably on the previous year, KTH awarded 117 (68) such degrees in This is partially an early effect of Bologna adaptation of educational programmes as well as the fact that the students from the first KTH Bachelor Programme in Real Estate and Finance graduated this year. In addition 259 (292) Bachelors of Science in Engineering and 53 (46) Bachelors have graduated from KTH in

10 ED U C AT I O N Women graduates The share of Masters of Science in Engineering and Master of Architecture graduates who were amounted to 29 (30) per cent. The one and two year masters courses saw 28 (28) per cent female graduates. Of the bachelors of science the proportion of was 24 (25) per cent. Performance In 2009, there were a total of 13,344 full-year equivalent students and 10,940 full-year equivalent performances in first and second level education. Of the total number of full-year equivalent students, 89 per cent were studying engineering or natural sciences. Performance rate for KTH courses at first and second levels is 82 per cent this year, the same level as in 2007 and Performance rate for Masters of Science in Engineering and Masters of Architecture courses was 86 (85) per cent, while the rate for Bachelors of Science in Engineering courses was 83 (89) per cent. Performance rate for Masters courses (one year and two years) was 87 per cent as compared to 85 per cent last year. The number of full-year equivalent students on Internet-based courses in 2009 was 415 which was the equivalent of 196 full-year performances. Bridging courses between upper secondary school and university In 2009, KTH also offered Internet-based courses in mathematics to technical and natural science course applicants which were aimed at providing a bridge between upper secondary school and university levels. Two different courses have been provided a preparatory course and an advanced course. These preparatory courses in mathematics were joined by 1,484 students and in total there were 125 full-year equivalent students on the bridging courses. KTH cooperates with several other universities and university colleges as concerns this mathematics bridging course. Students are registered at, and graduate from, the universities they apply to. In 2009 KTH also offered bridging courses in other subjects such as physics, programming and datalogical thinking and chemistry. The scope of these courses has increased considerably since 2007; however 2009 showed a decrease in participation compared to the major increases of 2008 with a total of 482 participants who were the equivalent of 46 full-year students. Technical Preparatory Programme This programme has been provided by KTH since 1992 and is a one-year qualifying course aimed at students who have not participated in natural sciences programmes in upper secondary school. This encompasses two terms and provides additional training at upper secondary school level in mathematics, physics and chemistry. Since 2004 it has also been possible to study only one term of this year which is suitable for students who undertook the technical programme at upper secondary school. Passing the technical preparatory year or term guarantees the student a place on one of KTH s Masters or Bachelors of Science in Engineering Programmes. Since the autumn term of 2002, KTH also provides a technical preparatory year in combination with a Bachelor of Science in Engineering specialising in medical engineering or Bachelor of Science in Engineering in combination with economics or health. Of those who began the Technical Preparatory Programme in the autumn term of 2008 or the spring term of 2009, 35 per cent (a total of 293 students) continued to a Masters of Science in Engineering or a Bachelors of Science Programme this year. In 2009, 770 students enrolled on the Technical Preparatory Programme, compared with 616 the previous year. Women accounted for 30 (29) per cent of new students. Results for 2009 are 599 full-year student equivalents and 410 full year performance equivalents. University introduction courses are not provided at KTH. Career Report career and studies for 2006 and 2007 graduates In order to maintain KTH s long-term attractiveness it is vital that KTH graduates are employable and are able to obtain good jobs. Relevant questions include: Are KTH programmes properly based on the needs of the labour market? Which companies recruit students from which programmes with which specialities? What jobs do they get? How do students regard their studies with help of a few years hindsight? In the second KTH career survey, which covers KTH graduates from 2006 and 2007, these issues have been followed up. The primary result of this new career survey is that KTH graduates do get good, developmental jobs however not always within their fields of specialisation. Another positive result is that most of them are very satisfied with their educational programmes. The survey was implemented during the spring of 2009 and encompasses 4,300 students who graduated from KTH first and second levels. Response rate was 47 per cent for the entire group and 56 per cent for the group who gained professional qualifications. STUDENT INFLUENCE AT KTH Students are represented in all KTH s decision-making bodies and almost all preparatory and working groups These include, for example, the University Board, Faculty Board, KTH s Management Group, course committees, the 8

11 ED U C AT I O N Figure 3 First degrees Degree of Master of Architecture 270/300 HE credits Total awarded to Total awared to Total awared to Total awared to 76 55% 83 58% 83 59% 68 59% Degree of Master of Science in Engineering 270/300 HE credits 1) % % % 1,184 29% Biotechnology 36 64% 43 70% 40 73% 49 71% Engineering and Education 8 63% 4 75% Computer Science and Engineering 55 7% 70 11% 63 10% 95 19% Design and Product Realisation 46 48% 34 32% 2 50% Electrical Engineering 81 16% 97 24% % % Vehicle Engineering 75 11% 63 10% 71 10% 75 19% Industrial Engineering and Management % 99 23% 63 30% % Information and Communication Technology Chemical Science and Engineering/ Chemistry and Chemical 36 6% 39 8% 56 4% 60 12% 44 52% 54 54% 60 53% 70 59% Engineering 18 44% 24 29% 60 53% 83 63% Mechanical Engineering % % % % Materials Design and Engineering 29 31% 16 38% 3 33% Materials Engineering 8 25% 16 25% 49 27% 40 23% Media Technology 18 33% 37 41% 41 37% 46 43% Microelectronics 13 8% 10 20% 11 18% 4 0% Civil Engineering and Urban Management 88 42% 73 51% 2 0% Engineering Physics 70 14% 93 23% % % Civil Engineering 20 45% 24 25% 56 27% 85 21% Degree of Bachelor of Science in Engineering % % % % Degree of Master of Science 240 HE credits % % % % Degree of Master of Science (Two Years) % % Degree of Master of Science (One Year) 66 38% 19 58% Master Degree 31 35% 67 45% 93 42% 77 35% Degree of Bachelor of Science % 68 66% 59 61% 65 52% University Diploma 53 43% 46 67% 56 52% 22 50% University Diploma in Applied Technology 15 7% 27 4% 1) Degrees awarded 2006 encompass 270 higher education credits. Degrees awarded encompass 270 or 300 higher education credits. Disciplinary Board, school boards and appointments boards as well as working groups to study various issues. Student representatives on the boards of schools each have a special responsibility for a study programme. The Student Union (THS) appoints representatives to the various committees and boards. In the experience of the university, the Student Union selects students who represent different areas of KTH and, as far as possible, appoints both female and male student representatives. KTH and THS cooperate with the aim of continuously 9

12 ED U C AT I O N Figure 4 Full year students by gender FYS FYS HST HST Master of Architecture, Master of Science in Engineering 270/300 HE credits 6,386 32% 6,217 30% 6,196 28% 6,264 28% Bachelor of Science in Engineering 180 HE credits 1,279 24% 1,237 24% 1,416 23% 1,586 21% Masters Programmes 60/90 HE credits % % % 1,483 25% Masters Programmes 120 HE credits 2,273 27% 1,792 26% % Bachelors Programmes 180 HE credits % % 96 50% 26 58% Technical Preparatory Year, Technical Preparatory Semester % % % % University Diploma 120 HE credits, Applied Technology % % % % Exchange students arriving at KTH 1,104 31% % % % Further education % % % % Education for other universities 82 38% 94 46% % % Summer Courses % % % % Total 13,344 30% 12,230 29% 11,927 28% 12,093 27% developing the annual reception of new students. These reception activities are organised by older students together with the staff in the various study programmes and are implemented in cooperation with the relevant sections of the Student Union. COOPERATION WITHIN EDUCATIONAL PROGRAMMES Master of Science and teaching qualification In the autumn of 2002, a combined Master of Science in Engineering and Education Programme (300 higher education credits) was launched. The programme has three specialisations: mathematics and physics, mathematics and chemistry, and mathematics and IT/computing. KTH is responsible for 210 higher education credits and Stockholm University for 90 higher education credits. Students are awarded a double degree Master of Science in Engineering and Master of Education which allows them to teach their subject combinations at upper secondary level. The programme concludes with a degree project (30 higher education credits), which is common to both degrees. In the 2008 autumn term, 41 (41) students entered this course. The first students graduated from this programme in Sfinx In 2008 Sfinx (Swedish for Engineers in Stockholm County) was initiated. Sfinx is a cooperative venture between KTH, Järfälla Municipality, Stockholm City and Stockholm County Administrative Board. The project is supported by the Ministry of Integration and Gender Equality. Courses are designed to provide immigrant engineers with knowledge of the Swedish and English languages, technology and Swedish working life. In 2009 participants have also received the support of a coach from a job centre and the opportunity for job placement in a company. Interest from immigrant engineers is great and there are currently 80 people taking part in this course. Around ten people have gained jobs as engineers and twenty or so are on job placement. Some have continued their studies at KTH after Sfinx. RESEARCH AND DOCTORAL STUDIES Government instructions Studies of high quality will be offered and will prepare students for careers both inside and outside the university Figure 5 Full y e a r students a n d full y e a r performances HST HPR Full year students (FYS) are defined as the number of students who have started studies on a course multiplied by the number of course higher education credits divided by 60. Full year performance (FYP) is defined as the number of higher education credits gained on a course or sub-course divided by

13 ED U C AT I O N Figure 6 N e wly A DMIT T E D a n d r eg i stered r ese a rch students New students per research field Total Total Total Total Mathematics 11 18% 13 8% 10 20% 15 13% Physics 3 67% 4 25% 1 0% 4 50% Chemistry 9 44% 12 42% 17 35% 13 38% Information Technology 47 23% 52 17% 38 8% 32 0% Engineering Physics 16 25% 23 9% 27 22% 18 17% Electrical Engineering, Electronics and Photonics 40 20% 54 17% 43 14% 43 19% Chemical Engineering 29 48% 51 35% 20 50% 24 54% Biotechnology 22 50% 22 36% 27 33% 22 50% Engineering Mechanics 53 15% 52 21% 47 19% 34 15% Materials Science 40 25% 30 40% 33 24% 19 26% Civil Engineering and Architecture 24 46% 17 12% 1 0% 8 38% Engineering and Business Management 35 40% 33 24% 30 37% 41 44% Urban Studies 11 64% 13 46% 9 33% 10 60% Other 7 71% 15 47% 15 20% 11 36% Total new research students % % % % Total number of students registered 1,842 28% 1,840 28% 1,744 28% 1,730 29% world. The target for the four-year period is at least 830 third level degrees. Objectives Its aim is to provide society with qualified, independent researchers who can contribute to sustainable social development. Admissions Doctoral studies at KTH are extremely attractive. Applications far exceed resources. In 2009, 347 doctoral students were admitted as compared to 391 in For those who were unsuccessful in their applications, lack of funding was stated as the cause in almost all cases. Some schools also stated lack of supervisors as a reason for not being able to admit more doctoral students. Of the new doctoral students, 33 per cent have been admitted with the goal of taking a Licentiate degree, which is on a par with the previous year (34 per cent) but considerably lower than in 2007 and 2006 when the figure was 43 respectively 42 per cent. Forty four of this year s new doctoral students carry out their primary operations outside the university and are participating in doctoral studies within the framework of their employment at, for example, a company or a government agency (industrial doctoral students), which is an increase on the previous year. Of the students admitted to doctoral studies in 2009, 36 per cent or 125 people had graduated from KTH. Doctoral students who have degrees awarded in a country other than Sweden continue to increase in number. In (40) per cent had won their first degrees in a country other than Sweden. Recruitment During the year, 92 funded doctoral positions have been advertised which is less than in 2008 (128). Applicants to these position numbered 2,651 (1,668) individuals of whom 18 (10) per cent were. It is extremely positive that the interest level for doctoral studies at KTH continues to increase substantially and that both the share and number of applicants have increased this year. In addition 14 (11) educational grants have been advertised attracting 87 (21) applicants of whom 15 (33) per cent were. Measures aimed at improved gender balance In 2009 the proportion of among the newly admitted doctoral students was 32 per cent while constituted 28 per cent of this group. This is an increase of seven percentage points since The proportion of of the total number of students registered at doctoral level remains unchanged. Financing of studies Of the 1,842 students registered for doctoral studies at KTH in 2009, 1,533 students have been active to at least 50 per cent and 1,821 have been active to at least 10 per cent. In

14 ED U C AT I O N Figure 7 Licentiates and doctor ates Licentiate degrees per research field Total Total Total Total Mathematics 5 40% 3 0% 4 0% 6 33% Physics 2 0% 2 50% Chemistry 3 0% 7 14% 2 100% 5 40% Engineering Physics 9 11% 11 27% 17 12% 25 32% Electrical Engineering, 9 22% 6 33% 12 25% 14 36% Electronics and Photonics 17 12% 11 9% 13 23% 4 0% Chemical Engineering 10 70% 14 79% 21 38% 22 50% Biotechnology 8 50% 6 50% 14 43% 8 25% Engineering Mechanics 32 41% 17 12% 25 12% 34 21% Materials Science 12 50% 5 20% 14 43% 11 36% Civil Engineering and Architecture 7 14% 8 13% 13 31% 14 21% Engineering and Business Management 13 38% 12 25% 9 44% 27 41% Urban Studies 1 0% 2 0% Other 1 0% 6 67% 8 13% 8 63% Total % % % % Doctorates per research field Total Total Total Total Mathematics 19 16% 10 0% 7 0% 5 0% Physics 1 0% Chemistry 14 43% 11 55% 12 42% 14 43% Information Technology 28 18% 29 10% 30 13% 24 17% Engineering Physics 13 23% 18 33% 26 23% 30 23% Electrical Engineering, Electronics and Photonics 20 15% 30 20% 18 11% 22 9% Chemical Engineering 13 54% 29 34% 20 60% 16 50% Biotechnology 20 45% 21 43% 17 41% 16 50% Engineering Mechanics 27 7% 23 13% 22 9% 38 16% Materials Science 18 22% 11 18% 13 15% 12 25% Civil Engineering and Architecture 14 14% 12 17% 10 30% 13 46% Engineering and Business Management 22 41% 26 50% 21 38% 23 35% Urban Studies 5 60% 3 67% 3 0% 1 100% Other 8 50% 12 42% 10 30% 2 50% Total % % % % funded research places continued to be the dominant form of financing of doctoral studies. Calculated as full time study equivalents, by the end of the year approximately 949, or 52 per cent of KTH students at research level, used this form of financing for full or part time research. Graduate schools and doctoral programmes There are currently ten graduate schools at KTH and in most cases these cooperate with other universities and/or industry. In 2010 KTH is also intending to introduce a system of doctoral programmes. A doctoral programme is an internal KTH programme which will normally consist of one doctoral studies subject with its attendant range of courses. A programme may be divided into various specialisations and involve one or several of the KTH schools. The aim is to strengthen the quality of doctoral studies by coordinating their organisation and being able to offer a high value range of courses with high quality level in the thesis element as well as creating good cohesion within the group of doctoral students. Doctoral students will consequently be well prepared for work either in academia or in society. The first doctoral programmes will start in June 2010 and all doctoral students admitted after 1 January 2011 will be accepted onto a doctoral programme. 12

15 ED U C AT I O N Figure 8 L i centiat es a n d d o c to r at es Doctorates awarded Licentiates awarded Degrees In 2009, 222 (235) doctors and 128 (109) licentiates graduated. KTH s government targets for the period include at least 830 third level degrees. The number of degrees is calculated so that the total number of degrees per person never exceeds 1.0. A doctoral degree is consequently counted as 1.0, a licentiate degree as 0.5 and a doctorate that has been preceded by a licentiate degree as 0.5. In 2009, (228.5) such degrees were awarded. Consequently 28 per cent of the KTH target has been fulfilled so that the university expects to meet its government target for At KTH, it is common to graduate as a licentiate as the first stage of doctoral studies and a natural review of studies to date. A licentiate degree is a suitable first stage for a doctoral student, but a Licentiate of Engineering degree is also very relevant for employment in industry. Of the doctors graduating in 2008, 47 per cent had previously earned a licentiate degree. used for the career follow up of the first and second level students. The questions were adapted to doctoral studies and primarily aimed at the current labour market for this group and their perceived experience of their studies. The variables collected via the questionnaire were then complemented with information gleaned from the KTH study documentation system. The individuals who were admitted to doctoral studies in 2000 and 2001 are generally satisfied with KTH and with their careers on completion of their studies. The openended answers provided the information that they would have liked improved opportunities for an academic career and in certain cases closer links to business/industry. Gender balance of doctoral graduates Of the doctoral graduates in 2009, 27 (29) per cent were and of those taking a licentiate degree there were 34 (30) per cent. Career Report concerning doctoral graduates The primary aim of this survey, which was implemented in 2008 and 2009, was to map the labour market and career situation for the people who had been admitted to doctoral studies in 2000 and Another aim was to follow up, evaluate and improve doctoral studies at KTH. The survey encompassed around 600 people and the response rate was 62 per cent. The questionnaire was designed based on the questions 13

16 R ese a rch Research RESEARCH GOALS KTH s overall goal is to belong to the top echelon of technical universities in Europe. By prioritising KTH research, resources will be primarily concentrated on research that already shows international excellence. Support will also be provided for the development of new fields and to areas that are only weakly developed but are of great strategic importance. Engineering and natural scientific basic research is the foundation of innovative technological development. A good balance between basic and applied research should be ensured in order to achieve the best possible synergies. The goal is to liberate resources for essential strategic inputs though prioritisation, focus and streamlining of KTH operations. Decisions on new research grants in 2009, some examples The Government s call for contributions for strategic research funding has brought with it extensive application design activities in The results for KTH will mean very welcome extra research resources from 2012 to the tune of approximately MEUR 13.4 annually. This funding will begin to arrive in The research fields energy, e-science, IT and mobile communications, molecular biology, production engineering and transport research will each receive a substantial amount of extra funding. In addition, it has been recommended that another five areas should receive more faculty funding as secondary partners in other, larger-scale applications. These areas are climate models (two different grants), cancer, neurosciences and security and crisis preparedness. These additional research funds will be of extreme importance to these fields. Most additional resources as far as KTH is concerned will be allocated to bioscience research within the framework of the Science for Life Laboratory. This laboratory is a national resource centre dedicated to large-scale bio scientific research focussed on biomedicine, including genome and proteome profiling, bioimaging and bioinformatics. This project involves the three major universities in Stockholm; KTH, Karolinska Institutet and Stockholm University (SciLifeLab Stockholm) in partnership with Uppsala University (SciLifeLab Uppsala). MEUR 3.4 will be allocated to SciLifeLab Stockholm in 2010, MEUR 5.8 in 2011 and a little more than MEUR 9.6 per year for the following three year period. It is estimated that round employees of the three universities will be working at LifeLab Stockholm by Primary operations will be located in newly-built premises close to Karolinska Institutet and Karolinska University Hospital in Solna. The vision is to make the SciLifeLab into a large-scale centre of bioscience through multidisciplinary research using an advanced technological infrastructure. Other encouraging news just before Christmas was that both KTH applications to participate in, and help build up, the future European Institute of Innovation and Technology (EIT) had been successful. At the EIT Board Meeting in Budapest a decision was taken to initiate three Knowledge and Innovation Communities (KICs) within the ICT, energy and climate fields. KTH is a member of the consortia who are to build up KICs within ICT and sustainable energy. These investments rest on three, equally strong cornerstones: research, innovation and education and are consequently not research activities in the traditional sense as educational and innovation aspects will be equally important. Within ICT the Stockholm Node consists of KTH, Ericsson, TeliaSonera and SICS. The equivalent constellation on the energy side is KTH, Uppsala University, ABB and Vattenfall. It is estimated that a KIC will turnover approximately MEUR 150 annually when fully developed. For Stockholm s part this could mean a turnover of around MEUR 20 annually for each area. Time perspective covers 7 15 years. Professor Mikael Östling has been awarded an ERC Advanced Investigators Grant from the 2008 call for contributions of the European Research Council, ERC. This grant was won in the face of the stiffest European competition. This means that a total of five of the ten grants that have been awarded to Sweden within natural sciences and engineering/technology have landed in the arms of KTH. In the second ERC call for contributions, which is currently underway, ten researchers from Sweden have been invited to move into the next phase with their applications Professor Ann-Christine Albertsson of KTH being one of them. Karl Henrik Johansson, Professor at KTH, is one of the ten Swedish researchers at Swedish universities who have received MEUR 0.3 million per year for a five-year period from the Knut and Alice Wallenberg Foundation (KAW). This is a newly-started programme aimed at supporting and stimulating successful researchers at Swedish universities. The intention is that these researchers will then be able to work undisturbed by the necessity of applying for external research funding. Per Claesson and Jan Linnros, professors at KTH, have been granted research funding the equivalent of MEUR 1.9 each from the Swedish Foundation for Strategic Research (SFS) for projects within materials research which is of strategic importance to Sweden. Of Vinnova s Environmental Innovation Programme, almost MEUR 1.0 will go to KTH. Professor Ann-Christine Albertsson was allocated a little more than MEUR 14