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Degree programmes that embrace both the local community and the larger world COPENHAGEN SCHOOL OF DESIGN AND TECHNOLOGY
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KEA Reports
SUMMER 2014 Contents
06 INTRO – KEA’s head of market, Jørgen Ravnsbæk Andersen, and KEA’s head of research & innovation, Pernille Berg, welcome you to KEA Reports.
10 INSIDE
38
– Glimpses from life at KEA.
16
16 VISIONS – KEA’s new campus is now in use, but it continues to develop. We have spoken with seven involved individuals who speak of their personal visions for KEA.
50
30 COMMUNITY – With its relocation to the centre of Nørrebro, both KEA Campus and the future North Campus sink roots in a rich local community. KEA aims to contribute in equal measure – read about the plans here.
38 BUSINESS CARD 58
– The competition for jobs is tough, and it is important to stand out from the crowd. See an alternative business card here.
On the covers: Photography ANNE MIE DREVES from Visions at page 16 Photography PHILIP MESSMANN from Community at page 30 Produktion and advertising sales MALLING PUBLICATIONS APS
Contents
42 CONTINUING TRAINING – The demand for knowledge about sustainability and green energy solutions is growing. KEA embraces this transition.
46 CASES – Meet three KEA graduates who have found their dream jobs.
88
50 PRODUCTS – Ideas are combined with counselling to create innovative products for the real world. We present seven of these products by current and former KEA students.
58 FEATURE – The importance of staying up to date on the methods applied in business and industry leads to new ways of studying and teaching.
62 SUSTAINABILITY – In urban planning, the trend is increasingly towards an emphasis on sustainability and green solutions. Urban gardening, roof-top poultry keeping and green energy are just some of the initiatives.
76
68 FAVOURITE SPOTS
68
– Meet four students who make use of the city’s secret spots in connection with their studies.
76 GUIDE – The campus library is frequently used – see what the most popular books are.
82 ESSAY – Lecturer Jesper Balslev takes us on an honest journey from dumbfounded stumblings over frank confessions to newfound insight.
88 GLOBALISATION – KEA relies on an international outlook, insight and experience to meet the growing globalization.
94 PRACTICAL INFORMATION – A full overview of KEA’s degree programmes.
46
KEA Reports
EDITORIAL Welcome to KEA REPORTS
For many, Tuesday, 4 June 2013 was a beautiful but otherwise average summer Tuesday. For the academies of professional higher education and for Danish business and industry, however, Tuesday, 4 June 2013 was a special and important day. On that day, Parliament agreed to allow the academies of professional higher education to continue in their current form and to offer academy profession, bachelor’s and diploma programmes on the same terms as the university colleges. The agreement specified that the academies are to focus on the private sector, mainly small and medium-sized enterprises in Denmark. In other words, 4 June 2013 not only marked the day when the academies of professional higher education were allowed to continue; the political agreement also underscored that the academies are seen as locomotives in the shared endeavour to strengthen Danish companies’ innovation capacity and to ensure continued growth in society. To KEA, this decision was a vote of confidence that inspires us to do our best. We repay this trust by pursuing an ambition of developing and creating educational programmes that promote tomorrow’s raw material: the students, their ideas and their products. For us, as for the students, the focus is always on the challenges of everyday life and of tomorrow. The challenges faced by companies, by entire industries and – to embrace the full scope of our task – by Denmark as a whole. Some of these challenges are addressed in this issue of KEA Reports, which has City & Space as its main theme. Among other questions, we consider what Copenhagen and other cities are going to look like in a state of constant growth and a constant influx of newcomers. We ask what role sustainability plays in this development. What role sustainability plays for modern people overall. We ask how students absorb the city’s pulse in their everyday lives, and how they give some of this spirit back. We do not want to allow the complexity of these challenges overwhelm us. It is in our DNA to meet them at eye level, and many of them drive our daily quest for new perspectives for KEA’s students and staff. By introducing graduates and students who manage to create new business ideas that live and thrive in startup companies, this issue therefore also celebrate the creative urge and the drive that KEA is dedicated to stimulating and promoting. Enjoy!
Pernille Berg
RES E A RC H AN D I N N O V AT I O N M A N A G E R
Jørgen Ravnsbæk Andersen BUSINESS MANAG ER
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PHOTOGR APHY Philip Messmann
Intro
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KEA Reports
INSIDE News , upcoming events and outstanding student work . In brief: glimpses from KEA’s universe
Scandinavia’s LARGEST materials library Professionals need to understand their raw materials, and to that purpose KEA has created the Material Design Lab, which consists of three sections and is part of Research & Innovation: THE BOX: A large walk-in box that contains a collection of raw ma-
terials. Here are the raw materials in their basic state. The fibres before they are spun. And the wood before it is processed. THE LIBRARY: A materials library operated in connection with Material Connexion, New York. Most of the materials in Material Connexion are selected based on criteria such as innovation, sustainability and new technology. The collection is currently the largest in Scandinavia. THE LAB : Part design prototype workshop, part chemistry lab. This is where existing materials can be tested and manipulated, and new materials can be designed and developed. You can read more about the visions behind the lab on page 28.
blogs
Key to follow
Here are the blogs you need to check out to stay on top of your game at KEA in terms of inspiration and quality knowledge. inhabitat.com treehugger.com todayandtomorrow.net cabinporn.com swiss-miss.com designobserver.com
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Inside
KEA ROSE TO NIKE’S CHALLENGE A company operating in the world’s second-most polluting industry, fashion, needs innovative thinking to add sustainability to its corporate brand. Sports giant Nike asked students from KEA’s Design Technology and Business line to take on that challenge. With Nike’s Zero Waste concept in mind, the students created intelligent sustainable solutions and presented the top eight proposals when Nike visited KEA. Special praise went to Tina Rebekka Finderup for her Rebuild concept, where fibres that stimulate the body were sewn into the design. Anne Sofie Renkwitz’ jigsaw puzzle design that eliminates material waste was another promising idea. Further cooperation projects with Nike are planned. The clothes are on display in the library in Guldbergsgade.
The Carlsberg case What to do when the market changes, and the corporate brand needs to be repositioned? Carlsberg received five innovative proposals for that scenario when they contacted KEA e-Concept and engaged the students in this programme in a three-week project. The outcome was a number of eye-opening solutions for Carlsberg to reposition its brand through social media and activating campaigns that allowed the company to broaden its reach without neglecting the large soccer sponsorships.
LITTLE Free Library During his studies as a product designer at KEA, Henrik Olsen had the idea to create a trade-in library on campus, where “used” books can be dropped off to benefit new readers. The City of Copenhagen learned of the project, and over the summer of 2014, with the City’s help, Henrik’s idea is going to develop into three small trade-in centres around Copenhagen. To promote awareness of the programme, GoGreen Copenhagen has included the trade-in centres on their city map of green experiences in Copenhagen. See more at bogbytte.wix.com/bogstav
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KEA Reports
LIQUORICE IS THE NEW BLACK!
According to Lakrids by Johan Bülow, liquorice goes with just about anything, and the familiar smell is used to inspire the customers as soon as they enter the store. The Multimedia Design students were asked to bring this sensuous style to the company’s website, and the result is a range of tantalizing visual presentations that were presented in December. The four solutions that made the shortlist are scheduled for a more indepth presentation to Lakrids by Johan Bülow this spring.
KEA CONNECT Are you dreaming of a degree in design, construction, digital solutions or technology? Come to our open house event, KEA Connect, where all KEA’s degree programmes are represented. Here you can learn more about student life at KEA and have a chat with KEA’s students and student counsellors. You can also see concrete examples of student projects in the form of exhibitions and product presentations. We look forward to meeting you! 5 November 2014 and 25 February 2015 KEA Campus, Guldbergsgade 29N, 2200 Copenhagen N
Accelerate your idea places a high emphasis on entrepreneurship and always seeks to nurture budding entrepreneurs. Therefore, KEA offers entrepreneurial advice in an Accelerator process where ten selected students at a time engage in an intense test of their ideas, economic parameters and market interest. The goal for the sixweek process is to develop a validate business concept that is ready to meet the real world. Read more on kea.dk KEA
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Inside
books from Taschen at extremely user-friendly prices. Devote an afternoon to exploring the tightly packed bookcases and learn all there is to know about nothing or a little bit of everything. WHERE DO YOU FIND THE BEST AND MOST AFFORDABLE LUNCH?
Stop by Det Arabiske Madhus in Blågårdsgade when you get towards the end of the month and your student aid is all but spent. Here you will find yummy kufta, sharwarma and falafel that will neither bust your budget nor compromise on quality. WHERE DO YOU GO IF YOU HAVE MONEY TO SPEND?
Nørrebro guide FOTOGR AFI — Polfoto
WHERE DO YOU GET A GREAT CUP OF MORNING COFFEE?
The Coffee Collective in Jægersborggade roasts its own coffee and offers fresh-made coffee that has been nurtured, tended and carefully prepared. And if you got out the door in a hurry without time for breakfast, Clarke’s in Elmegade offers soft-boiled eggs, toast, cheese on bread and delicious coffee. WHERE DO YOU FIND INSPIRATION FOR NEW IDEAS?
The used-book store Elmegades Antikvariat is filled from floor to ceiling with everything from Agatha Christie paperbacks and illustrated books on angling to political biographies and coffee table
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Acne Archive in Elmegade is a great place to spend any excess spending money. The shop not only carries clothes, shoes and accessories from previous collections at very reduced prices but also unique showpieces and collection samples from the Swedish brand. WHERE DO YOU GO FOR A FRIDAY BEER?
When you’re looking for a place to celebrate the end of a long and inspiring week, BAR in Kronborggade offers a large and affordable selection of beer from Danish breweries including Hancock and Evil Twin. If your preference is a draft beer and a round of billiards, Valdemar Atterdag in Rantzausgade is an obvious place to go, and if the bodega atmosphere becomes too much for you, you may relocate to either Tjili Pop or Gilt, also in Rantzausgade, to find either cheap beer or classic cocktails. WHERE DO GO TO IMPRESS YOUR DATE?
Sabotøren in the otherwise rather sedate residential area behind Guldbergsgade only serves organic and biodynamic wine. This does not seem to affect the prices, and a glass of white, red or rosé only needs to set you back DKK 28 when you’re looking to bowl over your date without throwing your budget to the wind.
KEA Reports
Challenge the Ordinar y
A
new campaign aims to make it clear to everyone what KEA and KEA’s students are about. Innovation, creativity and entrepreneurship are keywords in the campaign, which is already visible in the streets of Copenhagen and in the digital media. In recent months, KEA Business and the ad agency &Co. have put in an intense effort to finetune the messages and target them precisely to KEA’s target groups. “The new campaign is called ‘Challenge the Ordinary’, because it captures a self-concept and a mindset that describes the entire institution. We aren’t just close to business and industry; we are a part of it. Our students are innovative individuals who make active and creative contributions. They
have an innovative and entrepreneurial mindset and are great at challenging conventional thinking. That’s the message of the new campaign,” says Jørgen Ravnsbæk Andersen, head of KEA Business. The campaign has an edgy style and features slightly provocative statements that attract attention. “Doing what’s always been done may work for some. Especially for students in the classic academic disciplines. But that’s not what KEA is about. KEA offers an environment where innovation and visions are higher priorities than rote learning and the virtues of the past. That is the message we aim to send with the new campaign.”
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KEA Reports
A n ew l i g ht b u l b goes on KEA’s ambitions have always aimed high. With the opening of KEA Empire Campus in Guldbergsgade, KEA’s ambitions have
moved up a notch in the quest for optimal settings for students and staff. KEA Reports visited the new facilities and asked three heads of programme, a digital jewellery designer, an architect, a student aide and the curator of Scandinavia’s largest materials library to share some of their visions for KEA.
text Jakob Damgaard Lund photography Anne-Mie Dreves
JARL PANZERI VISTISEN
A former student in Multimedia Design and E-Concept Development. Currently a student aide.
Place : Optometr y workshop at K E A E mpire Campus What is your vision for KEA? “I can put that very simply. EVERYBODY should know who KEA is. From the fa-
mily members around the dinner table to the biggest companies in Denmark and abroad.” What will it take to realize your vision? “I see it as a positive spiral. Once we increase awareness of KEA and our programmes that will increase the students’ motivation to work harder. That produces more capable graduates, who will act as even better ambassadors for KEA. And that in turn will help us attract even more capable students and educators.”
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Visions
To student aide Jarl Panzeri Vistisen, the main goal is to see things in a new light. Everyone at KEA needs to be able to look farther into the future and with greater clarity. As they do in the optometry workshop at KEA Empire Campus.
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KEA Reports
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Visions
PETRA AHDE-DEAL Lecturer at the professional BA programme in Jewellery, Technology and Business and Doctor of Arts, DA Place: Jewellery workshop at KEA Empire Campus What is your vision for KEA?
“We need to be good at combining past, present and future in our design. We need to base our products on respect for quality craftsmanship but without being afraid to employ new technologies, as they may be superior to our traditional tools. For example, a computer can cut with much greater precision than the human hand can ever achieve. As for my own project, I don’t know where it will go. It is debatable whether wearable technology is in fact the way of the future, and I don’t have the answer. But at some point in history, the first mobile phone was invented, even if it didn’t meet an immediate need. Today, most people can’t live without it.” What will it take to realize your vision?
“Our most important task as students and teachers is to keep an open mind. That is also why I base my project on an ethnographic approach. First, we have to examine and understand the need, and only then can we begin to design a product. That process requires a persistent curiosity with regard to technology and, not least, the people who are going to wear the products.”
“In KEA’s jewellery workshop, students work with wearable technology: technology that can be worn on the body as jewellery. Although her projects have a high technology content, Petra AhdeDeal thinks that the design of a new product should always be based on hands-on knowledge about a material. Not all knowledge can be learned from a book.”
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KEA Reports
Jette Mølholm sees KEA as an organization that should shed light and have lots of energy. Like a light bulb, KEA should shine a light into every corner and bring new discoveries to light.
JETTE MØLHOLM Programme director for KEA Technology Place: Under a light bulb at KEA Empire Campus What is your vision for KEA? “Companies should reach out to us because our bulb burns extra brightly here at KEA, whether we are talking about our ability to deliver capable graduates, act as consultants on special projects or engage as partners in national or international endeavours. We should be everyone’s obvious partner and represent an absolutely outstanding educational brand.” What will it take to realize your vision? “It requires us to fine-tune and develop our current organization. We have the capacity, but we need to add more watts to our light bulb – of the energy-efficient variety, of course – to stay on the cutting edge in relation to competency needs and be able to provide students for the job market in fields like energy technology and infrastructure, for example.”
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READY TO MEET THE STUDENTS WHO MIGHT HIRE YOU IN TEN YEARS?
GET AN INTERN Internship is a unique opportunity to shape and develop the employees of the future. Contact our internship coordinator for more information. Are you up for it?
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KEA Reports
METTE HARRESTRUP Programme director for KEA design
Place: The metal and wood workshop at KEA Empire Campus What is your vision for KEA? “I would like to help expand the concept of design. Today, many view design as something mainly related to furniture, fashion, jewellery and other lifestyle products. I would like to see the concept of design expand to include strategic design, for example the design of services, welfare solutions and ambience. I hope that our students graduate from KEA with an understanding of design and specific skills that will open the door to new industries. For example in the public sector, which is currently undertaking several major construction projects, where resource efficiency and quality of life are key concerns. Rationalization, communication, resource efficiency and design will be closely integrated in the future, and we need to make sure that our students acquire this understanding.” What will it take to realize your vision? “We will need both hands and minds. In the workshops, the hands are at work. But the expanded concept of design is about a mindset. We need to engage both dimensions. Also, our students need to keep themselves up to date on all the developments in our world right now – from international research projects in Australia to the grassroots scene in Nørrebro. Once the students grasp the full potential of the expanded concept of design they can make a huge difference in our society.”
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Visions
The workshops are going to be the heart of KEA. The place where ideas and materials are shaped into concrete prototypes and products. And a place for teachers, students and researchers to meet. Not just across a desk but in the shared process of creating something new.
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KEA Reports
JOSEPHINE MALLING
Josephine Malling was put in charge of the decoration and design concept for the new campus in Guldbergsgade. Her
Architect and project manager at KEA Place: The underground bicycle parking space at KEA Empire Campus
underground bicycle parking space was that basements are never very inviting. So with Resource Director Jesper Rasmussen’s permission, she had the space painted a bubblegum pink. Today, people smile when they enter the underground space to park their bicycle.
What is your vision for KEA? “We have created the setting for the students, and now it’s up to them to blaze their own trails and take over the campus. I really hope that they will. I hope that they understand that now it’s their school.” What will it take to realize your vision? “The students need to bring out their creativity and shape the most inspiring universe they can. The magic won’t happen until you bring your own touch to the physical setting.”
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KEA Reports
KEA has multiple locations around Copenhagen, but right now, Mille Østerlund sees KEA’s cluster in Copenhagen’s northwest district as key. The northwest district is home to a large number of entrepreneurs and creative companies, and KEA should contribute to this environment with projects and students.
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Visions
MILLE ØSTERLUND Programme director for KEA digital
Place: KEA Campus Nordvest, 16 Lygten What is your vision for KEA? “I would like to see KEA Campus Nordvest have little entrepreneurial firms on campus. Perhaps just for the first six months, until they are up and running and are ready to move on. I think there would be many positive effects of having them close by, allowing them to learn from us, and our students to learn from them. My other dream is a digital lab – a parallel to the Material Design Lab at KEA Empire Campus. This lab should be a place for experimenting with digital genres in the fields of animation, film, usability tests etc. It would provide a workshop for our students to unfold their ideas. But it might also help attract companies looking to borrow or rent our equipment.” What will it take to realize your vision? “Room. Floor space. We already have much of the equipment, but we lack the space to bring it all together in one place. In Brazil, they are working along similar lines, and they are partnered with Microsoft and Apple. That gives you an indication of the potential.” KEA’s clusters in Copenhagen KEA Campus consists of clusters. One is in Nørrebro, with locations in 29 Guldbergsgade and 38 Prinsesse Charlottes Gade. Another is in Copenhagen’s northwest district with locations in 16 Lygten, 37 Lygten and 5 Bispevej. The third cluster is in Copenhagen’s Østerbro district, with locations in 64-70 Landskronagade and Lersø Park Allé. The fourth cluster is on Baltorpvej in Ballerup. In 2015 KEA adds a cluster on Frederikkevej in Hellerup.
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KEA Reports
METTE BAKANDERSEN Curator and responsible for establishing the Material Design Lab, which is part of Research & Innovation
Place: Material Connexion at KEA Empire Campus What is your vision for KEA? “On a general level, I would like to see KEA become Denmark’s largest melting pot for innovative students and staff. With regard to the Material Design Lab, I hope that we can make our lab an international player that others around the world want to work with. We work in the cross-field of science, design and industry, and that leads to unconventional projects. At the Material Design Lab, for example, we are already working with researchers from CSIRO in Australia. They have found a way to extract DNA from the silk spun by honey bees and are now able to grow this silk in a lab. We have received some of their samples and are now working on developing the material to make its potential relevant and useful to industry.” What will it take to realize your vision? “First of all: hard work. From the students, the teachers and other members of staff. The school needs to provide the right setting, content and challenges. But the students also have to take responsibility for their own learning. They need the courage both to plunge in at the deep end and to pull into the fast lane. They have to do both, because they will be facing tough competition in the job market once they graduate from KEA.”
How can you know what biodegradable really means if you’ve never seen a material degrade and decompose? In many ways, materials are the DNA of a product, so knowledge about materials is a cornerstone in sustainable product development. A designer who does not know the full range of materials is like a chef who doesn’t know his or her ingredients.
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Kom på fornavn med bureaudirektørerne. Vi skulle hilse og sige, at de gerne vil møde dig. De har nemlig lige så svært ved at finde nye talenter, som du har ved at finde et job i branchen. Reklamelinjen på KEA er et aftenskole studie til dig, der drømmer om at leve af at være kreativ. Tæt
på virkeligheden er vores mantra. Derfor bliver undervisningen foretaget af spidserne fra branchen. Og alle opgaver er rigtige opgaver for rigtige kunder. Det er ikke bare tæt på virkeligheden - det er tæt på dit kommende job. Læs videre på kea.dk/reklamelinjen
Reklamelinjen på
Reklamelinjen_Ann_KEA_Magasin.indd 3
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KEA Reports
N ø r r e b r o ’s n ew meeting place
Taking it ALL IN and giving SOMETHING BACK . That is the SIMPLE RECIPE for success for KEA’s INTEGRATION INTO Copenhagen’s Nørrebro district over THE COMING YEARS. The process revolves around TAKING IN LOCAL IMPRESSIONS and hanging out with the locals. And contributing to THE ONGOING DEVELOPMENT of Nørrebro as one of the MOST INSPIRING urban environments IN COPENHAGEN .
text Jakob Damgaard Lund photography Philip Messmann
I
n the 1960s, when the Technical University of Denmark found that its location in the centre of Copenhagen was getting cramped, they decided to move out of the city, relocating to Kongens Lyngby north of Copenhagen. Of course, there were practical considerations in bringing everything together in a single location, but there was also a political agenda in choosing a site outside Copenhagen. The hope was that a brand-new research environment and thousands of students would revitalise the area. Kristian Villadsen, a partner in Gehl Architects and a specialist in urban planning, refers to this approach of using an educational institution as a bridgehead for the local community as “building on open ground”. The same principle guided the expansion of the University of Copenhagen on the island of Amager as part of a phased effort to kick-start the development of Ørestaden as a new urban development. “That is how educational institutions have been constructed for years,” says Kristian Villadsen. “And that makes it interesting in itself that KEA has opted for a different strategy by picking a location in an existing environment in the heart of Nørrebro,” he
comments, referring to KEA’s new site in Guldbergsgade – close to Sankt Hans Torv and with its main entrance in the same yard as the popular cinema Empire Bio. “Traditionally, new educational institutions have isolated themselves from the outside world; KEA has done just the opposite.” As Kristian Villadsen explains, the atmosphere in the surrounding streets tends to rub off on life inside the buildings, and vice versa. “This means that KEA gets a head start by settling in a neighbourhood that already has an identity. One of the main features of Nørrebro’s identity is diversity – in terms of people, income levels and cultures. And that is crucial for KEA’s ability to develop an innovative mindset,” says Kristian Villadsen. “We need to be able to meet each other. Not always in the academic settings that the educational institution offers, but across the city. If we lose the opportunity of meeting each other, we lose the opportunity for innovation.” PRESERVING AUTHENTICITY
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At first glance, the soft topics of diversity, culture and
Community
KEA's new campus at Guldbergsgade.
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KEA Reports
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Community
Current developments in Nørrebro NORTH CAMPUS The new knowledge district that is currently under construction is centred around the University of Copenhagen, North Campus, but stretches all the way from Sankt Hans Torv to Vibenhus Runddel and from the Lakes to Nørrebrogade. In addition to being a site for research and education in healthcare, pharmacy and science, the area is also home to Rigshospitalet, the Metropolitan University College, Copenhagen Bio Science Park and the recreational area Fælledparken. The new campus area is scheduled to be ready for use by 2018. DE GAMLES BY De Gamles By is an area dominated by nursing homes and assisted living facilities in Nørre Allé, Copenhagen. The area is delimited by Guldbergsgade, Sjællandsgade and Møllegade. The North Campus development includes plans to turn the area into a ‘green oasis with mixed functions including residential, business and university facilities, nurseries, preschool facilities and assisted living facilities’. Over the coming years, the area will undergo gradual development.
the area. If you’re standing in Guldinnovation may seem far removed bergsgade, looking into the yard, from the harder topic of money. But EXPANSION OF THE PANUM INSTITUTE it wasn’t very inviting. People only they really are not, Torben Black exThe Panum Institute in Nørrebro is expanded with went in if they were going to the plains. He is managing director of the new Maersk Tower, which along with the unimovies. We want to bring a more the joint venture company Obel-LFI versity hospital Rigshospitalet is to form a health natural traffic flow into the area,” Ejendomme A/S, which owns the science powerhouse that will attract top researsays Peter Bur Andersen and adds buildings in the Empire area where chers and students from all over the world. The that the area will have be paved with the KEA campus is located. In 2011, new building is scheduled for completion by 2015. concrete slabs and setts that resemObel-LFI Ejendomme A/S took on the ble the paving in the rest of Nørrebro, task of continuing the development of SØLUND STUDENT HOUSING lit with miniature versions of the Cothe area after existing plans had falIn 2013 the Copenhagen City Council decided penhagen streetlights and equipped tered in the wake of the financial crito establish 206 new student flats in the former with street furniture and plants that sis. As one of its first steps, the comnursing home Sølund in Ryesgade, Nørrebro, match the local style. Even the sigpany hired consultants to reach out which had been slated for demolition. Later, the nage is designed to have an original to the local residents and businesses Council will decide whether to make the student Nørrebro expression in order to preand listen to their wishes – and, not housing a permanent solution or terminate them serve the authenticity. least, their concerns. after the three-year trial period. As Peter Bur Andersen explains, “We made sure to listen before the Empire area will have its own we decided who would move in, and what the place should look like. We did not want to sim- unique expression but inspired by the atmosphere in the ply impose a concept on the area,” says Torben Black. “One nearby street Jægersborggade and in Værnedamsvej on the thing that was very important to the locals was whether we border between the Copenhagen districts of Frederiksberg were going to maintain the original architectural style or and Vesterbro. These are both inviting streets, where many transform the expression completely. We were soon able to people come just for a stroll, to take in the scene. “Nørrebro is less conceptual than many areas of Vesterreassure them that our goal was to extend the style – not to bro, for example. This means that you have to zig and zag to make a break with it.” Obel-LFI Ejendomme A/S is an investment firm – they are take the place in. To the locals, daily life here seems perfectly not cultural experts. Therefore they hired the consultancy logical and transparent, but to an outside visitor it may seem and design firm Briq to oversee the actual integration and unstructured. That’s part of Nørrebro’s charm, and we want concept development process. In this process, the owner of to preserve that pulse,” says Peter Bur Andersen. Nørrebro has undergone explosive development in a short Briq, Peter Bur Andersen, who is both a resident and a busispan of time. A former working class neighbourhood with ness owner in Nørrebro, has played a key role. “The guiding principle was to pull Copenhagen into lots of industry and a less than hospitable reputation, Cen-
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KEA Reports
“We want leaseholders that will pull in an audience. We are not looking for someone who just wants to take advantage of the traffic in the area. They need to have something unique to offer, because this is a unique place”
tral Nørrebro is now one of Copenhagen’s most popular residential and business districts; at least among the younger segments of the population. In addition to KEA’s arrival in Guldbergsgade, there are many other new developments in Nørrebro as part of the ambition of the City of Copenhagen to strengthen the district’s youth appeal. The University of Copenhagen’s huge new North Campus is under construction and scheduled to open in 2018. Panum Institute is building a new research building; new student housing and other modernisation measures are planned for the former senior citizen area De Gamles By, and the former nursing home Sølund has recently been converted into 206 student flats; the conversion is temporary but may be made permanent. PRAGS HAVE AS A MODEL DEVELOPMENT
In an office in a former bank in Frederiksberg we meet with Jesper Koefoed-Melson. He makes up half of the firm
Givrum.nu, which specialises in urban spaces. He is positive about KEA’s ability to settle into the new surroundings but also encourages KEA, as any newcomer, to tread carefully when entering someone else’s domain. “It may feel intimidating for the locals who wonder what the newcomers are about. KEA’s task is to turn that wariness into curiosity and enthusiasm,” Jesper Koefoed-Melson explains. “One way of doing this is to build local ties. To build relations with the community and make new friends.” If KEA manages do to that, it has the potential to become a real asset for the area around Guldbergsgade and Nørrebrogade, says Jesper Koefoed-Melson. “But the students too will be well-advised to give something back to the city. Perhaps in the form of public events where they invite their neighbours in, Friday afternoon cafés for the whole community or projects that improve the built environment.” Jesper Koefoed-Melson mentions a project at Prags Boule-
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architechtural material — COBE
— Louise Byg Kongsholm, CEO in Pej Gruppen.
DO YOU EXPECT MORE THAN JUST “THE USUAL”?
COLLABORATE WITH KEA Get a fresh outlook on your business challenges. Why not crowdsource ideas from a team of young and bright students? Discover new insights, visionary concepts and specific proposals for free, and all the while help shape and develop the employees of the future. What’s not to like?
CONTACT: erhverv@kea.dk
KEA has previously collaborated with: Carlsberg, Danske Bank, Roskilde Festival, Orange Innovation, Københavns Kommune, Nike, Det Kongelige Teater and many more..
KEA Reports
“ One thing that was very important to the locals was whether we were going to maintain the original architectural style or transform the expression completely. We were soon able to reassure them that our goal was to extend the style – not to make a break with it.”
vard on the island of Amager in Copenhagen that Givrum.nu was involved in, where a former paint factory had been abandoned for five years. Givrum.nu took over the former factory building and invited artists, entrepreneurs and craftspeople to set up a gallery, a music venue and workshops. “It could easily have turned into a very self-absorbed project. But because everyone was aware of the need to include the community from day one, it blossomed into the Prags Garden project: an urban garden where locals can sow their own crops, have a share in a chicken coop and bee hives and organise communal meals and parties. It has been a huge success,” says Jesper Koefoed-Melson. A UNIQUE PLACE
Studies in New York, London, Hamburg and other cities have found that some of the most popular places in the urban space are the ones that offer free access. Therefore, it is a key
concept to establish free, communal facilities in the new Empire area and adjacent areas, says Torben Black. People do not have to buy a cup of coffee here to use the outdoor furniture. They can buy it somewhere else and use the place as an alternative to the nearby Assistens Cemetery, which is a popular local oasis today. “Right now, we are looking at a list of potential new leaseholders in the yard space besides KEA. I can’t reveal any names, but I guarantee that the eventual mix of leaseholders will be mutually beneficial. You won’t see a McDonald's, a JACK & JONES store or a Netto supermarket move in. Not that there’s anything wrong with those types of companies; they just don’t fit in here. We want leaseholders that will pull in an audience. We are not looking for someone who just wants to take advantage of the traffic in the area. They need to have something unique to offer, because this is a unique place,” says Torben Black.
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architechtural material — COBE
— Torben Black, CEO in Obel-LFI Ejendomme A/S
MUSIK FILM MODE
photography Amanda Hestehave
In the search for a good job, it helps to be creative and to stand out from the crowd. LEA ADELSTEN is a case in point. Since SHE COMPLETED her design degree at KEA in 2013, she has created beautiful fashion collections as part of her job hunt, like a creative VISUAL BUSINESS CARD that displays her design skills to the world. We see a BRIGHT FUTURE for this innovative former KEA student!
model Rosa / 2PM makeup Lou Ditlevsen hair Stine Rasmussen
KEA Reports
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Continuing training
The Ecological Age
New job opportunities are emerging within the field of sustainability, as more and more corporations transition to The Ecological Age. KEA has therefore launched several continuing training programmes focused on renewable energy and the green transition. In September, the first students embark on a new Academy Profession programme in Energy Technology. text Signe Løntoft illustration Stine Marie Aalykke
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KEA Reports
Once upon a time, environmental initiatives and social responsibility were something for companies to boast of on special occasions; that is, if they had any initiatives to show off. If not, they would just keep silent. No reason to draw attention to the components that went into the plastic used to make lunch boxes or water bottles or into heating summerhouses. Consumers lived in blissful ignorance, and companies figured, the less said, the better. Those days are gone. Today’s consumers demand information about production conditions, materials, shipping, packaging, sales and even after-use handling. The media send TV crews with hidden cameras into banana and cocoa plantations, test children’s clothes for carcinogenic chemicals and publish lists of hormone-disrupting components in sun tan lotions or deodorants. That puts pressure on companies, which suddenly need to compete on other parameters besides price and quality. “We have to make the shift to what I call The Ecological Age, and we have to do it fast,” says Nille Juul-Sørensen of the Danish Design Centre. “It’s all becoming transparent, and today’s consumers can check everything from materials to labour conditions. In the past, a company could gloss over these issues, if it suspected that some of its suppliers might be re-
“We need people who think
differently, and who have the courage to try new approaches. In my assessment , this field is going to offer amazing job
opportunities.” - Nille Juul-Sørensen, Danish Design Centre
lying on child labour, but today it is a competitive parameter to be able to vouch for every stage of the production process.” According to Nille Juul-Sørensen, there is no doubt that it is worthwhile to invest in continuing training in sustainability and the green transition. “Talking to representatives from business and industry, there is no doubt that the transition is underway. They know that they will need different competences than what the job
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Continuing training
market has to offer right now. It won’t be my generation, which I usually call the pullover generation, that’s going to revolutionize the field. We need people who think differently, and who have the courage to try new approaches. In my assessment, this field is going to offer amazing job opportunities.” NEW PROGRAMME TO MATCH EMERGING NEEDS
This September, KEA throws open the doors to the new Academy Profession programme in Energy Technology in an attempt to match employers’ needs as they emerge. The programme is part-time and covers the same subject area as the full-time programme in Energy Technology. However, by offering the programme on different terms, KEA is providing additional qualifications to a group that is already on the job market, because companies are looking for people who combine real-life experiences with up-to-date knowledge about energy issues. “In the energy sector, jobs are becoming increasingly complex and demanding in terms of the competences they require,” says KEA project manager Lars Thore Jensen, who was the coordinator in the development of the new Energy Technology programme. “Intelligent energy solutions will require employees who can offer advice and guidance on the interaction of electricity, heating, ventilation and insulation. That requires considerable theoretical knowledge of physics, calculations and, not least, rules and regulations. These are some of the qualifications that the new Academy Profession degree in Energy technology offers.” The programme is aimed at employees from the construction sector and certain parts of industry who want top qualifications in the energy field. KEA’s decision to engage in this area was inspired by cooperation with the Danish Energy Agency and with the other academies of professional higher education in Denmark. “We saw that there was a need to make training in energy technology available to adult professionals who need to work a day job while getting additional training,” says Lars Thore Jensen. KEA has always had a tradition for working closely with companies, trade associations and trade unions. This cooperation has made it easy to gather knowledge about the qualifications that are in demand on the job market in relation to sustainability. Previously, employees have relied on brief courses focused on a single, specific skill or topic – such as
installing heat pumps – but now, they can put together a complete training programme that opens new possibilities, both for the students and for their workplaces. “Previously, the need for continuing training in this field was often met by more or less qualified course providers. KEA can offer qualifying training that can provide the basis for further training or be combined with other qualifying programmes,” says Lars Thore Jensen. He sees the new programme as a resource not only for the students but also for companies, which can benefit from sending their employees in for additional training. “Companies that invest in continuing training can take on new and more complex tasks. This means that investing in employee training can benefit the company’s earnings,” he says.
“Intelligent energy solutions will require employees who can offer advice and guidance on the interaction of electricity, heating, ventilation and insulation - Lars Thore Jensen, Project Manager at KEA
FLEXIBLE SUBJECT COMBINATIONS
The Danish educational institutions are not alone in appreciating the new green educational programmes. The trade unions too are excited about the new opportunities for their members to expand their professional scope. “It’s a natural choice for electricians to take additional training in renewable energy solutions. After all, it’s electricians who install and integrate the solar power system and who service the heat pumps and wind turbines. So, naturally, electricians have to be able to comply with the new regulations,” says Benny Yssing, a national officer with the Danish Union of Electricians. “For years, we have fought to ensure that our members have access to technically relevant academy-level continuing training. We need that to deal with the new, hightech and complex systems that electricians encounter today.” Nille Juul-Sørensen of the Danish Design Centre adds that in his opinion, many educational programmes should be restructured completely to achieve a better combination of practical and theoretical experience. “In my book, the good model for most practitioners is to go into the real world with a bachelor’s degree and then to return to the education system later to add a master’s degree, an Academy Profession programme or a diploma degree. Of course, we also need a lot of PhDs to engage in research and find entirely new approaches,” he says and concludes, “Generally, we see that employers are calling for the Danish education system to deliver programmes that are based on stronger combinations of practice and theory. We need to live up to that.”
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KEA Reports
THE PATH TO THE DREAM JOB Three recent KEA graduates have only themselves to thank that they are holding dream jobs today. But the time they spent at KEA gave them the right tools and helped shape their ambitions.
text Marlene Tolbod photography Private
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Cases
ANDERS HERNING, 29 YEARS
Product Manager at the music streaming service WiMP E-Concept Developer Anders Herning used KEA’s entrepreneurial internship to pursue his dream and set up his own company. Today, his career has taken a new, international turn with his job as product manager at the music streaming service WiMP in Oslo. Before Anders Herning decided to study Multimedia Design with a top-up BA in E-concept development at KEA, he had stopped by both Roskilde University and the University of Southern Denmark, which triggered his interest in design and marketing. But, as he explains now, something was missing. “I wanted to work with digital project management, and I feel it's necessary to understand the craftsmanship that goes
into it, because you have to be able to communicate with and understand programmers and designers..” At KEA, Anders Herning was in a study group with two other male students. They developed a very effective teamwork approach, dividing up the tasks relating to design, programming and communication. They used this division of labour both in relation to school assignments and in “real-world” projects for companies. “There’s always more at stake when you’re working on an assignment for a real company. It’s great that KEA allowed us to do these assignments, and it also helped us to expand our network before we even graduated.” During his time at KEA, Anders Herning was able to test both himself and his skills in a wide range of contexts. The internship period in particular proved crucial. Here, the three lads
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from the study group were allowed to do a so-called entrepreneurial internship, founding their own company instead of doing a traditional internship in an existing company. “KEA offers a great amount of latitude, and the entrepreneurial internship allowed us to try our hand at launching a start-up. KEA’s head of research & innovation, Pernille Berg, helped us find office space, and then we took the first steps towards developing a viable business plan,” says Anders Herning. Today, he has just begun a new adventure, this time in Oslo as product manager with the music streaming service WiMP, where his job is to come up with new concepts to be implemented by the development department. “For example, I will be examining the social aspects of the users’ use of WiMP and trying to increase the number of unique users. It’s really exciting,” he says.
KEA Reports
LOUISE BONDE, 25 YEARS
Web journalist etc. for the website Stylista.dk Hard work, a flair for words and a trip to New York are all part of the background that Louise Bonde takes with her from her studies in Design Technology and Communication Design at KEA. Today, she works as a web journalist on a Danish fashion website. Louise Bonde has always known that she wanted to work in the fashion industry, and she found the communication aspect especially appealing. The field of magazine publishing seemed particularly interesting, as it met her dual desire to write about something and to pursue her main passion: fashion. Today, she has made her dream come true. Louise Bonde works as a journalist for the Danish website Stylista.dk, writing articles and generating ideas. Besides that, she
also works as a freelance stylist. “In fact, all the things I love to do,” she says and explains that concurrent with the job she also finds time to study for a top-up BA in Communication Design. As Louise Bonde describes the path that led to her dream job, she feels that she owes a great deal to KEA. “The programme in Design Technology gave me a broad understanding of the field, and during my studies I encountered all the links in the production chain. There was a good synergy effect between theory and practice, and the creative aspect was a high priority. Communication Design lets me specialize further by pursuing my passion for words and generally honing my journalistic skills. I feel that I have really found my niche,” she says. During her studies, Louise Bonde chose to do an internship abroad. “I was an intern with a PR agency in New York, which handled press re-
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lations for Pedro García, A. F. Vandevorst and Camilla Stærk, among others. In addition to the daily work of writing press releases and handling external communication I also handled events during the fashion week. The internship was a huge learning experience. It’s great to have that opportunity at KEA.” The path to the right job is, of course, shaped mainly by determination and skills. That said, however, Louise Bonde also thinks it is important for the educational institution to provide the right conditions to enable talent to unfold. “KEA students have lots of input from business and industry, which makes it much easier to establish a professional network, which is absolutely crucial once you graduate. For example, we did a workshop with Nike on sustainability issues – it simply leads to a much better understanding when you bring the real world into the classroom,” says Louise Bonde.
Cases
MADS NIELSEN, 30 YEARS
Makes chocolate machines at Aasted For Mads Nielsen, KEA’s Automation Technology programme led to a life with chocolate. When Mads Nielsen had worked as an electrician for five years he realized that he would rather make software for the machines than do the wiring. Therefore he enrolled in KEA’s Automation Technology programme. Today, he works for the company Aasted in Farum, which makes chocolate machinery for the global market – including machines that add chocolate coating to marshmallows and toffee bars as well as larger machines that cast chocolate to make Kit Kat and other chocolate bars. “It’s my job to make sure that the machines are working properly. Usually, I’m attached to a project for a week or two. I adapt a program to a specific machine, and when it’s done I bring the program into the workshop, where it’s installed in the machine to check that everything is working. Finally, the machine is taken apart again and shipped to the client,” he says. Occasionally, the tasks are more highly specialized and requires customized programs. That has led to trips to the Czech Republic, Switzerland and other places, where Mads Nielsen has
been able to observe the technical side of chocolate production on site. “It’s cool to see the factories in other countries and to see how they operate. I learn a lot from that.” Mads Nielsen thinks that his path to the dream job began with the mandatory internship in the KEA programme, where he was able to translate theory into practice, and where he felt that he was appreciated and acknowledged as an important part of the company where he worked. “To me, the internship led to a job once I had graduated from KEA. The amazing thing is that what I’m doing now is exactly what I had in mind back when I began studying Automation Technology,” he concludes.
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KEA Reports
CR E ATI V E U RG E At KEA, the path from THE FIRST TENTATIVE SKETCHES in the workshop until the finished product is READY FOR THE MARKET is short. KEA Reports has COLLECTED A HANDFUL of good ideas from CURRENT AND FORMER KEA students.
text Jakob Damgaard Lund photography Mikkel Tjellesen
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Interview
FODERBRÆTTET – HOTDOGS With inspiration from the hotdog and champagne bar Bubbledogs in London and the hip grill Wurstküche in Los Angeles, Copenhagen now has its first hotdog restaurant, Foderbrættet (the birdtable). Foderbrættet is owned by Michael Listov-Saabye and Simon Juul and managed by Michael José Jacobsen, Romeo Espeleta and Qasim Khan, the latter a multimedia designer from KEA. The menu features home-made sausages served in a home-made bun. The restaurant offers a range of unconventional toppings, including coriander cream with onions, teriyaki and seaweed salad or Russian salad with fried carrots and egg. Served with champagne by the glass, of course. In the weekends, Foderbrættet goes clubbing, adding DJs and a cocktail bar. The price tag for a gourmet hotdog: around DKK 65.
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KEA Reports
FREDERIKKE SCHMIDT – SOLES Frederikke Schmidt is a trained shoe designer, and her job experience includes five years in the Italian fashion industry. Wearing high heels all day made both her feet and her back ache, so she began to dream of a shoe that was beautiful and fashionable, yet did not feel like torture after two hours. At KEA’s BA in Design & Business she pursued this dream and began to develop a new type of sole to make high heels more comfortable, based on the technology used in soles for sports shoes. She developed the sole in cooperation with an orthopaedic shoemaker specializing in custom-made footwear. The first prototypes have just been delivered from Spain, and now the focus is on developing a branding strategy and a corporate identity. The project launch is scheduled for May 2014.
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Interview
PRIMO – C LOTHING Primo is unisex streetwear designed by the
22-year-old entrepreneur Ida Gjeding Lindeblad, a trained design technician who is currently studying for a PBA in Communication Design at KEA. Primo is a good example that it does not take a huge, elaborate set-up and a global business plan to become an entrepreneur. So far, Primo is only marketed and sold via Instagram and Facebook and is made in Copenhagen. See more on Facebook.
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KEA Reports
FLEXTOWN – BUSINESS CARD A digital business card that does not require an app or other cumbersome technology, and which lets you transfer personal information with a single touch. That, in essence, describes Oliver Vassard and KEA computer scientist Mikkel Christiansen’s invention, which has been nominated for the product award Ingeniørens Produktpris. The Flextown card looks like a credit card and is activated when the recipient touches the card to his or her mobile phone. In addition to traditional contact information, the card can also transfer video – for example presentation videos of your product or yourself – audio and any other file type and, of course, Facebook and LinkedIn content. Flextown is available throughout the Nordic region to private and corporate users.
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Interview
CYKELBAZAR – WEBPAGE Cykelbazar is Denmark’s largest online portal for bicycles. Based on a similar concept to the used car portal Bilbasen, it offers a site for commercial dealers and private users to sell and buy bicycles. Cykelbazar was founded by e-designer Fardjam H.J. Ghavidel and Nicholas Veje in 2012. Cykelbazar aims to make Denmark healthier and more environmentally friendly, and they have committed, for example, to staging cycling events and donating bicycles to developing countries. The site was launched June 2004.
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KEA Reports
GLASS PENDANT – L AMP In her internship with the design firm Design By Us, production technician and now PBA student in Product Development and Technical Integration Pernille Bisgaard Kristensen designed lamps and tables. Countless sketches led to the idea for a new lamp: Glass Pendant. As the name suggests, Glass Pendant is made of glass; it features a large incandescent light bulb and comes in gold and silver versions. The decision to put the lamp into production is pending.
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Interview
BET YOUR BUY – ONLINE PLATFORM Christian Adel from Design Technology, KEA, and Mathias Bjørnshauge
from Computer Science, KEA, have developed a new form of e-commerce that combines betting and buying. An example: Imagine that you are buying a new Volkswagen. Would you prefer to pay full price at a regular dealership? Or would you rather pay full price on a website that gives you a 1:10 chance to get the car for free? Probably the latter. And that, in all simplicity, is the business model behind Bet Your Buy, a marketing tool aimed at increasing sales volumes. Bet Your Buy is launched in May in connection with this year’s Eurovision Song Contest in Denmark. If this market test is positive, the two KEA students plan a global roll-out – including Asia, which has a strong betting culture.
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KEA Reports
We don’t learn from receiving the same uniform information, lined up in a classroom”
FOTOGR AFI — Polfoto
Professor and social anthropologist Jean Lave
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Fe a t u r e
GOING beyond the classroom
A new project at KEA aims to introduce new ways of teaching and studying. That is a top priority if we want to be able to meet the demands from industry and business, says KEA’s director of Research & Innovation, and the Danish labour market agrees. text Jakob Damgaard Lund
In the 1970s, the American professor and social anthropologist Jean Lave made several trips to the West African country Liberia. Here she observed the daily work in tailoring shops in an attempt to understand the mutual learning process of master tailors and apprentices. Jean Lave’s field studies played a key part in laying the foundation for the theory of practice learning, which holds that the best and most effective way for individuals to learn is by engaging in communities. “If you wanted to learn how to sew a pair of pants, the tailor shops in Liberia were a great place to be,” Jean Lave says today on a Skype connection from the University of California, Berkeley. “The apprentices always had a clear picture of where they were headed, because they could observe the work of the master tailors. But at the same time – and that’s even more important – they also had constant access to other apprentices who were on different levels in their individual development. Because, essentially, we learn from differences. Differences among people, differences between old and new experiences. We don’t learn from receiving the same uniform information, lined up in a classroom.” THE EXPANDED LEARNING SPACE
At KEA, Director of Research & Innovation Pernille Berg is very inspired by the principles of practice learning and the idea that during their studies, the students should be in closer contact with the real world that awaits them once they graduate. “Basically, across the education sector, we are discussing whether we are preparing the students well enough for the jobs they are going to hold once they graduate. The caricature example would be the nurse who knows more about the
sociologist Bourdieu than about applying a bandage. Theory is useless if you can’t apply your book learning to real-life situations,” she says. In spring 2013, KEA launched the experimental project “Hand in Hand” at KEA’s BA in Design & Business. The project, which is co-funded by the Agency for Competence Development in the State Sector, Denmark, gives the teachers greater latitude in their efforts to make the courses engaging and dynamic and bringing them closer to real life. In addition to the concepts from Jean Lave’s practice learning, the project also incorporates elements from the theory of the Flipped Classroom. Here, the idea is that the classroom should serve more as a space for action, discussion and reflection than as a space for lecturing. The students are expected to read the material before they show up, so that the time spent together in the classroom can be devoted to reaching a higher level of awareness than books alone can provide. The project also allows for restructuring the Design & Business programme. In a traditional approach, the course is teacher-driven, and the students’ understanding of the material is then tested in a final academic dissertation. In the “Hand in Hand” project, the students are graded on a specific final product. That makes the coursework much more goal-oriented, and like the Liberian apprentice tailors, the students can learn from each other’s challenges and successes throughout the process. HAND-IN-HAND LEARNING
Anne Marie Mathiasen is the project manager of the “Hand in Hand” project. She explains that the overall purpose of “Hand in Hand” is to improve the students’ professional competence.
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KEA Reports
“And professional competence is about a lot more than knowing how to act in a classroom. It also includes knowing how to handle a business meeting, for example, a skill that many of our students will need after they graduate.” “Another aspect of this project is that the course is evaluated on an ongoing basis. Normally, only future students benefit from an evaluation. We hope to change that by reviewing the process continually to achieve a higher degree of co-creation between the teacher and the students. Hopefully, that will help us meet the students where they are today, not where they will be next year, at which time the world may have changed significantly,” says Anne Marie Mathiasen. She points out that the way we learn has changed drastically. In the past, it made sense to spend a year learning the ins and outs of a given machine, as one could then earn a living operating it for the next ten years. Today, machinery and technology have a very high rate of replacement. “Therefore, we need to teach our students to learn. Not necessarily to learn anything specific, but they need to learn to adapt to the unexpected.” NAVEL-GAZING? NO THANKS!
“Hand in Hand” has involved both students and teachers at KEA’s Design & Business line. One of the teachers involved in the experimental approach is Gunnar Näsman. He has not only experimented with the content of his courses but also with the form, in an attempt to shake up the students a little. “My bachelor students were about to begin their bachelor thesis. We discussed the importance of picking a topic that they were passionate about. Otherwise, they would be facing
three very long months working on their report. But we also discussed the importance of taking the project beyond the purely personal level in order to make it worthwhile for others to read and, ultimately, produce something with a commercial potential. To illustrate this point and to activate a wider sensory range than just hearing and vision, I lifted up my shirt and showed them my navel. I spoke a little bit about my navel and eventually invited one of the students to sniff it. The image I wanted to put across was, ‘Okay, navel-gazing is fine, but you have to move past it at some point. Otherwise it begins to stink!’ They were pretty taken aback. I saw several students grimacing, thinking, what the heck is he doing?!” says Gunnar Näsman. A MORE PERSONAL APPROACH
In another, less controversial method than the navel experiment, Gunnar Näsman and his colleagues have introduced a new tool for both teachers and students: a sort of check list that is handed out to the students and which gives them an overview of the competences and methods they are currently acquiring. For example, when they are developing prototypes for a new product, the check list specifies that prototype development will also prepare them for discussing concepts like the spirit of the time, sustainability and recipient identity. And there are indications that the check list has already had a positive effect on the students: At the winter exams in 2013, the teachers in the Design & Business line noticed that the students were much better at verbalising both their skills and the purpose of these skills. Personally, Gunnar Näsman has also noticed a change as
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Fe a t u r e
KICKING OFF THE HIGH HEELS AND PUTTING ON THE BOILER SUIT
Mette Harrestrup is head of KEA’s DESIGN programme. She also works with the expanded learning space – albeit in a more tangible manifestation of the concept. “At KEA, we pride ourselves on having a clear focus on industry and profession. One of the ways that we can bring our courses closer to the practice field is to give the craft a more central role. As part of that effort, I am currently developing a strategy that I call “Kicking off the high heels and putting on the boiler suit”. It involves adding a workshop – a lab – to each of the course modules. It might be anything from a photo lab, where the students can make stop-motion film and rapid videoprototyping, over a materials lab, where they
“With the concept of an expanded learning space we seek to train competent young people who have the right social, academic, intellectual and professional
can work on new materials or test the elasticity of materials, to a technology lab where they can laser-cut new patterns in leather for the catwalk or 3D-print special-designed pasta for NOMA. Currently, we have 7 labs up and running, but our goal is to have 10-12 labs,” says Mette Harrestrup and explains that KEA aims to supplement the
competences”
theoretical coursework with more practice-related elements where the students put on a boiler suit.
Director of Research & Innovation Pernille Berg
“Generally, I’d like to see my students turn off their computer screens and get their hands dirty more often. We tend to train students whose heads
a result of the “Hand in Hand” project. “For example, I use PowerPoint much less than I used to. If I want to make the coursework more engaging and include the students more, I need to put myself on the line more, both personally and as a teacher. It’s no good hiding behind a desk,” he says. “Every time a teacher puts something out there that isn’t finished in order to test it with the students, it raises some urgent questions, for them and for me. I need to be able to act in the present moment that suddenly emerges, and they might as well realise that the ability to adapt is going to be absolutely crucial for them once they leave KEA and go looking for a job,” says Gunnar Näsman.
are too big while their hands are too small. This means that they are able to conceptualise the ideas but need someone else to carry them out in practice. That’s no good, and these labs are one of our attempts at changing that,” says Mette Harrestrup. The workshops are not only intended as traditional learning spaces; they are also intended as social hubs for the students where they can go whenever they want to – whether it is early in the morning or late at night, whenever the inspiration and the motivation strike them. In other words, the labs represent a vision of an educational institution that is open 24/7.
KEA AS A STANDARD-BEARER
In addition to contributing to KEA’s own programmes, the “Hand in Hand” project is also intended as a source of inspiration for other educational institutions in Denmark. “Our vision is to be standard-bearers in the domain of lear ning,” says Director of Research & Innovation Pernille Berg. “We hope to be involved in creating innovative teaching approaches in the professional education programmes in Denmark. As an institution, we feel a clear sense of responsibility for turning out the most competent students that we can, who can go on to contribute to society. But we feel an even greater responsibility in relation to the students themselves. They’re what it’s all about. With the concept of an expanded learning space we seek to train competent young people who have the right social, academic, intellectual and professional competences to develop sustainable and innovative solutions. If we can do that, we have achieved our goal.”
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KEA Reports
Our future
CITIES will be green Roof-top beehives, balcony-grown tomatoes and backyard chicken runs. Sustainability is an important concern for politicians, consumers and companies today, and researchers predict that we are going to demand greener and more livable environments in the future. At KEA, students and teachers work together to integrate the concept of sustainability into all KEA projects. text Signe Løntoft
C
ackling and quacking are heard among the houses in major cities around the world: London, Berlin, New York, San Francisco – and now also Copenhagen and Aarhus. Poultry keeping is becoming popular in Western cities, and more and more people are dreaming of building a hen house in their garden or backyard. Hens and chickens are pleasant to have around, they can feed on scraps from the kitchen, and they lay eggs, which lets city kids learn where our food comes from. In some places it actually takes good connections and considerable legwork to scrounge up chickens, because the demand from private households has skyrocketed in recent years. Urban poultry farming inspired 31-year-old Morten Ingemann Thaysen and 33-year-old Christian Hjorth Wöhliche, both 3rd-semester students of production technology at KEA. For the past six months, the two have worked to produce a sustainable hen house especially for use in urban backyards. “I live and breathe to encourage people to make a choice,” says one half of this inventors’ duo, Christian Hjorth Wöhliche. “That’s the least we can do here in the Western world, where the political answer to any problem is always consumption. I was born in Copenhagen, and I love my city, with all its flaws. I want to help shape it with lots of green initiatives. Our
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FOTOGR AFI — Polfoto
Sustainability
Urban gardening is on the rise, here in of local residents and, not least, the environment.
hen house is only a first step. My son’s preschool is right next to De Gamles By in Nørrebro, Copenhagen. They have chickens, rabbits and goats there, and there are always children, senior citizens and lots of activities. I think that having animals in the city makes a huge difference.” “Not to care about sustainability is naive,” adds Morten Ingemann Thaysen. “It’s a survival issue. We have to preserve what we can and recycle as much as possible.” The idea for the sustainable hen house came from a study assignment on the concept of multi-functionality. Soon, the two inventors were employing a wide range of processes to build a hen house from recycled and bio-degradable materials such as hemp, wine bottles, bones, birch bark, mussels and clay. The house is built as a large cylinder that collects rainwater, and which can be stacked to make the most of the limited space in an urban setting. The hen house has a green roof, and over time the whole house becomes a green pillar bustling with organic life. “It’s urban in the sense that it’s modular. That lets you set up a chicken run on top of your backyard garbage shed, for example, which means that you only need 1.7 square metres of space,” says Christian Hjorth Wöhliche. Today, Morten Ingemann Thaysen and Christian Hjorth Wöhliche have founded their own company and made and
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“Not to care about
made preliminary agreements with several public and private parties, for example to test the hen house. KEA is also checking the possibilities of setting up hen houses in KEA’s outdoor patios. “We’ll feed our feathered friends on kitchen and lunch scraps,” says Programme Director for KEA Design Mette Harrestrup. “In return, the hens can donate free eggs for the students’ breakfast. A good breakfast helps make the students ready to learn. That’s in-house sustainability.” SUSTAINABLE CITIES
Urban poultry keeping is part of the sustainability movement that is currently engaging politicians, expert committees and dedicated consumers as well as companies with an eye on current trends. Sociologists use the terms Urban Gardening or Backyard Farming to describe the emergence of balcony-grown tomato plants, rooftop beehives or backyard hen houses. This is a so-called megatrend: a general trend that combines multiple aspects of the spirit of the time. Urban Gardening, for example, is driven by a quest for authenticity, suspicion of industrial food production and the concept of thinking globally but acting locally. The movement aims to offer alternative answers to some of the challenges that the political level is failing to address. It also reflects a longing for
sustainability is naive,” “It’s a survival issue. We have to preserve what we can and recycle as much as possible” social communities to replace the traditional family at a time when there are more single households than ever before. First of all, sustainable urban development is about designers being on the cutting edge of the sociological trends. For example, future urban dwellers will have to live in much smaller homes, because real estate prices are driven up as people migrate to the cities; a trend that is already evident in international metropolises such as Tokyo, Hong Kong and London. “Even if we huddle together for economic and practical reasons we still have the same basic needs, so we take some of the functions that used to belong in the home and move them into the common space,” says Mette Harrestrup. “We may study or work in a cafe or a library, exercise in a park or hold our children’s birthday parties at a museum or a swim-
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Sustainability The birds eat our green scraps and provide eggs for our meals: Urban poultry keeping is an environmentally friendly and cost-cutting hobby.
– facts – S T U DY I N G S U S TA I N A B I L I T Y
Last year, KEA invited 260 students from all over the world to take part in ECOweek – New Nordic Living, a large conference with sustainability workshops. The students were able to sign up for a wide range of workshops including sustainable architecture, green roof concepts, new parks, rainwater drainage design, a therapeutic garden for immigrant women, renovation concepts etc. The week-long programme also included presentations and events, all on the larger theme of sustainability. 24-year-old Kristiane Fenger, a student in KEA’s international programme on Architectural Technology and Construction, took part in ECOweek – New Nordic Living. Kristiane’s group developed an idea for a street market by Nørrebro Station – an area in Copenhagen with a large multi-ethnic population. “Our idea was to make a sort of meeting place that would serve as a venue where all the different cultures could get to know each other and meet through market stalls and events,” says Kristiane Fenger. “We saw a real need to add a more human touch to this particular location because the planning here has placed a higher priority on buses, cars, bicycles and trains than on people.” When the conference was over, the City of Copenhagen invited Kristiane Fenger and her group to an idea meeting. As a result of this process, a square is established in the area this summer with the street market as an important component. “It’s great when it turns into more than just a school assignment. That gives me a real sense of accomplishment. It’s an amazing feeling,” says Kristiane Fenger. S U S TA I N A B I L I T Y 2 014
The EU Commission has appointed Copenhagen European Green Capital 2014. The Danish Architecture Centre marks the event with a series of exhibitions, events and green walking tours with an emphasis on sustainability. See more at www.sharingcopenhagen.dk and www.dac.dk S U S TA I N A B L E I N V E N T I O N S
The sustainable hen house was developed by the two KEA students Morten Ingemann Thaysen and Christian Hjorth Wöhlich. Together, they founded the company If Only What If Then What dedicated to creating real-life sustainable solutions. See more at www.if-only-what-if-then-what.dk G R E E N I N N OVAT I O N
In cooperation with the Danish Design Centre and the Danish Fashion Institute, KEA is the initiator of the 2014 project Launch Nordic, which promotes green innovation. See more at www.groenomstilling.erhvervsstyrelsen.dk S U S TA I N A B L E B A P RO G R A M M E AT K E A
Students who have completed an Academy Profession programme can now take a BA degree in Design & Business at KEA with a clear focus on sustainability. Read more at www.kea.dk
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ming pool because the home is too cramped. That is what we call social sustainability. That should be a consideration, not only in projects dealing with the public space but also in the design of new ways of living.” Many housing associations still have communal laundry facilities and a common room that the residents can rent for private functions, but many other home facilities can be shared. In the 1960s, architects developed collective housing with communal bath and sauna facilities and guest rooms that residents could book for out-of-town visitors. However, these new trends fell out of favour during the economic boom in the 2000s, when a growing segment could afford their own whirlpool and rotary ironer. Now, we are rediscovering the ideals
"We need to make sustainable materials competitive, whether we are talking construction materials or textiles for the fashion industry. Therefore we need to bring in the companies.
Sofus Midtgaard describes the effort to integrate sustainability in education as an international trend and finds that the Danish education sector is well represented: “Some international MBA programmes have been rethought and now revolve around sustainability principles. In Denmark, sustainability is particularly well-represented in the design programmes, where it has been incorporated into material studies. At KEA in recent years, I have seen a growing focus on developing an understanding of sustainability from the first semester, and we are beginning to see the effect of this in the graduates.” Sofus Midtgaard still sees plenty of room for improvement, however. Not least in terms of promoting the sustainability mindset to take it beyond an exclusive trend for an urban clique. “One of the major challenges is that sustainability is such a connoisseur concept. It’s high-end and has yet to achieve broad, popular appeal. We need to make sustainable materials competitive, whether we are talking construction materials or textiles for the fashion industry. Therefore we need to bring in the companies. Sustainability has to be a popular movement. To make real progress, we need to bring it into the mainstream culture,” says Sofus Midtgaard. WIN-WIN
Sustainability has to be a popular movement"
of social communities. Contemporary residential architecture often includes communal fitness facilities, study rooms, workshops and playrooms for children, just as there is a growth in local initiatives to share cars, printers, mowers or tool boxes. A POPULAR MOVEMENT
According to some futurologists, including Birthe Linddal of The Futurist and Jesper Bo Jensen and Head of Research Marianne Levinsen at Fremforsk, Centre for Future Studies, in the future sustainability will be an integrated part of all our projects – whether they are about design, construction, production or services. That will also affect our approach to education: “In the future, sustainability will be a much more fundamental concern throughout the education sector,” says sustainability expert Sofus Midtgaard of Leaderlab, who is the project manager of Launch Nordic, a project that promotes green innovation in the textile industry. “Until now, sustainability has been a sort of topping that was added to the educational programmes in a token nod to the political agenda. Perhaps as a module course on CSR , Fair Trade and Sharing Economy. That is a natural aspect of a transitional period, but it makes no sense in a long-term perspective. In the future, sustainability will be integrated throughout the curriculum. That may prove easier to do in some places than in others, and some programmes will have to rethink their value base and rewrite their textbooks. When I took a course at Harvard Business School back in 2006, we did encounter the topic of sustainability, but all the other subjects were focused on maximizing profit, depleting resources and unbalanced growth. That probably wouldn’t be possible today.”
In Copenhagen, the move towards greater sustainability has made great strides in the past decade. Copenhageners can now commute to work on bicycle superhighways, go swimming in the harbour and exercise in the parks, all as the result of a targeted sustainability strategy, where green transformation is combined with growth and improved quality of life for Copenhageners. “As I see it, sustainability, in broad terms, is one of the most important means we have of developing a well-functioning and healthy city,” says Tanja Møller Jensen who works with environmental issues in the City of Copenhagen. “It’s a theme that will become increasingly important with growing awareness of the climate issue. Just look at the strategies and policies developed by the City of Copenhagen that somehow relate to sustainability: climate plans, climate adaptation plans, flood protection, action plans for noise issues, action plans for green mobility, sustainable strategy for urban renewal and many, many others.” Tanja Møller Jensen has worked with KEA on ECO week – New Nordic Living (see box, ed.), where she was involved in preparing the project cases that were presented to the students. She was impressed with the outcome: “The students put a great deal of energy into the projects and took in a lot of new knowledge. In many of the projects, for example, they requested development plans and preservation orders, and they clearly studied the materials. I also know that some of the student projects are currently under further development. So ECO week not only helped the students; it was clearly a win-win process,” says Tanja Møller Jensen. EUROPE’S GREEN CAPITAL
Copenhagen’s future development plans also have a clear sustainability focus. For example, the efforts to transform the old port areas in Nordhavnen into an attractive neighbourhood for 40,000 residents are now underway, although the new district will not be fully developed for another 30-50 years. Nordhavnen looks to become one of the largest urban
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Photo of Prags Have: Givrum.nu
Air photo: By & Havn / Ole Malling
Sustainability
The urban development project for Nordhavnen incorporates sustainability throughout. Among other elements, the C02-neutral area will feature district cooling, district heating and geothermal energy.
development projects in recent times, and sustainability is integrated into every aspect of this ambitious project, which will set new standards. In environmental terms, the CO2-neutral district will incorporate energy solutions such as district cooling, district heating and geothermal energy – energy generated from the Earth’s interior – and solar-generated electricity. The geothermal plant is to provide Nordhavnen and parts of nearby Østerbro with heating, and the largest thermal store in the world is to store excess heat in summer and use the stored energy for heating in winter. Sustainability is also reflected in the principle that public transit should never be more than a five-minute walk away. One implication of this principle is that public transit should never be more than a five-minute walk away. “Environmental sustainability is about creating solutions that minimize resource use,” says Mette Harrestrup. “But that means more than simply reducing pollution; solutions also have to be economically sustainable. If we find a solution to the issue of CO2 emissions that is so costly that only a small percentage of the population is going to embrace it, then it’s not a good solution. The same is true if the solution poses so many obstacles to business and industry that it becomes a threat to growth. Therefore, when we speak of resource sustainability at KEA, we are talking about environmental and economic resources,” she says.
The rest of the world’s major cities have long since joined the trend; here, a roof-top garden in the middle of New York.
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Fa v o u r i t e s p o t s
INSIGHTS AND OUTLOOK For the four KEA students we meet here, the CREATIVE PROCESS often BEGINS WITH A TRIP OUTSIDE the workshop. Whether one is looking for inspiration or a calm, meditative spot, THE CITY IS FULL OF more or less OBVIOUS PLACES that are just waiting to be spotted. Join us on a walk through the streets of COPENHAGEN as our four STUDENTS SHARE THEIR favourite places in the city. text Terne Thorsen photography Philip Messmann
MARIA FOLKMANN IPSEN, 27 YEARS BACHELOR OF FASHION DESIGN
How did you discover your inspiration site? I grew up on Bornholm. I think that coming from an island, I tend to look for a change of space when I need inspiration. Not necessarily in a physical sense. What inspires me is the experience I take with me. In a school playground close to KEA, by Guldbergsskolen, there’s a very organic, almost bone-like sculpture that is also a climbing frame. I think I found the sculpture fascinating because it reminds me of so many things about myself. It has a strong bodily feel and lots of movement, and as a former gymnast, I dance and use my body a lot when I work on a design. What makes the place special? There’s no straight line from what inspires me to the eventual design. I use the place to get into a certain mood, which then sparks associations to other things and eventually results in an item of clothing. Has the place inspired any specific projects? Right now I’m working on costumes for the dance education programme Danseuddannelsen, which I attended myself. Some of the things I’m making remind me of the sculpture in many ways. At night, the sculpture takes on a different expression as it is lit from below by hundreds of LEDs. The costumes I make are folded in paper, and a major focus for me is the contrasts created by the shadows when the paper is folded. In that sense, the costumes and the sculpture have a similar element of shadow play where the shadows seem to change in form and structure, depending on the viewing angle.
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KEA Reports
RUNE SVENNINGSEN, 27 YEARS STUDIES E-DESIGN
How did you discover your inspiration site? I have lived in the Mimersgade neighbourhood for about four years, but I did not discover Balders Plads, until the coffee shop Røde Roses Kaffebar opened. I saw a flyer about the opening, went down there to check it out and got talking with the owners. I learned that this was a collection point for the local children who go to nature preschools. The parents drop off their kids here and grab a cup of coffee before they go to work. What makes the place special? There’s something going on all year round, but the place is especially great in the summer, when it’s full of activities. In many ways, it has a very Parisian feel. It’s in a fairly trashy area with many derelict buildings, and it just pops up like an aesthetic roundhouse kick to the stomach. What does the place mean to you? I find the square wildly inspiring, but it’s especially important because it lets me try things out. The day after a large double birthday party I threw with a friend last year, we met Anne and Tue from Røde Roses Kaffebar, and together we decided to launch the project Skæg Vækst (Fun Growth), where we held a monthly event on the square throughout the summer to bring people together. We’re doing it again this summer and will also be staging summer market days on the square with exciting input and activities throughout the day. Is it important for you to have a place like this? It is really important for me to have a place like Balders Plads. I am generally really excited about discovering new places and trying them out with events to see what their potential is. Have you had any special experiences there? I went by the square on a summer evening when I just happened to be out for a stroll. Somebody had organized a tango night, so there were some fifty couples dancing on the square. I was totally swept up by the atmosphere – really intense and extremely passionate. That was a pretty wild experience.
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Fa v o u r i t e s p o t s
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Fa v o u r i t e s p o t s
JANNICK VAN KLEEF, 21 YEARS STUDIES MULTIMEDIA DESIGN
How did you discover your inspiration site? Many years ago I visited Christiania with a friend. I had been there before, with my family, but I’d never really explored the area. We were walking along the embankments when we reached this very idyllic nature area. I remember that I was surprised to find such a peaceful spot so close to the city. We couldn’t hear the traffic noise at all. It was a summer day several years ago, and we both still go there – together and on our own. What makes the place special? To me, Christiania in general is a special place. It’s hard to describe the atmosphere. It’s just so different from the rest of the city. There’s a different sense of calm. I can feel the calm settling on me when I’m out there. My favourite thing is just sitting there, looking at the water. In what way does that inspire you? To me, calm and inspiration are very different things. If I want inspiration, I often go somewhere more hectic. I need activity to be inspired. But it’s very important for me to have the calm to be inspired. If I don’t clear my mind first, I don’t have the same capacity to be creative.
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Fa v o u r i t e s p o t s
ANNE KATRINE ELANDER, 27 YEARS INTERNATIONAL TOP-UP BA IN SUSTAINABLE FASHION
How did you discover your inspiration site? I spent six years living in Canada. When I came home two years ago to study Sustainable Fashion at KEA, I lived on top of a rowing club by Svanemøllen. I discovered that the club had a roof-top patio that I wanted to visit. I climbed up there and actually felt that I was up pretty high. I was enjoying the peace and quiet when I noticed an old fire ladder that led even higher. I climbed the ladder and went to the roof. All the feelings I had had, standing on the patio, were intensified. The view was amazing. What makes the place special? Although I’ve since moved out, I still return to the calm spot on the roof. You’re not supposed to go there, but that only makes it a little more exciting. Although the club is in the city, there’s something about the place that makes it different from the rest of Copenhagen. When you’re in the city you’re sort of hidden, surrounded by all the buildings. This place lets you get above it all and see the city from a different angle. Has the place inspired any specific projects? At one point I did a project for the integration initiative I Tråd med Verden. It was a joint project between KEA and Danish Red Cross involving women immigrants. In that project I was very inspired by the maritime environment, so I spent a lot of time up on the roof and down by the harbour.
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KEA Reports
K E A’s c u lt b o o k s With close to 10,000 books and more than 45,000 annual visitors, the library is KEA’s largest repository of compressed knowledge about anything from marketing and programming to anatomy and design. We take a closer look at the most popular titles in the library’s varied collection. text Terne Thorsen BUSINESS
Titel: Business Model Generation Authors: Alexander Osterwalder and Yves Pigneur
Publisher: Gyldendal Business Topic: Are you toying with the idea of starting your own company? In that case, you may want to look into Business Model Generation. This accessible book will help you develop a business model.
Is checked out by: Business Model Generation is especially popular among Design/Business and Brand Design students, but since they are not the only ones who dream of going into business for themselves, the book is also used by students from other KEA programmes.
Title: Branding: Teori, modeller, analyse Author: Heidi Hansen Publisher: Samfundslitteratur Topic: If you want to know all there is to know about Corporate Branding, Employer Branding, Co-branding, Place Branding and Online Branding, this is the book for you. Heidi Hansen’s semiotic approach to branding makes it an interesting supplement to the few Danish books on the topic.
Is checked out by: The book is especially popular among brand-conscious Design/Business and Brand Design students, but other students too turn to the book to learn about specific topics, for example Nike’s branding strategies.
Title: International markedsføring Author: Finn Rolighed Andersen Publisher: Trojka Topic: At the library, Finn Rolighed Andersen’s book International markedsføring is known as “the light blue marketing book”, but neither the students nor the librarians have any doubt about which book this refers to. Andersen’s book is the leading introduction to international marketing in the academies of professional higher education, so the book spends little time on the shelf.
Is checked out by: International markedsføring is required reading in the Design/Business programme, but it is also used by students who dream of starting up their own company.
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Guide
BUILD
Titel: Cradle to Cradle: Remaking the Way We Make Things Authors: William McDonough and Michael Braungart Publisher: Vintage Topic: This ground-breaking classic is a must-read for anyone interested in the Cradle to Cradle approach. The book, which came out in 2002, is considered a manifesto for the Cradle to Cradle approach and serves as a guideline for implementing the principle in anything from companies to governments.
Is checked out by: The book is popular with anyone with even a passing interest in sustainability and is especially popular with construction management and design technology students with green aspirations.
Title: Håndbog i Facilities Management Author: Per Anker Jensen Publisher: Dansk Facilities Management Topic: What is Facilities Management? In this handbook, Per Anker Jensen attempts to do away with the many different definitions and instead offer a common frame of reference for Facilities Management in Denmark. The book is often checked out along with Per Anker Jensen’s Best Practice, which deals with Facilities Management in the Nordic countries.
Is checked out by: Students in the specialized field of Facilities Management in the Construction Management programme make up an obvious audience, but anyone with an interest in business can learn from this book.
Title: Building Construction Illustrated Author: Francis D. K. Ching Publisher: Wiley Topic: Ching often becomes King when students request books by this American professor and writer. His introduction to building construction is such a classic, however, that the confusion about the author’s name rarely poses an obstacle. The book was recently released in a new and updated 4th edition, which is of course available from KEA’s library.
Is checked out by: Building Construction Illustrated is an obvious favourite among Building Construction students, but many design students have also shown an interest in the book due to its excellent hand-drawn illustrations.
Title: Primary Care Optometry Author: Theodore Grosvenor Publisher: Butterworth-Heinemann Topic: Primary Care Optometry is a primer for optometry students. Among other topics it describes the full range of eye conditions, and the descriptions and illustrations are definitely not for the faint of heart.
Is checked out by: The book is mainly used by optometry students, since few other groups can handle looking at so many pictures of eye conditions without feeling queasy. Occasionally, it is also pulled off the shelf by curious students from other programmes who have a robust constitution.
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D I G I TA L
Titel: Adobe InDesign CS6 Classroom In a Book: The Official Training Workbook from Adobe Systems
Authors: Anthology Publisher: Adobe Press Topic: Photoshop, Illustrator and InDesign: Adobe’s programs are essential tools, and the manuals are always in demand. KEA’s library makes a virtue of stocking the latest editions and having the latest versions of the programs installed on the library’s computers to let the students test their new skills in practice.
Is checked out by: The manuals are especially sought-after by the students in the digital degree programmes, but prospective optometrists or construction managers also turn to the manuals to improve their Photoshop skills.
Title: Don't Make Me Think: A Common Sense Approach to Web Usability
Author: Steve Krug Publisher: New Riders Topic: Despite the title, Don’t Make Me Think is not a guide on how to earn a degree without making a mental effort. Instead, it is the ultimate guide to designing websites that are so user-friendly that visitors can navigate the site without needing to think.
Is checked out by: Digital geeks from Multimedia Design and Web Development looking for expert knowledge about web usability.
Title: Learning Web Design: A Beginner's Guide to HTML, CSS, Javascript, and Web Graphics
Author: Jennifer Niederst Robbins Publisher: O’Reilly Topic: Learning Web Design is a web programmer’s bible and is always on the required reading list for Multimedia Design and Web Development students. Unlike other books on web design, this book is quite accessible and is therefore not restricted to students in the digital degree programmes but can be read by anyone looking for basic insight into the workings of the internet and websites.
Is checked out by: Learning Web Design is usually checked out by Multimedia Design and Web Development students, but its reader-friendly approach to web design has also made it popular among students looking to design a personal website.
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VERDENSNYHED ét produkt til både hænder og hår
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KEA Reports
DESIGN
Title: Sustainable Fashion and Textiles: Design Journeys
Author: Kate Fletcher Publisher: Routledge Topic: Sustainability is the way of the future, and in this book, Kate Fletcher guides the way. Since Sustainable Fashion and Textiles was released in 2008 it has become a classic in the field of sustainable fashion. It was recently released in an updated 2nd edition, which is available from KEA’s library.
Is checked out by: The book is used mainly by Sustainable Fashion students, but many of the students in the Design/Business programme are also keen to take the fashion industry in a more sustainable direction, and they too have embraced this useful book.
Title: Guidelines II: A Handbook on Sustainability in Fashion
Authors: Anthology Publisher: Sustainable Solution Design Association
Topic: Can fashion change the world? Yes, say the four authors to the book Guidelines II, which, like its predecessor, Guidelines, from 2001, is a must-have handbook on sustainability in the fashion and textile industries. Two of the book’s contributors, Tina Hjort and Drude-Kathrine Plannthin, are attached to Research and Innovation at KEA, and Tina Hjort also teaches courses in the Sustainable Fashion programme.
Is checked out by: Ideologically minded design technicians and students of Sustainable Fashion looking to give the fashion industry a greener profile.
FAVO U R I T E S
Titel: Den gode opgave: Håndbog i opgaveskrivning på videregående uddannelser
Authors: Lotte Rienecker og Peter Stray Jørgensen Publisher: Samfundslitteratur Topic: Den gode opgave is an essential guide for anyone writing a paper and is hence the most frequently checked-out book in KEA’s library. Students who failed to secure it during the exam season, when it is virtually impossible to get hold of, may instead use the English edition, The Good Paper.
Is checked out by: Everyone can use a little help with writing papers, so this book is checked out by students from all programmes, no exception.
Title: Scenario Publisher: Copenhagen Institute for Futures Studies Topic: KEA’s library not only lends out books but also magazines. The award-winning future studies magazine Scenario, published by the Copenhagen Institute for Futures Studies, is one of the most popular magazines. The theme issue on Nordic culture is the most checked-out single issue, as several classes have written papers on Nordic cuisine.
Is checked out by: Scenario is invaluable for design students working with trend forecasting, but the magazine is popular with anyone who wants a peek into the crystal ball.
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NY SERIE TILGÆNGELIG NU PÅ HBONORDIC.COM
KEA Reports
Essay by Jesper Balslev, teacher of Communication Design at KEA
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Essay
Join a KEA teacher on his journey from initial stunned stumblings over frank admission to newfound insight in his encounter with the new generation of students.
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In December 2012 I found myself in a bare and cold classroom in Frederikkevej, talking about the user interface of some social medium or another: “And this is the re-tweet button. What does that reflect, with reference to the points I mentioned earlier?” Later, I found myself demonstrating resources on various websites that would help senders measure the impact of their communication: “Isn’t it great that there’s so much available data out there?” The mood in the room was all wrong. My questions to the group fell to the floor in mute rejection, almost before I had uttered them. There were hardly any signs of life in the eyes of the students. Exercises were dutifully carried out, but only barely. It was a very unpleasant experience. It brought back memories of my classics course in upper secondary school, where each minute felt like torture; a condition that initially teetered between a bizarre laughing fit and a comatose state and then led to rebellious philosophising about the absurd social contract that dictated our physical immobility before finally resulting in a visceral sense of anger against the education system. The only thing I took away from my two-year classics course was the difference between Doric and Ionic columns (although I still get them confused at times). Other than that: a sense of failure and a lack of recognition of me and my reality. Back to KEA and that December day in 2012. I had not had this experience in previous courses, and I did not under-
stand how a course in my own favourite subject, “social media”, could turn into such a train wreck. How could such an exciting, current and hip topic possibly fail to engage the students? INSIGHT #1 – ALTERED EXPECTATIONS
In my efforts to understand the role of technology in the classroom and the new generation of so-called digital natives, I came across the book Understanding the Digital Generation. Here I glimpsed the contours of a more productive way of teaching “innovative communication”. The conclusion in the book, in simplified terms, is that society has shaped the students’ expectations to many things, including classroom teaching. They have grown up spending a lot of time with computers. This computer culture introduces multiple competing elements with multiple feedback loops, just-in-time learning, a quicker release of information, instant gratification etc. That places a different set of demands on the teacher, who needs to focus more on designing learning progressions that match the students’ expectations. Many (especially venture capitalists and game publishers) arrive at the wrongful conclusion that they need to teach through computer games, gamifying the entire education sector via a digital user interface. There is no evidence that this learning form can compete with classroom teaching. There is, however, evidence to suggest that the teacher – at least on a symbolic level – needs to acknowledge the environment the students come from. In other words, the theory is that it is possible to offer a
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quality classics course by adapting the approach to match the altered expectations. Now, I am still a relative newbie in the teaching profession, and I suspect that has probably always been a cardinal premise for good teaching. But to me, it was a discovery. INSIGHT #2 – ENGAGEMENT VIA DIDACTICS
In March 2013, I participated in an “EdTech” conference (Education and Technology) in Austin, Texas. In session no. 4 – envision here a generic conference centre with water coolers, stacking chairs, whiteboards and the same ugly carpet covering several square kilometres – a smiling Charles Woods stepped up to present his “10 hands-on tools to boost Creativity”. Until then, I had only picked up two specific pieces of information, which I cannot attribute to any source, and which seem oddly contrived and statistically dubious: “Students learn twice as much when they are engaged”, and “in the United States there has been no discernible impact of investing in educational technology.” Charles Woods managed to rouse the audience from the second he came in: “Doesn’t anyone dare to sit in the splash zone up front?” (The first few rows, where the presentation may spill over into the audience), he asked with a smile a few times before he began. He allowed ten minutes for each exercise. These included exercises in negative brainstorming (which makes the students relax because it is impossible to say anything wrong), prototyping on special-made iPhone-shaped whiteboards, creativity
KEA Reports
"Don’t all sources come up in Google’s search field if the search is suitably tailored? No. Alternative sources might be the fish monger, your mother, an anthropologist, philosophy, car mechanics, preschool children, goldfish" exercises and discussions about odd design objects (including a bottle of green ketchup he had brought). All of it in fact fairly banal, but it was suddenly clear to me that there was a striking lack of technology in his presentation, although the goal of the exercises, of course, was to train creative capacities for navigating in technological environments – ‘technological’ crossed out because his methods were aimed at today’s expectations of the students. A time that is currently dominated by a particular technological discourse, but which is, of course, constantly changing. On the other hand, Charles Woods obviously mastered a range of didactic methods for activating, engaging and including his audience. That gave me the insight that I needed to turn my own approach around, focusing on engagement and didactics rather than making some random and transient technology the object of my course. The rest of the conference suddenly seemed to support the soundness of that project: Everything that was said lined up neatly with this pious goal. It also inoculated me against developing palpitations over the hundreds of software evangelists with fire in their eyes. “Does it promote engagement? Does it promote learning better than a didactically competent teacher can?” If not, then I’ll make a polite note and get back to it if it becomes relevant. INSIGHT #3 – FIND ALTERNATIVE SOURCES
That did prove relevant. Of course I had to check out Coursera.org, which was fiercely hyped at the conference – a so-called MOOC (Massive Online Open Course). I tried out a course in “strategic innovation”. In one of the video lectures, David Owen explained the importance of finding alternative sources during the research phase. Alternative sources? Don’t
all sources come up in Google’s search field if the search is suitably tailored? No. Alternative sources might be the fish monger, your mother, an anthropologist, philosophy, car mechanics, preschool children, goldfish. The more perspectives you can bring into your project, the better are your chances of coming up with an original idea. These three insights have led to 13 principles, which I have included in my objectives for the two modules Campaign Communication and Cross Media. The principles are fused with existing KEA ideals about innovation (the methodical capacity for generating sensational ideas), entrepreneurship (the capacity to embed an idea in a model where it can be made economically viable) and close relations with business and industry (to contrast one’s project with an economic reality combined with the potential for developing career-building contacts). Not all the points derive from KEA principles or the three new insights. Some I have borrowed from previous successes, but I present them here as the sum of what I think works in teaching in 2014. 13 PRINCIPLES
1. Give a Martin Luther King-like speech at the beginning of the course about the teacher’s ambitions on behalf of the students, but also ask them, in concrete terms, to visualise themselves and the future work assignments they will have access to if they acquire the skills that the modules provide. 2. Include business partners. Who present real-life challenges. 3. Include business and industry in the form of snack-sized video interviews (the outside world’s perception of us).
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The ability to invite guest teachers to join in via Skype opens a whole new range of possibilities, both in classroom and project work.
KEA Reports
4. Arrange company visits. 5. Vary the exercises (cooperative learning). 6. Vary the geographical space. Give theoretical presentations in different locations around the city as a purely mnemonic device. 7. Ask the students to draw up a learning contract at the outset of the course, describing what they hope to learn from the module, and whether they expect to miss any classes. 8. Ask the students make a theory presentation every day. Presenting theory is the most effective form of learning. It also has the positive side effect that the students fail their fellow students more than they fail the teacher if they fail to show up for class. 9. Introduce a competitive element (multiple-choice quizzes, selecting the best project etc.) 10. Seek knowledge from unconventional sources. 11. Challenge the students on their learning. Radically! 12. Include frequent assignments in folders on Fronter – KEA’s file-sharing portal – that close the day after the deadline. Students who miss just one deadline are required to write a replacement paper on Sepstrup and Fruensgaard’s book Kampagne- og kommunikationsplanlægning (frequent feedback loops and accountability). 13. In case of a high level of absenteeism: Ask the student counsellor to send the student an e-mail. Show care and concern. So far, I have implemented these 13 principles in two projects for the environmental organisation Forests of the World and the publishing house Cobolt, each with their own specific challenges and real-world needs. In both projects we spent a disproportionate amount of time on research and on the idea development phase by visiting companies, seeking inspiration from unconventional sources suggested by the students themselves – including Carl-Mar Møller (a provocative and eccentric self-taught sexologist and therapist), a 19-year-old man called Mohamed who knew nothing about communication and communication theory (eventually he declined being included in the course or going on camera, but the idea of including him as a potential authoritative source oncampaign communication was thought-provoking), Skype interviews with various freelancers and agencies, reading one
of the most inaccessible texts ever written, Martin Heidegger’s “What is called thinking?” and videos with people of limited technological means who have managed to make their voice heard by virtue of the strength of their ideas. The response to the Heidegger exercise was beautiful and made the little hairs on the back of my neck stand up. I expected them to be cross about the assignment, but instead I saw the opposite response: thoughts and wondering, a desire to immerse themselves in ideas and a satisfaction with being trusted with such a weighty responsibility. Over the two courses, the classroom and my role as a teacher have opened up again. Instead of wasting time on technological interfaces with a lifetime that barely rivals that of a gnat, or seeking acontextual knowledge through the tunnel vision of a Google search, we were able to contrast our ideas, challenge them, bend them, make them interesting. All of this in a framework where the students did most of the performe Fortunately, the clients agreed that the resulting ideas were strong, the products interesting, and the solutions sensational. Personally, I came out of my shell as a parody of an innovation expert who thinks that an app is the answer to any problem under the sun. I became a motivating, curious person, and instead of simply talking I designed a challenging course that it is up to the students to complete, and where they play the lead roles. In all simplicity, my conclusion is that technology – and our focus on it – does not in itself have any particular role to play in our teaching. Maybe it would if I were teaching computer science. There is no technological quick fix for the challenges we face as teachers. The key is to understand where the students come from and to use that understanding as our basis for designing courses that engage them. What takes time for us as teachers is not to convey knowledge but to alter our didactic approach to match the altered expectations.
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The classroom is still a clear winner, but traditional blackboard teaching needs a fresh take that acknowledges the students’ digital world.
Essay
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KEA Reports
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Fe a t u r e
KEA embraces globalisation on eve r y l eve l At KEA, globalisation is not just about sending students away for workshops and stays abroad. It is about international perspectives, insights and experiences for everyone – including KEA staff. text Kirstine Kerfeld & Jakob Damgaard Lund illustration Stine Marie Aalykke
G
lobalisation is a constant factor in our everyday life. From we get up in the morning and kick off our day with a cup of Brazilian coffee till we drive to work in a Japanese car and call a friend in the United States on a Taiwanese phone. Consequently, globalisation also affects the future labour market. KEA is already responding to the shrinking world with an ongoing and targeted effort to adapt the many different study lines to this global development. In fact, the head of KEA Global, 37-year-old Eva Valcke, is herself a textbook example of the international mindset the institution hopes to instil in both students and staff. She was born in Belgium, met her Danish husband during a study stay in Northern Ireland and now heads the six-person department in charge of KEA’s global outreach. This effort includes exchange programmes with educational institutions in Brazil, China, Canada, the United States and the rest of Europe – presently a total of 22 countries – as well as workshops, traineeship programmes, projects and so-called charrettes, which are brief and intense international innovation projects.
“Today, almost regardless where our students find work after they graduate, they will need global competences. Even someone working for a small Danish firm in Denmark will almost always have international contacts on some level – for example in connection with import or export. We prepare our students to be able to handle this international exchange,” says Eva Valcke. When she and her colleagues speak of ‘global competences’, however, they are not just talking about learning the proper way to hand a business card to a Chinese business partner or speaking English fluently. They aim for a more profound understanding of foreign cultures, inspired in part by the Dutch theorist Alfonsus Trompenaars. Together with his colleague Charles Hampden-Turner, Trompenaars has developed a model for the typical differences that come up when people from different cultures work together. These differences might lead to conflicts if the participants lack sufficient insight into each other’s backgrounds, but they can also be used strategically to highlight the individual nationalities’ particular contributions to the group dynamics. The latter in particular plays a growing role for companies with employees in different countries who work together in transnational projects.
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Charrette in October. The charrette is a week-long innovation At KEA, it is not only the students who need to prepare for camp, where the students work together in international teams to address a specific assignment for a company. Currently, not the global context. “We are also sending our staff – from teachers to secre- all of KEA’s many study lines have an equally strong internataries – abroad on short working stays, and we offer inter- tional focus. Generally speaking, multimedia designers, concultural workshops to improve our ability to accommodate struction managers, students in the BA programme in Design the almost 1,000 international full-time Business and design students are the most students we have. The global perspectilikely to pursue opportunities abroad. ve should permeate everything we do at “Students in other programmes travel less – for example, the energy techKEA. At KEA we want to make sure that – facts – nologists and automation engineers, the internationalisation is not only about service engineers and the optometrists. exchange programmes but also includes K E A C H A R R E T T E 2014 This is partly because the students in a wide range of other elements that will The formal definition of a charrette is an some of these programmes are older and help boost our international outlook ‘intensive process where students, members of more settled than in some of the other and, not least, contribute to the quaa community and professionals work together programmes, and partly because these lity of our programmes. Therefore, we to create innovative solutions to complex chalare subjects where it is harder to find choose our partners carefully. And sure, lenges.’ The date for KEA’s annual design charmatching partner institutions. But we we offer exotic locations like Seoul, Sao rette in 2014 has not yet been announced, but are working on that,” says Eva Valcke. Paolo and Hawaii – but only because the it always takes place in October. In addition to “After all, we have a clear interest in educational institutions in these places participants from Canada and Europe, KEA also giving all our students the best possible provide quality learning opportunities,” expects to see participants from Brazil and the training. And in addition to being useful Eva Valcke explains. United States this year, which further encourages later, in the students’ professional careers, An example that exchange programinnovation across boundaries and conventions. I am also convinced that the global commes are not the only means the school petences will make it easier for them to uses to prepare the students for interRead more at kea.dk/charrette. find work after they graduate.” national cooperation is the annual KEA SEOUL, SAO PAOLO AND HAWAII
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Fe a t u r e
PRO FES SO R O F G L O B A L I S AT I O N THE FUTURE WILL REQUIRE GLOBAL COMPETENCES
At the moment, mental globalisation is falling behind in many workplaces. That makes it especially important for the educational institutions to make a targeted effort to convey which competences the students acquire during their studies, an expert says. Globalisation will impact all industries across the board – both from the employers’ and the employees’ perspec-
S TA F F M E M B E R “A STAY ABROAD GAVE ME NEW KNOWLEDGE AND ENERGY”
Malene Dantzer Rønman, who is a study secretary at KEA, is excited about her staff mobility stay in London. Together with her colleague Marianne Vandborg Nielsen, KEA study secretary Malene Dantzer Rønman went on a staff mobility stay at the University of Westminster in London about a year ago. Stays abroad are not only an option for the teaching staff at KEA ; the administrative staff too is encouraged to test their professional and personal skills in another country.
THE STUDENT PLAYTIME IN SAO PAOLO
The project brief for the workshop was based on the fact that Brazil has no deposit on plastic bottles, which means that they have a large amount of plastic waste that they do not know what to do with. Therefore, Tobias worked with 11 other KEA students and local architecture and industrial design students to experiment with plastic bottles in the hope of finding a use for them. At one point, together with another student, he
tive. Obviously, we need to design our education system around this fact and give the students global competences. That is the assessment of Martin Marcussen, professor of globalisation at the University of Copenhagen. “But there’s also a paradox here. Many workplaces, unfortunately, are not as geared to embrace globalisation as the educational institutions are. It’s a generational issue. Many employers simply still don’t know enough about the training that the young people bring home from their studies abroad today. That has changed a great deal since they employers
completed their own training. But the companies will have to adjust, or they risk falling behind in the international competition,” says Martin Marcussen. “That makes it crucially important for the educational institutions to make a targeted effort to explain to the labour market what competences their students have acquired – and bring the point across that international experience constitutes an additional competence. Because it’s going to be important for all industries to develop global competences – even industries that might not expect it,” Martin Marcussen concludes.
“Among other things, we wanted to improve our English and learn about their culture – and we come home with a lot more than that. First of all, it’s a much bigger place. There are about 35,000 students at the University of Westminster, compared with our 3,500, so their procedures and planning are very different from KEA’s,” she says. Malene Dantzer Rønman and her colleague partnered up with different staff members during their week in London, which gave them insight into different functions and processes at the university. “It was exciting to see how they do things, and even if we might not be able
to transfer any of it directly to our daily work at KEA, because their place is so much bigger and more compartmentalised, I still took a lot of inspiration home. It also gave me new knowledge. For example about the expectations of the foreign students who come to KEA. And, not least, it was a real energy boost,” says Malene Dantzer Rønman. “If the opportunity arises again, I would love to go. Perhaps to Milan or Madrid, where we also have Danish students,” she says.
decided to make a chair out of recycled plastic and old bamboo floorboards. The workshop taught Tobias to work together with people who had a different cultural background and a different approach than he was used to. The Brazilian students’ approach to learning was much more artistic and less concrete, and that was an eye-opener for Tobias, who explains, “You risk overlooking possibilities if you’re too focused on the end-product. They took the time to take a freer approach and work more in-depth with the design expression. In Denmark,
we are very quick to determine the material, the function, the appearance etc.” He was also surprised by the working conditions: “Their school had fabulous facilities. Perfect workshops with all the latest machinery and assistants to help them. That provided a great space for developing things. To create something new, you have to room to play with things and experiment.” Type ‘Kombisengen’ into your online search engine if you want to see Tobias Freddie’s award-wining competition from KEA .
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KEA Reports P R A C T I C A L I N F O R M AT I O N
S H A P E YO U R F U T U R E
F I N D YO U R E D U C AT I O N A L L E V E L
Be well prepared for the future with a degree from KEA. All KEA’s programmes are developed in close cooperation with regional businesses and institutions of education both in Denmark and abroad. We are in constant dialogue with companies and trade organisations in Denmark and abroad to keep our programmes up-to-date in both form and content. This ensures that the education we offer lives up to the current demands and needs in a dynamic global labour market.
KEA offers programmes on three different levels:
E D U C AT I O N
Priority on cooperation with companies. The programmes are based on lectures, class room education, workshops, assignments and projects to provide a sound basis for understanding real-life practice. Assignments are done both in teams and individually.
· Academy Professional Degree programmes · 1½-year Bachelor Degree programmes (also called Top-up Bachelor Degree) · 3½-year Bachelor Degree programmes Here is an illustration of the position of the various programmes in the education system and their mutual relationships. You can read more about the individual levels below.
STUDENT COUNSELLING
Make the right study choice – consult with a student counsellor. One of the key factors for a good study experience is that you pick a programme that matches your professional profile and your personal competences. The student counsellors have in-depth knowledge about the programmes they represent and are able to answer most questions about the various aspects of the programmes. Find your student counsellor at kea.dk, or send an e-mail to studievejledning@kea.dk.
MASTER’S DEGREE
TOP-UP BAC HELOR DEGREE (1 ½ Y E A R S )
BAC HELOR DEGREE (3½ YE ARS) ACADEMY PROFESS IONAL DEGREE (2 Y E A RS)
YO U T H E D U C AT I O N
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P r a c t i c a l i n fo r m a t i o n – Educations KEA –
AC A D E M Y P RO F E S S I O N A L D E G R E E P RO G R A M M E S An academy professional degree programme is a higher education programme that normally takes two years, consists of four semesters and provides 120 ECTS points. However, both the Danish and English versions of the Computer Science programme take 2½ years and confer 150 ECTS points.
B U S I N E S S E S A C A D E M Y P RO G R A M M E S I N D E S I G N DESIGN TECHNOLOGY
Duration: 2 years. Language of instruction: English. Admission requirements: Check www.kea.dk/en/ Examples of subjects/themes in the programme: The programme takes an international approach to subjects such as form, visualisation, branding, marketing, purchasing and construction. What does a Design Technology and Business graduate do: A Design Technology and Business graduate has an international profile and typically works in the fashion and lifestyle industry, for example as a designer or design assistant, buyer, constructor, PR staffer, an employee in a fashion magazine or an independent business owner. How do I apply: he programme is included in the coordinated enrolment system KOT, Den Koordinerede Tilmelding. You can only apply under Quota 2. Anyone who meets the admission requirements will have to sit an admission test. The time and place for the admission test will be announced by invitation. You can see a sample admission test at kea.dk. Programme start: Only in summer. _
ACADE MY PROFESS IONAL DEG RE E PROG R AM M ES I N IT C O M P U T E R S C I E N C E ( I N T E R N AT I O N A L )
Duration: 2½ years. Language of instruction: English. Admission requirements: Check kea.dk/en/ Examples of subjects/themes in the programme: an international profile in subjects within programming, systems development, technology and the company. What does a Computer Science graduate do: Typical jobs for a computer scientist include web developer, systems administrator and systems designer. Programme start: summer and winter. _ IT TECHNOLOGY
Duration: 2 years. Language of instruction: English. Admission requirements: Check kea.dk/en/ Examples of subjects/themes in the programme: common component featuring, for example, communication systems, the company, electronic and embedded systems as well as two study option components: network technology and electronics technology. All subjects are based on the international profile. What does an IT Technology graduate do: jobs such as IT planner, network manager, IT consultant, electronics constructor or production technologist. Programme start: summer and winter. _
DESIGN TECHNOLOGY AND BUSINESS ( I N T E R N AT I O N A L )
M U LT I M E D I A D E S I G N & C O M M U N I C AT I O N ( I N T E R N AT I O N A L )
Duration: 2 years. Language of instruction: English. Admission requirements: Check kea.dk/en/ Examples of subjects/themes in the programme: The programme takes an international approach to subjects such as form, visualisation, branding, marketing, purchasing and construction. What does a Design Technology and Business graduate do: A Design Technology and Business graduate has an international profile and typically works in the fashion and lifestyle industry, for example as a designer or design assistant, buyer, constructor, PR staffer, an employee in a fashion magazine or an independent business owner. How do I apply: The programme is included in the coordinated enrolment system KOT, Den Koordinerede Tilmelding. You can only apply under Quota 2. Anyone who meets the admission requirements will have to sit an admission test. The time and place for the admission test will be announced by invitation. You can see a sample admission test at kea.dk. Programme start: only in summer. _
Duration: 2 years. Language of instruction: English. Admission requirements: Check kea.dk/en/ Examples of subjects/themes in the programme: an international profile in the four core areas for the multimedia designer: the company, communication and presentation, interaction development and design and visualisation. You will receive input to design games, web portals and mobile services as well as digital video, 3D and databases. What does a Multimedia Design & Communication graduate do: multimedia designer, web designer, webmaster, game designer, project manager/coordinator, marketing assistant, web and mobile developer or founding an independent business in an international context. Programme start: summer and winter. _
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KEA Reports TOP- U P BAC H E LOR DEG RE E PROG R AM M ES You can take a top-up degree after you have completed your academy professional degree and thus earn a bachelor degree. A top-up programme takes 1½ years, includes three semesters and confers 90 ECTS points.
work as a software developer, software coordinator, software analyst, software programmer or an IT architect. Programme start: summer and winter. _
BAC H E LOR DEG RE E PROG R AM M ES TOP-UP BACHELOR DEGREE PROGR AMME IN DESIGN
A full bachelor degree programme takes 3½ years. The programme includes seven semesters and provides 210 ECTS points.
D E S I G N & B U S I N E S S ( I N T E R N AT I O N A L )
Duration: 1½ years. Language of instruction: English. Admission requirements: Check kea.dk/en/ Examples of subjects/themes in the programme: mandatory common modules in design, business, sociology and method. Specialised modules in the specialised lines of Sustainable Fashion Design, Sustainable Purchasing and Sustainable Communication as well as study option modules in, for example, video storytelling, digital design 1 and 2, shoes and accessories, presentation and negotiation and PLM database and visual Communication. What does a Design & Business graduate do: Depending on the chosen line, the job opportunities include designer, design assistant, creative developer, PR or event coordinator, communication worker, buyer or sourcing. Programme start: summer. _
T O P - U P B A C H E L O R D E G R E E P RO G R A M M E S I N I T E - C O N C E P T D E V E L O P M E N T ( I N T E R N AT I O N A L )
Duration: 1½ years. Language of instruction: English. Admission requirements: Checkkea.dk/en/ Examples of subjects/themes in the programme: e-commerce, marketing, design, communication, media technology and project management. What does an E-Concept Development graduate do: As an e-concept developer you would typically work within e-commerce, web design agencies, advertising agencies or design agency. Programme start: summer and winter. _ W E B D E V E L O P M E N T ( I N T E R N AT I O N A L )
Duration: 1½ years. Language of instruction: English. Admission requirements: Check kea.dk/en/ Examples of subjects/themes in the programme: the design and construction of web applications on every scale. What does a Web Development graduate do: jobs such as front- and backend developer, programmer, webmaster, web shop developer or web designer. Programme start: summer and winter. _
BAC H E LOR DEG RE E PROG R AM M ES I N DES IG N J E W E L L E RY, T E C H N O L O G Y A N D B U S I N E S S ( I N T E R N AT I O N A L )
Duration: 3½ years. Language of instruction: English. Admission requirements: Check kea.dk/en/ Examples of subjects/themes in the programme: The key focus of the programme is on jewellery, including how it is made by traditional means and by means of modern technology but also how jewellery is conceptualised and marketed – nationally as well as internationally. The focus is on the jewellery design, materials, jewellery concepts, trends, cultural understanding, innovation, marketing, value chain and supply chain. What does a Jewellery, Technology and Business graduate do: jobs in the jewellery industry such as sales and marketing staff, jewellery designer, trend spotter, buyer, sourcer, PR coordinator or entrepreneur. Programme start: summer. _
BACHELOR DEGREE PROGRAMMES IN CONSTRUCTION ARC HITECTUR AL TEC HNOLOGY AND CONSTRUCTION M A N AG E M E N T ( I N T E R N AT I O N A L )
Duration: 3½ years. Language of instruction: English. Admission requirements: Check kea.dk/en/ Examples of subjects/themes in the programme: an international profile within subjects such as communication, materials, architectural planning, construction calculation, installations, sustainability, business and law. What does an Architectural Technology and Construction Management graduate do: jobs in an international context, primarily in the construction industry, for example for consulting architects and engineers or contractors as well as companies related to the construction industry, including the public sector, housing and administration companies, banks and mortgage credit societies and technological institutes. Programme start: Summer and winter. _
BAC H E LOR DEG RE E PROG R AM M ES I N IT ( I N T E R N AT I O N A L )
S O F T WA R E D E V E L O P M E N T ( I N T E R N AT I O N A L )
ECONOMICS AND IT
Duration: 1½ years. Language of instruction: English. Admission requirements: Check kea.dk/en/ Examples of subjects/themes in the programme: the various aspects of the software development process, including databases, contracts, tests, systems integration, project management and systems development etc. What does a Software Development graduate do: You may for example
Duration: 3½ years. Language of instruction: English. Admission requirements: Check kea.dk/en/ Examples of subjects/themes in the programme: business economics, business strategy, project management, strategic planning of information systems. What does an Economics and IT graduate do: jobs such as IT management, IT consultant, systems developer or systems analyst. Programme start: summer.
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FOR MORE I N F O R M AT I O N KEA.DK
by THE LEADING SCANDINAVIAN DESIGNERS We are striving to expand the strong Scandinavian design tradition with new and original perspectives. In fact, our name MUUTO, inspired by the Finnish word muutos, means new perspective. To us good design starts with the person. We handpick the brightest design talent and the leading contemporary designers in Scandinavia and give them the freedom to express their individual story through everyday objects. Some want to alter the world, others find passion in colour and shape and others still, draw deeply from personal experience. How do they see a vase, a lamp, a chair or any other everyday object? You will know our design because it has muutos. Objects made sublime through new perspectives, enjoyed across the world, representing the best of Scandinavian design today.
muuto.com