Annual Report 2014 Faculty of engineering LTH | Lund university
lt h image Annua l r e pthe o r tdissection 2014 The shows of a bundle of single-wall carbon nanotubes pinned down by a pair of palladium electrodes onto an insulating surface. The dissection, and the image recording, was done with an atomic force microscope. Photographer: Claes Thelander, Modified from Thelander and Samuelson, DOI: http://dx.doi.org/10.1088/09574484/13/1/323
contents 2014 LTH – faculty and school of engineering...................................... 3 Undergraduate and Master’s education...................................... 5 Student intake................................................................................ 6 Student Recruitment...................................................................... 8 SI – 20 years at LTH...................................................................... 10 International collaboration......................................................... 13 Research studies........................................................................... 14 Research 2014............................................................................... 15 Film premiere 2014...................................................................... 16 Collaboration & Innovation......................................................... 17 The Engine Lab was re-opened after major renovations......... 18 Staff.............................................................................................. 20 New Management at LTH............................................................ 24 Selected prizes and awards 2014................................................ 25 LTH in the media.......................................................................... 26 Honorary doctorates 2014........................................................... 28 Finances........................................................................................ 30 Key Performance Indicators 2014............................................... 34 Board of LTH 2014........................................................................ 36 Other events 2014........................................................................ 38
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lt h A n n u a l r e p o r t 2 0 1 4
LTH – faculty and school of engineering Text: Anders Axelsson / Dean of LTH 2008–2014
For many years now, Lund’s former School of Engineering, now the Faculty of Engineering (LTH), has been part of Lund University. It is a challenge to combine the role as a faculty with that of a more or less autonomous school of engineering. LTH accounts for approximately 25% of the University’s balance sheet. Our faculty on its own is thereby larger than many Swedish higher education institutions. This places particular demands on LTH – both to see and be seen. Being present where crucial decisions are prepared is important. And to be involved on both the national and international arenas for technical universities/engineering faculties.
Research Research is increasingly externally funded. Approximately 70% of research funding (around SEK 700 million) is applied for by our researchers in competition. This proves that our research asserts itself well against competition from other higher education institutions but also that Swedish research policy has weak basic funding, especially at engineering faculties. We hope that this will improve in the future. Research at LTH is international and our researchers often have more international colleagues than Swedish ones. But sometimes one forgets some fundamental conditions. I often quote a colleague from Stanford who made the following appreciative observation about Sweden when we visited during the year: “You have a university which is open and accessible to all. Here it is only for those who can afford it.” In the light of this remark, this year’s debate about Stanford and Berkeley as examples for the major Swedish universities appears less insightful. Stanford has USD 35 billion in endowments. If a Swedish university has capital which covers one month’s salary for all employees, politicians complain about “large reserves”. Undeniably,
universities all over the world exist in different political conditions and we sometimes operate in completely different worlds. At LTH we make the best of the situation and with that as a starting point we are actually extremely successful! Education LTH takes great responsibility for providing society and particularly our region with skilled engineers, architects and industrial designers. They are to have an education which is in step with the times so that they can contribute to development. As problem-solvers, they are also to tackle the major challenges associated with climate change, energy and use of resources. National analyses up to 2020 show that the need for education and skills is particularly great in our region. With the present extent of education, there will be a shortfall of 10% of Masters of Science in Engineering. For Bachelors of Science in Engineering the shortfall will be even greater. The reasons include many people going into retirement and regional growth. Unfortunately, education is underfunded which means that during the year we had to reduce the number of admissions.
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lt h A n n u a l r e p o r t 2 0 1 4
g Anders Axelsson / Dean of LTH 2008–2014
Almost all our study programmes last five years, which means that the timescale for planning must be long term. In order to manage the situation we have taken a break and stopped short programmes. We have reduced the number of courses offered. At the same time, we want to maintain our high quality. By developing and focusing our two-year final specialisations, we create an opportunity to offer some of these as Master’s programmes in the future. We also have an ambition to introduce more management and entrepreneurship in our specialisations. Similarly, more people need to know more about the innovation process. It is through these processes that new companies are created. This generates societal benefits and we assume our responsibility towards society. There is an ongoing discussion in the university world about MOOCs, Massive Open Online Courses. Some people even question the future of universities. Lund University introduced three MOOC courses in connection with our visit to Stanford. Stanford was a forerunner and now has quite a relaxed view of MOOCs. Those working with digital learning expressed themselves as follows: “It is good for the University’s brand, but the main advantages are that researchers at Stanford have understood that education is important. The development of new digital aids always focuses on the learning of the University’s own students. If this means that courses can be presented online it is only an added bonus”. Cooperation There are increasingly high expectations on higher education institutions to cooperate with wider society. These demands are only reasonable as people would very much like to know that their tax contributions are used to benefit society. LTH has always argued for the special role that higher education institutions have as bearers, developers and preservers of knowledge. This ex-
pertise is to be made available to our cooperation partners preferably as contributions in kind. LTH wants to be a welcoming organisation and this is demonstrated through the Vattenhallen Science Centre LTH, among other things. The centre is open to all and often referred to as a meeting place. We hope that in time Vattenhallen will become essential to the whole University. LTH takes part in many networks, clusters and centres in which our collaborative role is very important, not least for business and industry. We also have high ambitions with regard to the “innovation triangle”: design – finance - engineering. Through boundary-crossing collaborations within the University, we can make our progress available to the innovation systems which exist around us. Our neighbours, the research villages of Ideon Science Park and Medicon Village, are also successful. The thirty year-old Ideon can look out from the new landmark IDEON Gateway. Medicon Village has over 1000 people on site which is far beyond initial predictions. We would also like to emphasise the role of our education as a support in the provision of expertise in the region, which we see as one of our most important cooperation tasks. Thank you! This is the seventh and last annual report to which I am writing the introduction, and I would therefore like to take the opportunity to thank all those with whom I have worked, both within and outside the University. Meeting all the positive, innovative and creative people is precisely what has made the job so enjoyable. It has been a fantastic time. I believe the successes for LTH will continue and with the potential for the future created by the major research facilities, the future cannot be anything but bright. Thank you for my time here and my warmest wishes to LTH for its continued success. k
Every year, LTH produces and publishes around 100 doctoral theses, 1000 Master’s degree projects, 1300 scholarly publications and 500 conference papers.
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lt h A n n u a l r e p o r t 2 0 1 4
Undergraduate and Master’s education Text: Annika Mårtensson / Deputy Dean
In 2014 over 1300 degrees were awarded at LTH, which is approximately 100 more than the previous year. Approximately 900 of these were from LTH’s five-year degree programmes (MSc Engineering or Architecture). There were a high number of applicants per place and students performed well. In a comparison between 2013 and 2014, it appears that the number of credits taken has fallen; however, this is not accurate. All results from courses delivered in 2014 have not been registered yet. This is because of a change in the division of the semesters in 2014, where exams were moved from December to January. Consequently, many courses that ran in late autumn 2014 are not included in the figures. The number of registered full-time equivalent students at LTH in 2014 was 6 522 (6 039 ordinary undergraduate and Master’s students and 233 exchange students). A further 86 full-time equivalent students are funded by tuition fees. The number of full-time equivalent students with direct government funding fell on 2013, whereas the number of fee-paying students increased. Despite a lot of interest from prospective students and the great need for graduates in our subjects, the economic situation has forced LTH to make further cuts in the number of students it admits. In order to combat the negative impact of cutbacks there is a continual dialogue between the management, departments and degree programmes. Systematic quality enhancement has continued at
LTH, with major contributions by both programme directors and departments. Extra quality enhancement funding has been allocated to LTH on the basis of the results of the evaluation carried out by the Swedish Higher Education Authority in 2013. This has and will be used for special projects initiated by programme directors and departments. The work to reinforce processes relating to degree projects at LTH has been completed and implemented, which has created better conditions for quality assurance of degree projects. Three new Master’s programmes have been introduced to LTH’s range. These are mainly built up of courses that are already offered as part of existing programmes. The programmes focus on fields where LTH has received a lot of international attention and are aimed at international students. LTH is also investing in improving study environments. For instance, the renovation of Ahuset is complete and has produced a marked improvement in the working environment. Similar renovation work is underway at V-huset, with completion expected in 2016. Over the years, LTH has made major investments to ensure that students have the prerequisites to conduct their studies and gain knowledge and experience that will form a good foundation for their future careers. This is seen in the Teaching Academy, Genombrottet (which offers courses to inspire and equip teaching staff), and the supplemental instruction (SI) programme for students. k
h Graduation ceremonies were held at LTH on 23 May and 28 November 2014.
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lt h A n n u a l r e p o r t 2 0 1 3
student intake Number of full-time equivalents (FTE), annual performance equivalents (APE) and degrees awarded (DEG) 2013
2013
2013
FTE
APE
APE/ FTE(%)
2013
2013
2014
2014
2014
DEG of which ‘Bologna’
FTE
APE
APE/ FTE(%)
2014
2014
DEG of which ‘Bologna’
Master´s degrees in Engineering Biomedical Engineering Biotechnology
87
70
81
286
245
86
49
39
116
74
64
1
1
276
239
87
56
53
Chemical Engineering
203
162
80
36
31
205
176
86
36
27
Civil Engineering
518
471
91
99
80
496
382
77
111
105
Computer Science
487
424
87
53
38
492
380
77
65
56
Engineering Mathematics
179
153
85
29
23
161
120
75
35
30
Engineering Physics
449
389
87
65
52
450
320
71
68
56
Environmental Engineering
270
240
89
40
32
277
200
72
36
32
Electrical Engineering
397
332
84
53
38
373
285
76
61
55
Industrial Engineering and Management
502
436
87
98
82
444
358
81
92
78
InfoCom
176
152
86
16
13
221
143
65
19
19
Mechanical Engineering
764
659
86
122
101
759
601
79
124
108
Nanoscience
205
174
85
31
30
204
139
68
28
26
80
65
81
37
34
70
63
91
41
41
260
217
84
47
44
253
189
75
59
55
Risk Management Surveying and Land Management Bachelor of Science in Engineering
17
Master of Science Total Master’s degrees Architecture
4862
4191
86
312
296
95
Bachelor of Science in Architecture Master of Science in Architecture Fire Protection Engineering Industrial Design Bachelor of Fine Arts in Design Total Arch, FPE, ID
12
1
160
129
1
7
81
775
4
655
4796
3668
76
832
758
321
287
89
58
40
27
27
50
50
44
33
32
32
2
2
47
45
168
14
119
71
3
5
86
83
96
15
15
87
72
83
29
559
515
92
154
127
576
481
84
169
29
309
289
94
74
74
294
242
82
100
97
85
88
19
19
104
74
70
16
16
0,22
0,2
91
21
21
Bachelor´s degrees in Engineering Civil Engineering Computer Science Electrical Engineering
100
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lt h A n n u a l r e p o r t 2 0 1 3
Electrical Engineering with automation Multimedia Engineering
2013
2013
2013
FTE
APE
APE/ FTE(%)
79
72
93
2013
2013
2014
2014
2014
DEG of which ‘Bologna’
FTE
APE
APE/ FTE(%)
11
11
0,375
76
58
77
0,75
1,125
150
0,25
50
0,5
2014
2014
DEG of which ‘Bologna’
Production Engineering
0,35
0,25
Software Engineering
0,75
0,625
Total Bachelor´s degrees
486
448
92,18
105
104
Biotechnology
16
20
120
10
10
Energy-efficent and Environmental Building Design
22
16
73
Fire Safety Engineering
10
10
96
19
6
7
127
7
Food Technology and Nutrition
19
19
99
13
Industrial Design
29
22
77
7
7
49
42
85
9
9
1
4
425
5
5
0,25
0,65
260
2
2
5
5
24
24
1
0,37 475
376
1 79
138
137
International Master’s programmes Architecture
Food Innovation and Product Design
Nanoscience Photonics Sustainable Urban Design
5,5
2
36
20
15
77
13
13
40
35
88
8
8
19
12
8,4
71
19
19
7
7
4
61
3
3
13
26
18
69
10
10
0,88
5
575
9
9
36
41
117
19
19
29
0,97 35
121
System on Chip
20
20
101
20
19
17
22
127
21
21
Water Resourses
13
15
118
15
15
8
7
78
13
13
Wireless Communication Total Master’s programmes
36
37
104
27
27
44
29
66
14
14
209
217
104
151
150
258
218
85
141
141
21
21
27
27
Food Technology diploma
42
51
124
16
19
122
Foundation year
53
82
156
32
17
52
383
310
81
370
277
75
Free-standing courses, etc.
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lt h A n n u a l r e p o r t 2 0 1 4
student Recruitment
National student recruitment The LTH strategic plan states that we are to “maintain a presence in the places where young people are, both physically and virtually, in order to identify trends in the education needs of young people at an early stage”. We therefore work to ensure the broadest possible recruitment base, and LTH is marketed in a large number of different channels across Sweden. The 2014/15 Ungdomsbarometer report for LTH shows that 70% of upper secondary school pupils in Sweden would consider going on to university. Higher education is regarded as important because it improves employability, is necessary for one’s dream job or leads to a higher salary, and also because it is fun and interesting. Why LTH? (source EWS survey 2014) The clear decisive factors in why students choose to apply to LTH are the good reputation of LTH’s programmes and Lund as a student city. For LTH in Helsingborg, the reputation of the programmes is decisive. Interest in the field of the degree programme and the breadth of the programme are the most important factors influencing the choice of programme for both locations. Interest in future career opportunities is also an important factor. Prospective students mainly obtain information about the degree programmes through the LTH prospectus, the LTH website, family, friends and higher education fairs. We have noticed that the opportunity to meet existing students and discuss choice of programmes, for example at fairs, open days, school visits, etc. has become increasingly important. Decisive factors that made students choose LTH are, as before, the Internet, family, friends and the prospectus.
Meet LTH – events and fairs 2014 LTH attended three major higher education fairs (10–20 000 visitors) in Stockholm, Gothenburg and Malmö, and medium-sized fairs (approx. 5 000 visitors) in Piteå, Umeå and Sundsvall. In addition to this, we attended around 30 smaller fairs around the country, where the number of visitors was between 1 000 and 3 000 people. Many students also returned to their old upper secondary schools to give talks. Groups of LTH students also went on a series of organised visits to schools, mainly in Gothenburg and Stockholm. We also attended Lund University’s inspiration days and open day. Other events at LTH in 2014: > Culture Night in Lund > Teknikåttan – engineering and science competition for year 8 pupils > LTH Advent calendar – 24 short films about interesting phenomena > Tekniksprånget – work placement students from the project visited LTH > Create your future – LTH students visited schools with low rates of progression to higher education > NMT-Days (Science, Medicine and Engineering Days) – 300 popular science talks for 6 000 upper secondary pupils and teachers
We are also present on Facebook, LinkedIn, Twitter, YouTube, Instagram, the LTH app and Google (AdWords). We also advertise on DN’s education pages and on Sweden’s largest engineering blog, Feber.se. k
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lt h A n n u a l r e p o r t 2 0 1 4
Source of information leading to choice of LTH Lund (percent)
Source of information leading to choice of LTH Helsingborg (percent)
45
45
40
40
35
35
30
30
25
25
20
20
15
15
10
10
5
5
0
0 LTH Friends prospectus
Internet
Family
Encounters with students*
L 2014 L 2013 L 2012
LTH Friends prospectus
Internet
Family
L 2014 L 2013 L 2012
* Includes visits to LTH, encounters with students at various events. Source: EWS 2014
Where do our students come from?
LTH Lund total 2014
Sk책ne 47% Neighbouring counties 15% Gothenburg 9% Stockholm 14% Mid Sweden 11% Northern Sweden 3%
LTH Helsingborg total 2014
Sk책ne 76% Neighbouring counties 10% Gothenburg 5% Stockholm 15% Mid Sweden 5%
Encounters with students*
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lt h A n n u a l r e p o r t 2 0 1 4
SI – 20 years at LTH How does a student straight out of school cope with university studies? One of the answers is supplemental instruction (SI) – an academic support programme that helps prevent students dropping out and improves their study strategies. SI has been in use at LTH since 1994, with excellent results.
Supplemental instruction is based on collaborative group
derstanding of the problem. An approach to learning is
learning and aims to bridge the differences in learning
established in which those involved lift their eyes from the
technique between upper secondary school and universi-
details to see the bigger picture.
ty. In short, SI helps students to succeed on selected ‘difficult’ courses at the start of their degree programmes.
“The students also learn to think strategically and methodologically. In the group they discuss and formu-
Twenty years ago, student completion rates were a
late both questions and arguments and test them against
pressing issue at many Swedish universities. There were
the opinions of others. The work takes place in an enjoy-
training courses in teaching for lecturers, but there was
able way and there is a strong sense of solidarity in the
no equivalent that focused on student learning.
group”, says Leif Bryngfors.
“We saw that many students were isolated in their
There are currently five centres for SI worldwide, of
studies and we wanted to see how we could get them to
which one is at LTH. All those who use SI at Swedish, Nor-
work in a more structured way together. We also saw that
wegian and Danish universities have received training at
the students had difficulty applying study techniques af-
the centre in Lund.
ter hearing or reading a book on their subject”, says Leif Bryngfors at LTH. Along with Marita Bruzell Nilsson at Mathematical Sci-
SI can be used in all disciplines and is open to all students. “At LTH we have chosen to focus our SI activities on
ences, he applied for development funding to investigate
courses for first-year students, to help them to quickly get
how to facilitate group learning for students. Leif and Mar-
into their studies and to regard their fellow students as a
ita visited a number of universities in the US and realised
resource they can use. The courses that new students tend
that SI was a model that would be quite easy to adapt to
to find difficult, and in which we have supplemental in-
Swedish circumstances, which was what they then did.
struction, are mainly in maths, chemistry and mechanics.”
SI is offered outside the ordinary teaching on a
There is a strict selection process for SI mentors, with
course. The idea is that the learning of a subject is rein-
a focus on both academic results and communication
forced through the sharing of thoughts and ideas with
and social skills. All mentors attend a two-day SI training
other students. SI takes place in meetings of 5–15 stu-
course and are supervised, observed and coached contin-
dents, with the discussion led by an older student. The
ually for as long as they remain SI mentors.
older student does not act as the teacher, but rather helps
There are plans to expand SI to more subjects and
to clarify difficult issues in the subject by asking ques-
all faculties. The establishment of a regional SI platform
tions, acting as a sounding board, initiating work in small
in collaboration with Kompetenssamverkan Skåne is also
groups and coordinating the presentation of conclusions.
planned. The aim is to spread SI to upper secondary and
An atmosphere develops in the group in which everyone helps each other in order to achieve a better un-
secondary schools throughout the region. k
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lt h A n n u a l r e p o r t 2 0 1 4
SI in figures: e A student who has high attendance at SI achieves on average 12 credits more during their first year of study than a student who has not attended SI. e After five years of study, the proportion of students who have graduated is more than twice as high among those with high SI attendance than among those who have not attended SI. e The proportion of students who withdraw from their studies is almost 6 times lower among those with high SI attendance than among those who have not attended SI. e Of those students who have not withdrawn or graduated after five years, those with high SI attendance have on average achieved almost 30 more credits than those who have not attended SI. e SI was developed in 1973 at the University of Missouri in Kansas City to increase student completion rates for difficult courses. The SI concept has had a wide impact and has been used at more than 1 500 universities in some 30 countries.
the people behind SI: e The steering group of the National Centre for Supplemental Instruction at LTH is made up of: Leif Bryngfors, Arthur Holmer, Pavla Kruzela, Joakim Malm, Lise-Lotte Mรถrner, Ingrid Svensson.
Lise-Lotte Mรถrner has been heavily involved in SI activities for a number of years. Today she works in finance at the Centre for Mathematical Sciences.
Leif Bryngfors has worked with SI at LTH for 20 years.
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lt h A n n u a l r e p o r t 2 0 1 4
Incoming exchange students
LTH students studying abroad 2014-2012 2014 L 2013 L 2012 L
400 350 300 250
2014
2013
2012
Architecture
32
32
32
Computer Science
13
14
7
Industrial Design (5 yrs)
1
--
--
Industrial Design (3 yrs)
11
13
11
2
4
2
Electrical Engineering
10
12
11
Industrial Management and Engineering
66
76
45
Biotechnology
19
20
22
9
12
8
Surveying
12
12
7
Mechanical Engineering
30
21
10
Mechanical Engineering/Design
4
9
5
Risk Management
1
2
2
Engineering Physics
29
28
22
Engineering Mathematics
14
11
7
Civil & Traffic Engineering
14
16
20
Info Com
200 150 100 50
Chemical Engineering
an
d
So
ut Cen h Am tral er ica an d Ne Aus w tra Ze lia ala nd
ica
No r
th
Sc an
Am
din
er
av ia
e ro p Eu
As ia
0
Balance of foreign exchange
Environmental Engineering
30
21
11
Incoming students L
Nanoscience
12
18
12
Outbound students L
Biomedical Engineering
7
--
--
Others
1
4
2
317
325
236
Master´s Students Admitted L
600
Science without Borders students L
500 400
Degree projects
92
48
36
Internships - Erasmus
28
19
15
300
Internships (course)
15
11
19
200
The China Profile
20
30
28
100
Total
472
433
334
0 2011
2012
2013
2014
The number of incoming students relates solely to LTH’s own agreements. During 2014, an additional 109 students came via Lund University’s overall agreements, who studied over 50% of their courses at LTH. These students come from all over the world, excluding Europe, mostly from the USA and Asia.
Proportion of graduates in engineering, architecture and industrial design who have had at least three months of organised experience abroad as part of their degrees. % of graduates with study abroad 2012-2014
Percent 60
61,4
% of graduates with study abroad 2014
50 45 40
34,5
35 30 25 14,8
&
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LTH-target 25 %
20,7
20,4
17,9
17,5
16,7
Programme target 15 %
ing ee r
gin En
on ec ti
ro t
em
ica
lE
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ine
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14,4
Fir eP
16,4
33,2
30,5
29,7
26,5
25,0
20 15 10 5
Ch
44,3
40,7
38,5
38,3
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lt h A n n u a l r e p o r t 2 0 1 4
International collaboration Text: Per Warfvinge / Assistant Dean for International Relations
The internationalisation of all core activities at LTH continues. Among our students, there are over 50 nationalities represented. Talented doctoral students apply to LTH from all corners of the globe, international visibility is excellent and more and more of our graduates have gained international experience during their studies. LTH welcomed 22 new students as part of the Brazilian scholarship programme “Science without Borders”, which was a quarter of all the Science without Borders scholarship holders in Sweden. The programme reflects the clear global phenomenon of countries wanting to pay for international education for talented students. In a similar scheme, LTH received Master’s students on scholarships from Indonesia, another country with strong economic growth and an open attitude towards the rest of the world. From 2014 onwards, LTH is offering short research projects for students from the University of Toronto and the University of British Columbia. This programme is unique in Sweden and strengthens the ties between the universities while opening up exchange opportunities for LTH students. In November LTH took over the presidency of the Magalhães network. This network links 16 Latin American and 19 European technical universities and faculties of engineering, and its main aim is to develop student exchange be-
tween the continents. LTH was a founder member of the network when it started in 2005. The fact that we have been entrusted with the leadership of this network can largely be ascribed to LTH’s high-class courses based on the skill and commitment of teaching and administrative staff. In May LTH and the University of Connecticut ran a joint course in traffic engineering at LTH. The project is an example of how universities make use of each other’s strong research environments as a platform for a tailored international experience for a student group. The disappointment of the year was the Swedish Parliament’s decision to dramatically cut funding for the Swedish Institute. For LTH, this meant drastically reduced opportunities to recruit Master’s students from less wealthy countries. In 2014 LTH met and exceeded its goal for student mobility. In total, over 30% of graduates in industrial design, architecture and engineering had had international experience as part of their studies. The goal set is 25%. All programmes achieved the goal of at least 15% mobility. This success can be ascribed to many factors: renowned partner universities, enthusiastic students, attractive courses at LTH, information adapted to the target audience, different types of mobility, smooth administration, wellfunctioning networks and determined work by programme directors. k
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lt h A n n u a l r e p o r t 2 0 1 4
Research studies Text: Annika Mårtensson / Deputy Dean
Structured work to enhance the quality of research studies at LTH is constantly ongoing. This includes the annual reports from LTH’s departments and research boards, as well as reports from the doctoral section of the students’ union. Evaluations have been structured around LTH’s strategic goals and certain learning outcomes from general syllabi for research studies. The education is generally judged to be of high quality, but there are issues that would merit more work, such as the range of courses offered, a database of individual study plans, and careers advice. In addition to the written reports, quality dialogues have been held for the first time with the departments, and they have had a very positive reception. The number of new doctoral students rose in 2014 compared with 2013 and is now on a par with 2011. It is pleasing that the proportion of women has passed 40% for the first time, at 42%. The proportion of women in research studies reflects fairly well the proportion of women in undergraduate and Master’s education, and it is hoped that in the long term this will mean an increase in the proportion of female senior lecturers and professors. The number of people obtaining a PhD has increased on 2013. During the past year, LTH has also continued its work to de-
fine career paths within and partially outside LTH. Presentations of this work have been given to current and prospective doctoral students. LTH’s academic development unit Genombrottet has long worked to develop faculty-wide courses for researchers, and these are very popular with our doctoral students. LTH offers its doctoral students an extensive range of courses including an introduction to research studies, teaching and learning in higher education, research communication, research methodology, research ethics, research writing and reading, project management, and research information management. Compared with 2013, the overall number of credits taken increased by 16%. In 2013, a major doctoral student survey was carried out at Lund University and the material has been analysed from an LTH perspective. Based on this analysis, a specific LTH survey was drawn up and carried out, and the results of this will be used in the continued work on quality enhancement. In 2014 a decision was also taken to start a joint graduate school for LTH and the faculties of Science and Medicine, with a focus on MAX IV and ESS. k
Research students
Total number enrolled Women %
2014
2013
2012
2011
2010
2009
2008
2007
2006
2005
2004
2003
2002
2001
2000
148
134
128
145
161
114
134
105
121
86
107
167
139
167
171
42
31
34
30
32
39
30,5
34
26
34
33
30
27
35
32
114
97
88
102
69
94
112
121
117
135
127
114
95
81
69
Women %
37
40
20
32
40
27
30
32
34
24
28
29
33
26
33
Licentiates awarded
32
36
40
38
33
42
43
38
59
73
63
91
77
56
67
Women %
25
39
22,5
39
27
19
32,5
16
30
27
30
24
22
21
19
PhD awarded
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research 2014 Text: Anders Axelsson / Dean LTH
In its strategic plan, Lund University has stated the importance of cross-boundary activities. This has been a success factor for LU and in particular for LTH. It is often said that new ideas come about on the borders between different disciplines. External research funding dominates LTH’s research budget. Almost SEK 700 million of the SEK 1.1 billion research budget is external funding. However, the faculty has very limited resources to make its own strategic investments. In accordance with the LTH strategic plan, investments connected to ESS and MAX IV are prioritised. Together with the faculties of Medicine and Science, we have just started a graduate school in imaging with links to ESS and MAX IV. We also have a number of researchers who are heavily involved in accelerator design for ESS. LTH has a competence centre in production materials engineering that is also connected to both ESS and MAX IV. Furthermore, the faculty has supported a strategic investment in an X-ray computed tomography scanner which will be a gateway to advanced materials research. In order to encourage and facilitate interdisciplinary contact between departments and faculties, we organise research portals. The latest ones are a production portal, a materials portal and a transport portal. In addition, different types of research centres are established to coordinate important research, one example being Renoveringscentrum. The competence centre for pub-
lic transport research will get underway in 2015. During the past year, a new professor of product development took up his post, with a specialisation in 3D printing. The new engine lab was opened in the spring, strengthening research in combustion processes, combustion engines and combustion physics. Major funding has been received for these areas. Our interdisciplinary approach has led to the opening of the new Department of Biomedical Engineering. This complements the degree programme in biomedical engineering that we started a few years ago. Medicon Village (in AstraZeneca’s former premises) is growing at a great rate. Over 1 000 people now work there. The strong cancer research at LTH’s Department of Immunology is based there (Create Health). Alongside the University’s other cancer researchers, they create a powerhouse for cancer research. We are working hard to obtain a major European food centre in Lund from the European Institute of Innovation and Technology (EIT). We will not see the outcome of this work for a year or two yet. Naturally, the large research facilities offer major potential for future research at LTH. The first sod was turned for ESS in the autumn. MAX IV looks almost finished, and the official opening on 21 June 2016 is fast approaching. k
Information Communication and Technology – ICT ICT is a strong area at LTH, and we have important research partnerships with many ICT companies. The new institute for ‘cloud computing’, MaPCI, is now up and running (Mobile and Pervasive Computing Institute at Lund University). The initiative is funded by Lund University, Sony Mobile, Region Skåne and Ericsson. MaPCI will be based at MHC (Mobile Heights Centre) – Sony Ericsson’s old offices. The Mobile Heights network is also based there.
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Film premiere 2014 On 23 April staff, students and members of the public enjoyed a film premiere. During the year, Peter Nordqvist, along with a number of researchers and the communications office at LTH, produced 14 films about 14 research environments. The films provide an insight into LTH’s fascinating research. The films cover the following fields: atomic physics, biomedical engineering, biorefineries, fire safety engineering, computer vision, energy-efficient buildings, combustion engines, immunotechnology and cancer research, intermetallic chemistry, nanoscience, robotics and automatic control, traffic planning, wireless communication, virtual reality and the aerosol lab. All the films are available in English at: http://www.lth.se/english/research/research-videos/ Above: Still from the film on biorefineries. Below: Still from the film on atomic physics.
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collaboration & innovation Text: Annika Olsson / Assistant Dean for Collaboration and Innovation
The Higher Education Act states that “the mandate of higher education institutions shall include third stream activities and the provision of information about their activities, as well as ensuring that benefit is derived from their research findings”. Collaboration is therefore not a separate activity that takes place in isolation from research and education, but rather integrated with these. Collaboration as an integrated part of research and education helps to reinforce the quality and relevance of our activities. In line with this, Vinnova has worked on its remit from the Government to design methods and criteria for the evaluation of performance and quality in collaboration activities, and on proposals for a model for resource allocation. During the year, LTH has therefore participated in external conferences on collaboration and in projects within Lund University concerning collaboration and implementation of findings. One important aspect of collaboration is interdisciplinary meetings and activities that integrate LTH into the business sector and wider society. LTH has therefore established thematic research portals that create interfaces and opportunities for engagement with society, as well as internal engagement between researchers from different disciplines. Another important part of collaboration is exchange with the business sector through our industry-employed doctoral students and adjunct professors. In 2014, seven adjunct professors and three adjunct senior lecturers were appointed at LTH from the business sector and public agencies. Recruiting adjunct positions further strengthens
collaboration with our research groups and facilitates knowledge transfer. Vattenhallen Science Centre LTH continues to develop. The largest external funding bodies in 2014 were Region Skåne and Kraftringen. A total of 38 000 visitors, of whom 17 000 were schoolchildren, experienced Vattenhallen’s inspiring activities. The fifth anniversary of the opening of the centre was celebrated on Kulturnatten. The centre has hosted 75 work experience pupils, provided professional development training to 366 teachers, and hosted events and meetings for 2 250 people from businesses and university departments. A large balcony has been erected in the hall, on which the exhibition Från mun till anus (From mouth to anus) will be opened in 2015. Lund Municipality has signed an agreement with Lund University, which will bring longterm financing for Vattenhallen. Part of the relevance of research is seen in innovations that arise out of high-quality research. Innovation activities at LTH have been improved and the inflow of ideas through LU Innovation System has increased. During the year, LTH also introduced a joint PhD course entitled Innovation and value creation in research, which was taken by 27 LTH doctoral students. In autumn 2014, LTH invited the newly elected Members of Parliament for Skåne to visit LTH to inform them about our operations and discuss issues that we feel are important for them to raise at national level. We also had four meetings with our Business Relations Council during the year, at which we informed one another about our activities and discussed possibilities for collaboration. k
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The Engine Lab re-opened after major renovations Good became better when the renovation of the Engine Lab at LTH was completed in early 2014. LTH and Lund University invested SEK 54 million in the project and the work resulted in a number of new and renovated rooms for this successful lab.
At the end of the year, Edouard Berrocal, a researcher in combustion physics at LTH, received an ERC Starting Grant. The EUR 1.5 million grant will enable him to spend the next five years investigating what happens in the crucial moment at the start of combustion when the liquid fuel is injected into the chamber and vaporises. In the long term, this research could lead to more efficient and more environmentally friendly engines in aeroplanes, cars and power plants.
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At the Engine Lab, some 30 people conduct research on combustion engines. Among other things, they test fuel efficiency of what we hope will be the engines of the future. The researchers have also successfully reconstructed diesel engines so that they instead can be run on petrol. The advantage is lower energy consumption, and this new refined and more efficient technology could soon become commonplace in our cars. Apart from the re-opening of the Engine Lab, another reason to celebrate was a major continuation grant of SEK 100 million for the KCFP combustion competence centre (Kompetenscentrum FÜrbränningsprocesser). The centre is funded by the Swedish Energy Agency, industry partners and Lund University. Since the early 1990s, car manufacturers and fuel producers around the world have consulted the Engine Lab at LTH for research collaborations and expertise in the field of combustion processes in engines. More information about the Engine Lab and the Division of Combustion Engines at LTH: www.ce.energy.lth.se
Bengt Johansson, Professor of Combustion Engines at LTH, outside the new Engine Lab. The ventilation pipes in the background have been covered with a special material to resemble a car engine.
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staff
The number of employees, measured as full-time equivalents, has increased steadily over the period 2008–2013. This increase is mainly due to an increasing inflow of external research funding. The largest increase is in the category of doctoral students and junior postdoctoral researchers in career development positions. From 2013 to 2014, the number of full-time equivalents has levelled off. The proportion of junior researchers has increased somewhat in 2014, but a small fall can be seen over the past year in the number of doctoral students on studentships. LTH is seeing an increase in the proportion of international employees in all staff categories, in particular in the category of junior researchers. In material from Statistics Sweden, it can be seen that 22 per cent of all academic staff were born outside Sweden, mainly in EU countries outside Scandinavia and in Asia. Work environment LTH works actively to be an attractive workplace that offers a good work environment for all its staff. A good work environment relates to both
Academic staff
Born in Sweden
Born abroad
Women
106
36
Men
347
92
Total
453
128
psychosocial and physical factors. Today there are seven HSE (health, safety and environment) committees at LTH. In collaboration with LU Estates, LTH’s work environment coordinator meets every head of department and health and safety representative once a year to follow up the departments’ systematic work environment management. A cornerstone of this work is action plans and routines to prevent and address incidents. The plans are to be familiar to all those concerned. In 2014 the LTH Faculty Office has started a project on how we treat others, based on the results that were presented from the staff survey that Lund University sent to all staff in spring 2012. This project can be seen as an initial step in the work to systematically address issues concerning how we treat our clients and colleagues.
Number of full-time equivalent employees at LTH 2004-2014 Other 1 600
Tech Prof
1400
Postdoc* Senior Lect
1200
Visiting Lect PhD student Admin
1000
Lect 800 *Junior researcher with PhD in career development position
600 400 200 0 2004
2005
2006
2007
2008
2009
2010
2011
2012
2013
2014
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Gender equality, equal opportunities and diversity
Lecturer Doctoral student
350
344
329
Senior lecturer
331
Junior researcher
300
Professor
250 185
200
177
174
153
153
173
152
167
166 119
150 102
107
100
69
57 50
70
53
55 28
27
25
41
54 52
50 27
27
21
0
Men
Women
2014
Men
Women
Men
2013
Women 2012
Gender equality – number of men and women among academic staff and doctoral students, 2012–2014
Of the three types of career development positions (associate senior lecturer, postdoctoral fellow and researcher), associate senior lecturer has proved particularly successful from a gender equality perspective. The proportion of female associate senior lecturers in December 2014 was 41%*, out of a total of 34 posts. Otherwise, the proportion of women in teaching and research posts has remained almost entirely unchanged from 2013. At the end of December, the proportion of female senior lecturers was 27% (of a total of 254) and the proportion of female junior researchers in career development posts was 35% (of a total of 157). The proportion of female doctoral students was 33% out of a total of 517. At the end of December the proportion of female professors at LTH was 15% (of a total of 181 ordinary professors). Three female senior lecturers have been promoted to professor in 2014. In autumn 2014 LTH began work on a project that in the short term (during 2015) could recruit at least eight visiting professors and adjunct professors. The long-term aim is to expand the re-
cruitment base for female professors at LTH, as well as to recruit more role models who can support academic staff who are in the early stages of their career. One important condition for increasing the number of female senior lecturers and professors at LTH is a well thought-out career ladder that also allows the advancement of staff of the under-represented gender. Career development positions form an important part of an academic career. In autumn 2013 it was decided that LTH would work on a career ladder for career development positions. The intention is that an employee at LTH should be able to hold a career development position for a total of four years. In 2014 LTH has sponsored the Lise Meitner Chair, career development grants and projects focusing on gender equality and diversity. Examples include the WINGS meet-and-greet initiative and the diversity projects Create your future and Inga Ingenjör. In addition to these projects, LTH also provides financial support for student associations such as HERA, D-chip and Elektra.
*There are 30 associate senior lecturers appointed under the new regulations from the end of 2013 and 47% of these are women.
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>>
Professional development Training in higher education teaching and learning for teaching staff Genombrottet is LTH’s central academic development unit. A key part of its activities are made up of training in higher education teaching and learning for teaching staff. In 2014, 261 LTH employees (126 senior members of teaching staff and 135 doctoral students) completed a total of 594 weeks of qualifying training. In addition, Genombrottet has delivered 81 weeks of training in higher education teaching and learning to external participants, primarily from other parts of Lund University. As part of all courses, project reports are submitted on various issues in higher education teaching and learning related to undergraduate and postgraduate education at LTH. Many of these projects are presented in a variety of contexts and form an active contribution to the development of discussion on teaching issues. LTH Teaching Academy The LTH Teaching Academy is a reward system for teaching skill that has developed into a cornerstone of LTH’s strategic initiative to develop overall teaching quality at the faculty. In 2014, 18 members of teaching staff applied to the Teaching Academy, and of these 12 were judged to fulfil all criteria and received the distinction Excellent Teaching Practitioner (ETP). Educational development Genombrottet’s educational development activities – training in higher education teaching and learning, educational consultancy, evaluations, point-of-delivery education research, knowledge sharing and forums, and career rewards for teaching – have received both national and international attention during the year through a
number of invitations, keynotes, workshops and seminars, as well as visits to LTH. For instance, Genombrottet has a major long-term consultancy undertaking for the Norwegian Association of Higher Education Institutions to strengthen educational development at Norwegian universities. In 2014 LTH continued to organise training for PhD supervisors in accordance with Lund University’s remit. During the year 28 researchers attended training (in 2013 it was 49). In the course evaluations, the training received 4.2 out of 5.0, which is the same as the previous year. LTH offers its doctoral students a range of courses including an introduction to research studies, teaching and learning in higher education, research communication, research methodology, research ethics, research writing and reading, project management, and research information management. In 2014, nine different PhD courses were offered, totalling 36 credits (delivered 19 times). The volume of credits examined in research studies increased by 16% on the previous year. The volume corresponded to the production of six PhDs. Course evaluations from the 19 PhD courses provided constructive free text responses and an average perceived quality score of 4.3 out of 5.0. One course received poor scores and will be revised in 2015. In 2014 an EQ11-funded study was undertaken on norms in LTH examining committees at thesis defences, as well as an LTH doctoral student survey based on an analysis of the LU doctoral student barometer the previous year. In addition, material was put together as a basis for ethical guidelines for the relationship between supervisors and doctoral students at LTH. A series of lunchtime seminars were also held for experienced PhD supervisors.
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Professors and senior lecturers appointed in 2014
New adjunct professors and senior lecturers with affiliations outside the University
New professors
In 2014 LTH gained 10 new professors, two through recruitment and nine through promotion. Recruited Olaf Diegel, product development Erik Serrano, structural mechanics Senior lecturers promoted to professor Christer Wingren, immunotechnology Fredrik Tufvesson, radio systems Maria Johansson, architecture and the built environment Torbjörn Laike, architecture and the built environment Jonas Tegenfeldt, physics Anders Warell, industrial design György Marko-Varga, biomedical engineering specialising in clinical protein science Maria Kihl, electrical and information technology Aleh Cherp, strategic environmental assessment New visiting professor Jørgen Rammer, condensed matter physics (Umeå University) Newly appointed senior lecturers Eighteen new senior lecturers were recruited and a further nine individuals were promoted to senior lecturer from posts as lecturer or associate senior lecturer. Newly appointed associate senior lecturers Thirty associate senior lecturers were recruited.
Adjunct professors Frank Lipnizki, chemical engineering specialising in membrane technology (Alfa Laval) Anders Rosenkilde, structural engineering specialising in industrial production of wooden constructions (Trä- och möbelföretagen) Johan Eker, automatic control engineering (Ericsson Research) Torleif Martin, theoretical electrical engineering (SAAB Aeronautics) Henrik Aspegren, civil engineering specialising in urban water and sewerage systems (VA Syd) John Weisend, design and manufacture of complex systems specialising in cryogenics (ESS) Stefan Ulvenlund, formulation technology (CR Competence) Adjunct senior lecturers Christian Uhr (Swedish Civil Contingencies Agency) Sture Lindmark (Fuktkom Konsult Lindberg AB) Kristin Land (Lantmäteriet) ETP – Excellent Teaching Practitioner In 2014, 12 members of teaching staff at LTH were appointed ETP and thus became members of the LTH Teaching Academy. Readers In 2014, LTH gained 28 new readers.
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New Management at LTH
New board, in the middle (front, from the right) Viktor Öwall and Charlotta Falvin.
Elections were held in mid-September to elect a new Dean, Deputy Dean and Faculty Board for the Faculty of Engineering LTH. Viktor Öwall, professor at the Department of Electrical and Information Technology, was elected Dean for the period 2015-2017, and Annika Mårtensson, professor at the Department of Building and Environmental Technology, was re-elected as Deputy Dean. At the last board meeting of 2014, Michael Treschow was thanked for his time serving as chairman of the board by the outgoing dean Anders Axelsson. Charlotte Falvin assumed the role of chairman on 1 January 2015.
The chairman of the board, Michael Treschow, was thanked for his time and service at the last board meeting of the year.
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selected prizes and awards 2014
Anne L’Huillier, Professor of Atomic Physics, received a third Proof of Concept Grant from the European Research Council (ERC). During the year, Anne L’Huillier also received a grant for distinguished professors from the Swedish Research Council. Linda Krondahl, LTH alumna (graduated 2000), was named Female Inventor of the Year, with a scholarship of SEK 25 000, presented at the National Museum of Science and Technology. Jonas Dahlberg, LTH alumnus (Architecture), won the competition to design the monument in memory of the victims of the 2011 Norway terrorist attacks. Rickard Öste, Adjunct Professor of Food Technology and CEO of Aventure AB, received an award from the Royal Physiographic Society in recognition of his development of oat milk. Stefan Andersson-Engels and his Atomic Physics research group won the 2014 Lindbom Award from the Royal Swedish Academy of Sciences of SEK 30 000. The award was given for: “important work to understand, apply and teach medical optics, in particular light distribution in human tissue”. Martin Ek, Dr of Inorganic Chemistry at LTH, received the Färs- och Frosta research prize for best PhD thesis, Analysis of Structure, Composition and Growth of Semiconductor Nanowires by Transmission Electron Microscopy. Kerstin Johnsson, doctoral student at the Centre for Mathematical Sciences, and Karl Fridolf, doctoral student at the Division of Fire Safety Engineering, received the 2014 travel scholarships from Skånska Ingenjörsklubbens 100th anniversary foundation.
Jonas Jakobsson, student of biomedical engineering at LTH, was awarded a prize by Svenska Ingenjörers medical technology network for his degree project on a new method of diagnosing COPD. Marco Pusterla and Edvin Bylander, LTH alumni (Architecture), came joint second in the international architecture competition Europan 12. Leif Sörnmo, Professor at the Division of Biomedical Engineering, was awarded an honorary doctorate by the University of Zaragoza. Karin Hultström and Marcus Falkvall & Viktor Nilsson won the Sparbanksstiftelsen Skåne prize for best degree projects. Sara Snogerup Linse, Professor of Physical Chemistry (Faculty of Science, formerly at LTH), was awarded the 2014 KTH Grand Prize for her research on specific proteins that play a crucial role in the diagnosis of diseases such as Alzheimer’s, Parkinson’s and diabetes. Bengt Hansson, Anne Landin, Radhlinah Aulin, Stefan Olander, Mats Persson and Urban Persson received the Studentlitteratur textbook prize. Researchers Bo Adamson, Professor Emeritus at LTH, and Wolfgang Feist (Germany) were named Innovators of the Year by The Foundation for Energy-efficient Construction. Sture Forsén, Professor Emeritus at LTH, has been awarded the IVA Gold Medal. Gustaf Olsson, Professor Emeritus at LTH, has been appointed as a Distinguished Fellow of the International Water Association.
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LTH in the media Figures show that Lund University receives more media attention than any other university in Sweden. LTH often appears in both the national and international media, usually in connection with research results and innovations. Some examples of news items that have received a lot of media attention… …in Sweden: j Positive health effects of Swedish brown beans j New technique to trace toxic algae j LTH students make their own vegan burger …internationally: j Olaf Diegel and ‘the world’s first 3D printed band’ j Quixter – new payment system developed by LTH students j Sugar beets could be used to produce haemoglobin Photo: Doctoral student Nélida Leiva and supervisor Leif Bülow have discovered that sugar beets produce haemoglobin. They now hope that this haemoglobin could serve as a blood substitute – substances which are currently in short supply. Foreground: close-up of body of 3D printed guitar
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>>
Micaela Malmqvist, architecture student at LTH, won the architecture competition ‘Small wooden house’ at Huseby bruk. Caroline He, student of industrial engineering and management, won the 2015 ARKAD award. Linus Emme, Jesper Lindberg and Petter Samuelsson from LTH won silver in The Swedish Technology Championships. Henrik Johansson from LTH has been awarded over SEK 100 000 for developing and implementing a method that does not involve animal experiments to assess chemical allergenic substances. Erik Bergman and Jonas Persson, LTH students, have been awarded the Svensk Fjärrvärme prize for best degree project in the economics/social sciences category. Fredrik Palm, LTH, won an award for the best degree project of 2014 on public transport. The award was presented at Persontrafik 2014. Mehrdad Mahdjoubi, industrial design graduate from LTH, won the 2014 Engineering Student of the Year award. The company Orbital Systems, which was started by Mehrdad Mahdjoubi, was also presented with this year’s SKAPA award at an innovation gala in Stockholm. Anna Håkansson and Lisa Carlson, mechanical engineering students, were awarded the 2014 LTH jubilee scholarship for their degree project ‘Optimized Day/Night Filter Mechanism’. The project was carried out at Axis Communications in Lund. Sebastian Pashaei, doctoral student, and Professor Jan Olhager received the 2014 Harry Boer Highly Commended Award for their report ‘The impact of global operations on product architecture’, which was presented at the annual conference of the European Operations Management Association (EurOMA), Palermo, Italy. Helena Parment and Sara Johansson won the Ramböll prize for best degree project in civil engineering 2014. Einar Améen and Axel Andersson’s degree project was named best degree project in the SWERMA competition.
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Mathias Lööf and Leo Kardell won the IPS competition with their degree project “QRA with respect to domino effects and property damage”. They also took second place in the SWERMA competition. Per Tunestål, Professor of Combustion Engines, received the 2014 SAE Excellence in Oral Presentation Award at the SAE 2014 International Powertrain, Fuels & Lubricants Meeting. Edouard Berrocal, researcher in combustion physics at LTH, received one of the most prestigious distinctions available to young researchers, an ERC Starting Grant. Olle Lundh, researcher in atomic physics at LTH, was appointed as a Wallenberg Academy Fellow. Bärbel Hahn-Hägerdal, Professor Emerita in Applied Microbiology, was awarded the Engeström Medal by the Royal Physiographic Society. Martin Ek, Dr of Inorganic Chemistry, LTH, was awarded the Fabian Gyllenberg Award in Chemistry by the Royal Physiographic Society. Jörgen Falk won the Best Paper Award for the second year in a row, together with Miklos Molnar and Oskar Larsson (Structural Engineering). Lars Samuelson, Professor of Nanotechnology, was awarded the Fred Kavli Distinguished Lectureship in Nanoscience by the Kavli Foundation. Sofia Johansson, Aein Shiribabadi and Cezar Zota, doctoral students in nano-electronics, won prizes for best student paper at three different conferences in the course of the year. Johan Mauritsson, senior lecturer in atomic physics, was appointed Excellent Teaching Practitioner (ETP). Kimberly Dick Thelander, senior lecturer in physics at LTH, received a scholarship of SEK 6 million from the Swedish Foundation for Strategic Research. k
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Honorary doctorates 2014
The 2014 honorary doctorates went to innovative thinkers in smart materials and medical imaging. Professors Lihong Wang, Washington University, and Leslie Banks-Sills, Tel Aviv University, received the awards.
Leslie Banks-Sills was honoured for her work to develop ‘composites’, in which the best properties of several different materials are combined to produce unique properties that do not exist in the separate materials. A smart composite is thus many times stronger than the strongest of its component materials. A few years ago, Leslie Banks-Sills was a Lise Meitner Professor at Lund University and has since then continued her collaboration with Lund researchers, both with the proposer, Professor of Solid Mechanics Per Ståhle, and with physicists, chemists and biomedical engineering researchers, on projects concerning composites, hydrogen embrittlement and mechanically stimulated bone growth. The construction of MAX IV and ESS creates good potential for wider collaboration. Leslie Banks-Sills has gained major international recognition for her work and is the chair and editor respectively of a number of leading international bodies and journals. k
Lihong Wang has been one of the prominent figures in the development of completely new photoacoustic imaging technology in biomedicine, where the advantages of ultrasound and optical imaging are combined in a “brilliant way”, according to proposer Stefan AnderssonEngels, Professor of Atomic Physics. “His groundbreaking and internationally recognised research has played a major role for many of those in physics, medicine and engineering who work in this field. He is also a popular and regular guest lecturer at Lund University”, he said. Unusually sharp images of biological material are one of the results. The close collaboration with the Chinese-American researcher comes from Lund’s strong tradition of research in ultrasound technology and biomedical optics. An interdisciplinary ‘advanced study group’ entitled MIMIC (Multiple Imaging Modalities for Improved Care) was started recently at the Pufendorf Institute at Lund University, and technology that owes a lot to Lihong Wang plays a key part. k
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finances
LTH’s total finances are still good, but the imbalance between research and education remains. The underfinanced education is a problem despite the action plan adopted by the board, while LTH’s researchers are still successful in attracting new research funding. In the end of year accounts as of 31 December 2014, LTH reported a surplus of SEK 6.3 million. The result was made up of a deficit of SEK 12.8 million in education and a surplus of SEK 19.1 million in research. The largest deficit in education is found in LTH’s central funds, as the faculty has supple-
mented the government appropriations for firstand second-cycle education with faculty agency capital. LTH received approximately SEK 7.9 million of this year’s national quality enhancement funding, based on the evaluations by the Swedish Higher Education Authority. In 2014 most research funding at LTH came from the Swedish Research Council, the Swedish Energy Agency and Vinnova, followed by the European Commission, SSF, Formas and the Wallenberg foundations. The total surplus in research, which amounted to SEK 19.1 million, was primarily made up of unused external funding. k
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Revenue by area of activity
Revenue by funding source
First and second cycle education (government appropriations) 30%
Govt appropriations for first and second cycle education 29%
Research / third cycle education (government appropriations) 24%
Govt appropriations for research and third cycle education 23% Commissions and other sales 5%
Research / third cycle education (grants) 41%
Fees revenue 4% Public funding bodies 23%
Commissioned activities excluding fees and transfers 5%
Other Swedish funding bodies 10% International funding bodies 6%
The diagram above excludes internal sales, which amounted to SEK 66.2 million in 2014. LTH’s external revenue (excluding transfers) amounted to approximately SEK 1 666 million as of 31 December 2014. Of this, approximately SEK 505 million was in first- and second-cycle education, SEK 389.5 million in government-funded research, SEK 683.5 million in externally funded activities, and SEK 88 million in commissioned activities.
Government appropriations for first-, second- and third-cycle education and research constituted approximately 52% of LTH’s revenue during the year. Other public funding bodies, such as the Swedish Research Council, the Swedish Energy Agency and Vinnova, accounted for 23% of revenue. The remaining 25% was primarily made up of revenue from commissioned activities and grants from various Swedish and international funding bodies.
Expenditure by area of activity
Expenditure by type
First and second cycle education including area of activity 33%
Staff 60% Premises 15%
Research / third cycle education including area of activity 30 (govt appropriations) 21%
Maintenance 12% Depreciation 5% Overheads 8%
Research / third cycle education (grants) 42% Commissioned activities 4% LTH’s total expenditure for the 2014 financial year amounted to approximately SEK 1 726 million, of which approximately 4% was for commissioned activities, 21% for government-funded research and third-cycle education, 33% for first- and second-cycle education, and the remaining 42% for grantfunded research.
Total expenditure for the 2014 financial year was approximately SEK 1 726 million, comprising SEK 1 036 million for staff costs, SEK 257 million for premises, SEK 213 million for purchased goods and services, and SEK 143 million in overhead costs for Lund University’s central administration.
Revenue from external funding sources
2013
160 000 140 000
2014
120 000 100 000 80 000 60 000 40 000
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lt h A n n u a l r e p o r t 2 0 1 4
Statement of income (SEK thousand) 2014
2013
2012
Government appropriations
894 700
867 100
858 200
Fees, commissions
167 000
150 100
135 100
Grants
670 700
668 400
612 300
*Total
1 732 400
1 685 600
1 605 600
Operating revenue (excl transfers and financial revenue)
Operating expenditure (excl. transfers and financial costs) Staff (incl. scholarships)
1 036 000
1 022 500
974 600
Maintenance
212 500
207 100
197 140
Premises
256 600
248 450
243 900
Overheads
142 900
140 800
129 500
1 648 000
1 618 850
1 545 140
Profit/loss excl. depreciations
84 400
66 750
60 460
Depreciations
77 700
65 920
62 000
6 700
830
-1 540
Financial revenue
280
260
340
Financial costs
710
400
400
-430
-140
-60
Total (excl. depreciations)
Profit/loss incl. depreciations Financial revenue and costs
Financial profit/loss Net transfers
0
0
0
6 270
690
-1 600
2014
2013
2012
276 900
223 700
192 000
20 440
19 500
20 800
131 280
96 600
105 800
2 830
2 700
7 100
Cash
509 100
625 700
679 300
Total assets
940 550
968 200
1 005 000
280 300
281 100
282 800
-9 200
-10 600
-10 700
6 300
700
-1 600
277 400
271 200
270 500
10
500
50
Loans
0
0
0
Liquidity loans
0
0
0
17 660
28 900
20 110
624 500
638 000
682 730
20 980
29 600
31 610
Total
663 150
697 000
734 500
Total liabilities and capital
940 550
968 200
1 005 000
Change in capital
Balance sheet (SEK thousand)
Assets Fixed assets Receivables, advances and other receivables Accrued revenue Other interim accounts owing
Agency capital and liabilities Agency capital Capital brought forward Move of capital Change in capital Total Liabilities Other debts
Accounts payable Prepaid revenue Other interim accounts payable
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lt h A n n u a l r e p o r t 2 0 1 4
Revenue and expenditure per area of activity 2012−2014 (SEK thousand) 2014
2013
2012
*Revenue
1 732 700
1 685 900
1 605 900
*Expenditure
1 726 400
1 685 100
1 607 600
Total
Profit/loss
6 300
700
-1 600
277 400
271 200
270 500
*Revenue
557 200
535 200
517 500
*Expenditure
570 700
567 800
553 500
Profit/loss
-13 500
-32 600
-36 000
Agency capital
-17 600
-3 900
3 600
*Revenue
1 094 100
1 080 700
1 013 000
*Expenditure
1 080 600
1 047 900
989 700
13 500
32 800
23 300
277 300
263 900
251 100
Agency capital First and second cycle education, incl. grant-funded education
Research/third cycle education, incl. grant-funded research
Profit/loss Agency capital Commissioned research and education *Revenue
81 400
70 000
75 400
*Expenditure
75 100
69 400
64 400
Profit/loss Agency capital
6 300
600
11 000
17 700
11 200
15 800
2014
2013
2012
*incl. financial revenue/expenditure but excl. transfers
New investments (SEK thousand)
Total -investments *-revenue investments/revenue
112 500
99 500
113 500
1 732 700
1 685 900
1 605 900
6,5%
5,9%
7,1%
First and second cycle education -investments *-revenue investments/revenue
1 800
2 500
9 100
557 200
535 200
517 500
0,3%
0,5%
1,8%
Research/third cycle education -investments *-revenue investments/revenue
94 000
79 400
71 300
1 094 100
1 080 700
1 013 000
8,6%
7,3%
7,0%
Commissioned activities -investments *-revenue investments/revenue
2 700
3 600
2 000
81 400
70 000
75 400
3,3%
5,1%
2,7%
14 000
14 000
31 100
0
0
0
Joint activities -investments *-revenue *incl. financial revenue/expenditure but excl. transfers joint revenue is distributed and reported by area of activity
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lt h A n n u a l r e p o r t 2 0 1 4
key performance indicators 2014
First and second cycle education Unit
2014
2013
2012
*Government appropriations
SEK million
508
497
482
Grants
SEK million
14
14
13
Total revenue excl commissioned education
SEK million
522
511
495
**Full-time equivalents achieved
FTE
6358
6421
6603
**Annual performance equivalents achieved
APE
5053
5803
5825
%
79%
90%
88%
SEK thousand
82
80
75
No
224
208
194
FTE/sen. lect.
28
31
34
APE/FTE Government appropriations per FTE Senior lecturers FTE per senior lecturer Lecturers FTE per lecturer
No
57
54
62
FTE/lecturer
112
119
107
Research and third cycle education (R&3rd)
***Government appropriations
Unit*
2014
2013
2012
SEK million
389
381
376
136
Grants excl. collection Swedish Research Council
SEK million
162.8
165.4
FORMAS
SEK million
48.6
34.7
43
Swedish Foundation for Strategic Research
SEK million
51.8
59.6
46
EU
SEK million
72.4
75.6
68
Swedish Energy Agency
SEK million
92.1
80.9
68
VINNOVA
SEK million
72.9
50.4
54
Total
SEK million
500.6
466.6
415
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lt h A n n u a l r e p o r t 2 0 1 4
Unit*
2014
2013
2012
%
0
0
110
Other external revenue (excl. commissions)
SEK million
134.6
168.9
197
Other external revenue/govt appropriations
%
44
52
External revenue/govt appropriations
Total revenue R&3rd (excl. commissions) Third cycle students (FTE) Licentiate degrees (FTE) Govt appropriations (R&3rd)/Licentiate degrees Degrees/third cycle students PhDs (FTE)
SEK million
1024.2
1017
988
No
534.6
544
516
No
32
36
40
SEK million
12.2
10.6
9.4
%
8
No
114
95
88
Total revenue R&3rd per PhD
SEK million
9.0
10.7
11.2
Govt appropriations (R&3rd)/PhDs
SEK million
3,4
4,0
4,3
%
21.3
17.5
17.1
Degrees/third cycle students
No
165.6
171
171
Govt appropriations (R&3rd)/professors
Professors (FTE)
SEK million
2.3
2.2
2.2
Grants (R&3rd)/professors
SEK million
3.8
4
4
Unit*
2014
2013
2012
KPIs – commissioned activities
Education Commissions/externally funded education Research and third cycle education Commissioned R&3rd/externally funded R&3rd
SEK million
6
6
15
%
1
1
3
SEK million
78
67
98
%
20
18
26
Unit*
2014
2013
2012
No
447
451
403
KPIs – teaching staff Teaching staff with doctorates (FTE) Revenue (1st & 2nd)/staff member
SEK million
1.2
1.1
1.2
Revenue (R&3rd)/staff member
SEK million
2.3
2.3
2.5
Revenue (1st & 2nd+R&3rd)/staff member
SEK million
3.5
3.4
3.7
(excl. commissions) FTE student/staff member with doctorate
No
14.2
14
16
Lic. degrees/staff member
No
0.07
0.08
0.10
PhD/staff member
No
0.26
0.21
0.22
PhD/professor
No
0.69
0.56
0.51
* * Government appropriations (1st&2nd) including per capita funding and additional allocations but excluding national quality funding, international stimulus funds, compensation for international students and outgoing/commissioned education ****Result FTE/APE government-funded including incoming and fee-paying students but excluding outgoing and commissioned education. FTE = full-time equivalent APE = annual performance equivalent *** Government appropriations (R&3rd) including additional allocations, excluding commissioned research
The figures given above are accruals-based revenues and expenditures in research and third-cycle education, in contrast to the figures for external income in the section on finances.
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lt h A n n u a l r e p o r t 2 0 1 4
Board of LTH 2014 chair
members
Michael Treschow
Anders Axelsson
Annika Mårtensson
Solveig Melin
Gerhard Kristensson
Chairman of Unilever and the Research Institute of Industrial Economics
Dean, Professor of Chemical Engineering
Deputy Dean, Professor of Building and Environmental Technology
Professor of Mechanics
Professor of Electrical and Information Technology
members
Gerd Johansson
Cintia Bertacci Uvo
Peter Rådström
Jan Sternby
Gunilla Kronvall
Professor of Design Sciences
Professor of Water Resources Engineering
Professor of Applied Microbiology
Research Director, Gambro
Head of Property Development, Akademiska Hus
Management of LTH
Anders Axelsson
Annika Mårtensson
Annika Olsson
Fredrik Palmqvist
Per Warfvinge
Dean
Deputy Dean
Assistant Dean for Collaboration and Innovation
Head of the Faculty Office, planning and follow-up
Assistant Dean for Education and International Relations
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lt h A n n u a l r e p o r t 2 0 1 4
Student representatives
Martin Persson
Rasmus Kjellén
Karolina Johansson
Representatives of staff organisations
Secretariat
Fredrik Edman
Lynn Lindegren
Fredrik Palmqvist
Beatrice Nordlöf
(SACO)
(OFR/S)
Head of the Faculty Office
Faculty Coordinator
/ 38 /
lt h A n n u a l r e p o r t 2 0 1 4
other events 2014 Premiere for 3D printed band
Culture night 2014 at LTH
On Kulturnatten 2014, LTH had an unusual item on its extensive
As usual, LTH had a lot happening during Culture Night. The ac-
programme – a band with 3D-printed instruments. The band,
tivities, including engineering experiments, demonstrations and
called Xerox, played on newly printed 3D instruments, designed
hands-on activities at the Study Centre and Vattenhallen Sci-
by Olaf Diegel, Professor of Product Development at Design Sci-
ence Centre, attracted thousands of visitors.
ences, LTH. The news received attention from both the national and international media, including SVT and the BBC.
Vattenhallen Science Centre was also celebrating its fiveyear anniversary, with both physics and chemistry shows and interactive performances.
MEASURES EYE MOVEMENTS Testing glasses that can measure eye movements when reading.
COMPUTER SCIENCE With the help of doctoral students and researchers from the Department of Computer Science, visitors could try their hand both at programming and at drawing and playing with robots.
AUTOMATIC CONTROL
RESEARCH SCHOOL
The Department of Automatic Control demonstrates a Lego robot.
The Research School of Imaging of 3D structures visits the MAX IV Laboratory.
Graphic design and production: Bergström & Co AB, Lund (bco.se). Cover image: Claes Thelander. Other images: Charlotte Carlberg Bärg, Erika Weiland/Apelöga, Kennet Ruona, Mikael Risedal, Peter Carlsson, Johan Persson, Magnus Bergström, Gunnar Menander, Martin Bech, Getty Images. Printed by Lenanders Grafiska / 74334. Printed on environmentally friendly paper using environmentally friendly methods.
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lt h A n n u a l r e p o r t 2 0 1 4
3D printed guitar It takes approximately 11 hours to 3D print a guitar. However, the advantage of a 3D printer is that very complicated parts can be made in one piece, which is not possible with conventional manufacturing.
interview with olaf diegel Olaf Diegel is interviewed by SVT as the 3D band Xerox tests the instruments.
Faculty of Engineering www.lth.se/english
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