Chalmers’ educational programmes are in constant development. Read the interview with Vice President Jörgen Blennow, who discusses the ongoing changes aimed at transforming Chalmers into a world-class technical university, in line with Chalmers’ so-called group strategy.
Interviewing Jörgen Blennow, Chalmers’ Vice President for Education, based on the group strategy is like opening a floodgate. He takes a deep breath, pulls out a substantial stack of personal notes, and then the torrent begins. He explains all the ongoing change processes, why they matter, and how they align with the strategy.
“It’s not that everything we do originates directly from the group strategy. But all these changes contribute to our progress in line with the principles of the strategy,” he says.
He then pauses to ensure an important point isn’t missed:
“First, I want to emphasise that Chalmers’ education is performing very well. Exceptionally well, in fact. We have high application numbers, and our reputation is strong among both employers and students, as demonstrated by the International Student Barometer. But with our long-term goals, we must ask ourselves: what characterises education at a world-leading technical university, and what is required to ensure our programmes continue to maintain high quality and relevance?”
No resting on laurels
The significant push for change should not be misunderstood as an attempt to rescue an operation in trouble. Far from it. The quality of Chalmers’ education is internationally competitive, but such standards cannot be maintained by resting on laurels. On the contrary, what distinguishes Chalmers’ educational operations is the courage to innovate and lead. This was evident when the quality-driving buyer-supplier management model was introduced and when the entire undergraduate education was aligned with the Bologna Declaration.
“We have long been at the forefront of education,” says Jörgen Blennow. “In a 2018 study, Chalmers was ranked among the global top ten for engineering education. The CDIO (Conceive-Design-Implement-Operate) initiative was developed collaboratively by MIT, Linköping, KTH, and Chalmers alongside industry at the start of the millennium. Today, it is a global network for innovative engineering education with around 200 participating universities. Over the past 5–6 years, two other important tools for educational development have been introduced: the TRACKS Foundation Initiative, enabling agile, transdisciplinary educational components where students work in teams on cutting-edge technological issues, and the European University Alliance ENHANCE, where Chalmers collaborates with leading European technical universities to develop models for significantly increased student mobility within the alliance and new educational formats.”
What, then, characterises education at a world-leading technical university? The answer is neither short nor straightforward. It’s about constant evaluation and adjustment, rethinking and adapting. Keeping up with technological advancements while maintaining scientific depth without losing sight of professional principles. Retaining close ties to industry and society while the faculty operates at the forefront of science. Continuing to develop internationalisation and strengthening Chalmers’ unique identity as a programme- and campus-based university.
“All these aspects are drivers for us. They drive change,” says Blennow.
With the recent strategic decision by the university board to introduce a new employment structure, Chalmers has gained an important tool for achieving its long-term goals: faculty teaching positions. These will have a dedicated teaching profile and a separate career development track. Faculty teachers will complement research-intensive roles, whose numbers need to be limited to ensure a high degree of base funding for those positions.
The volume of education can be scaled up
This way, educational development aligns seamlessly with the group strategy. The volume of education can be scaled up without compromising the resources or opportunities required to cultivate excellence in research. Since the scientific foundation of education ultimately depends on the academic environment shaped by the faculty’s outstanding researchers, a higher academic level will enhance education.
In summary, the Blennow answer to what it means to provide education at a world-leading university is this:
“Our alumni should be characterised by deep subject knowledge integrated into a responsible professional context, making them highly sought-after in academia, industry, and all sectors of society. It’s a journey towards excellence, and we must dare to make conscious choices.”