DTU's Policies

DTU’S POLICIES

DTU’S POLICIES 1

UDDANNELSE

DTU’S POLICIES EDUCATION 03

RESEARCH 21

SCIENTIFIC ADVICE 37

INNOVATION 47

2 • DTU’S POLITIKKER

DTU’S POLICY FOR

EDUCATION

DTU’S POLITIKKER • 3

EDUCATIONAL POLICY DTU is unique among Danish universities due to its polytechnic, single-faculty nature and the specified civic and social aim of its purpose in society. DTU’s activities are aimed at benefiting society, including developing and utilizing the natural and the technical sciences to serve as a business

development driver. The activities conducted by DTU are based on the equal interplay of research and education with the generation of new knowledge being a shared platform. The research-based study programmes are of the highest international standard.

OBJECTIVES Education is one of the main tasks of DTU in relation to fulfilling its mission to “develop and create value using the natural sciences and the technical sciences to benefit society”. DTU educates Bachelors of Engineering (BEng), Bachelors and Masters of Science in Engineering (BSc and MSc), and PhDs, and also offers continuing education programmes.

The educational policy serves to ensure that DTU’s engineering programmes are of the highest international standard and rank among the leading in Europe, in terms of being elite as well as comprehensive.

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The educational policy reflects DTU’s culture and shared philosophy in its approach to education. The implementation of DTU’s strategy for each of DTU’s four full-time programmes is outlined in the appendix on p. 16: Bachelor of Engineering (BEng), Bachelor of Science in Engineering (BSc), the two-year Master of Science in Engineering (MSc), and the three-year doctoral programme (PhD).

The policy forms the basis for establishing, developing, and improving education and teaching activities.

It defines the approach to teaching and is reflected in the behaviour and performance of the staff involved in the study programmes.

POLICY POSITIONS

As the leading university in Denmark for BEng, BSc, MSc, and PhD programmes in Engineering, DTU maintains elite focus and subject orientation and applies pedagogical and didactic practices to challenge all students to their limits.

On a par with other international elite universities, DTU expands its educational capacity so as to provide industry with more engineers.

The engineering programmes offered

by DTU ensure that graduates possess the competences required to meet the social, technological, and global challenges faced by engineers in their everyday work life.

The learning approach of the study programmes prepares students to

work in team-based environments that create, operate, or further develop complex, value-adding products, processes, or systems. The engineering profession, technical-scientific research, and development are therefore a context for courses, projects, and activities throughout the entire programme.

The strong technical-scientific basis of the study programmes facilitates creative and interdisciplinary work and allows students to keep abreast of the latest scientific knowledge. Through research-based and application-oriented study programmes students learn the working methods and methodologies of research and develop a solid knowledge base.

Engineers that graduate from DTU are capable of translating technological needs or demands into well-defined problems and complex solutions based on their design and calculation skills and by synthesizing knowledge, skills, and competences which have a value-adding effect in the form of new products, processes, and systems.

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EDUCATION

General DTU offers and develops engineering programmes at BEng, BSc, MSc, and PhD level that match current and future needs of society and the business community, and which are of the highest standard and quality.

EDUCATION

Sustainability is an integrated part of all DTU study programmes, and all students will complete programme components intended to provide them with skills in innovation and entrepreneurship. Furthermore, DTU encourages its students to engage in extra-curricular projects and other activities that support the development of innovation competences.

DTU considers all aspects of diversity (e.g. cultural, ethnical, and gender differences) a strength. Diversity nourishes the development of talent and new solutions in addition to stimulating creativity and innovative thinking. DTU provides the framework for diversity among students and professors to blossom and contribute to a stimulating and dynamic learning environment.

At DTU, education is a personal development process and each student attains social and personal skills relevant to their professional career.

DTU believes that the engineering

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programmes have an identity-creating and life-long impact on each student.

As a globally recognized elite technical university with an international network of leading universities, DTU participates in alliances with universities in the Nordic countries, Europe, and the rest of the world. This includes student exchange and collaboration on study programmes, research, and innovation. An important aspect of this work is to attract talented international MSc and PhD students to Denmark.

DTU will strengthen its position as a provider of continuing education to facilitate dissemination and application in society of the University’s knowledge about innovation and technological development and to enhance collaboration with companies in the private and public sectors.

Documented teaching qualifications are of vital importance in the recruitment of staff responsible for teaching and supervision at DTU. DTU’s professors continuously develop their pedagogical and didactic competences through active participation in courses, seminars, and networks as well as through contributions at conferences and by publishing articles that draw on relevant research literature on university teaching.

Knowledge sharing and experience exchange between professors and discussions of topics of teaching relevance among colleagues form part of DTU’s teaching culture.

Each semester, teaching and exams are evaluated and discussed in an open dialogue between students and professors.

DTU creates incentives for excellent teaching and teaching development.

DTU’s study programmes are designed to facilitate progression through the programme courses and projects, and to ensure that students develop different types of knowledge, skills, and competences in an integrated process.

Courses and other programme elements are described by learning objectives defining the knowledge, skills, and competences acquired by students upon completion of the study activity. Learning outcomes are also defined for the study programmes. The learning outcomes include the technicalscientific element, personal and social competences, as well as engineering synthesis and system competences.

The study progression is underpinned by curriculum plans or by chains of prerequisite requirements

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EDUCATION

Teaching and learning Teaching, supervision, and development of study programmes are firmly anchored in DTU’s academic environments. DTU’s active researchers constitute the majority of the staff of professors, and all members of the academic staff are available for teaching or supervision.

EDUCATION

for individual courses and study programme elements. It is also reflected in the organization of the teaching, learning objectives, and choice of assessment methods.

The development of technical-scientific, personal, and social competences is integrated in the teaching activities along with the development of engineering synthesis and system competences. This integration is further strengthened through varied and diverse teaching methods, and the learning activities thus combine the multi-competence learning.

E-learning is incorporated as an integrated and value-generating component in the study programmes as a supplement to—not a replacement for—on-site lessons. The aim is to support the students in enhancing their work processes and learning, and to accommodate the different needs and learning styles of the students.

The interplay between course content, learning activities, learn-

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ing objectives, and assessment is optimized to reflect that the exam determines students’ study strategies and learning outcomes. DTU therefore focuses on a high level of alignment between teaching, learning, and assessment, and on evaluating the learning objectives through the exams.

DTU’s study programmes are never confined to just one department or discipline, but are designed as joint programmes across the University.

Each study programme follows an overall structure which ensures the polytechnic foundation and the progression through the programmes.

The four models for DTU’s full-time programmes are described in the appendix on p. 16.

Research-based and application-oriented education Study programmes at DTU are research-based and applicationoriented. The weighting between research and application varies between the BEng, BSc, MSc, and PhD

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INNOVATION

SCIENTIFIC ADVICE

RESEARCH

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EDUCATION

programmes offered at DTU. The students learn to take a constructive and critical approach to research results and to apply their competences in a professional engineering context. The programmes mature and translate new research and development knowledge into student competences.

The content and type of each study programme element is at the forefront of international technicalscientific developments.

The latest knowledge and expertise are integrated into courses and projects and are made available to the students.

The students have access to experimental facilities.

Students are involved in research and development activities and are offered Honours Programmes and other activities targeted at talented students at DTU. DTU develops and maintains teaching and study programmes by

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combining its research-based approach with educational and didactic principles.   Students DTU students have access to ongoing dialogue with professors, also outside scheduled teaching activities. This is an important element in DTU’s learning culture where lecturers and students show mutual respect for each other and the shared educational process.

The point of departure for the teaching at DTU is that students are interested in acquiring competences and that they show initiative in terms of their own learning.

A successful engineering student must have the ability, interest, and energy to become an engineer and be prepared to put in the work required.

DTU expects that students want to develop into innovative, professional, and committed engineers.

It is important for students to have a successful and inspiring start to the engineering programme. In their first academic year, they meet DTU’s leading researchers, professors, and lecturers.

DTU informs its students of the academic prerequisites and requirements for completing the study programmes. This alignment of expectations is relevant for all study programme elements and is particularly important for new students.

“DTU’s common mindset: from pupil to student” clearly defines the expectations set out for new students in terms of a development in attitudes. The mindset is fostered through teaching, supervision, and other activities in the first academic year. Students in need are offered additional help and supervision.

The students are activated, and their learning process is given priority to ensure the best possible acquisition of knowledge, skills, and competences.

DTU employs teaching methods that train students to work independently and creatively.

During their studies, students receive feedback and evaluations that promote learning.

The teaching is carried out without cancellations.

Study environment DTU develops campus facilities offering both formal and informal learning environments for students and professors.

DTU is continuously developing its teaching facilities to ensure that the study environment, classroom layout, and practical organization of the teaching underpin and promote varied teaching methods and learning outcomes.

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EDUCATION

DTU engages its students in their education and encourages active and constructive participation in the teaching activities.

EDUCATION

The campus environments provide students with the opportunity for individual reflection and for carrying out project work as well as experimental and hands-on activities.

DTU students gain international experience by actively participating in the international study environment at DTU where they meet international students and researchers.

DTU encourages extra-curricular activities outside scheduled teaching activities which add to a visible, versatile, and culturally rich campus life.

Students are encouraged to study abroad at leading international alliance and partner universities, or to do an internship abroad.

DTU gives priority to an open and secure learning and study environment where diversity flourishes.

International profile DTU promotes internationalization through the establishment of an international study environment with talented international students and international researchers as well as the exchange of students to leading international universities.

DTU recruits a large and growing number of talented international students to DTU’s MSc programmes.

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Engineers from DTU have both Danish and English as their working language. The MSc programmes are taught in English, and on the BEng and BSc are introduced to English specialist terminology although the language of instruction is generally Danish.

The professor’s language skills are an important focus area at DTU. English-taught courses are conducted in proficient English, and international professors learn Danish in order to conduct teaching at BEng and BSc level.

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INNOVATION

SCIENTIFIC ADVICE

RESEARCH

EDUCATION

EDUCATION

The quality system In its efforts to ensure continuous improvements, DTU subjects its study programmes, teaching, and assessment methods to quality assurance and quality development. This takes place within the framework of the University’s institutional accreditation.

The quality system is based on an internal and an external component.

The internal process involves regular evaluation of study programmes, teaching, study start-up, and study environment as well as ongoing follow-up on quality parameters such as the completion of scheduled class hours, completion times, pass percentages, etc.

The external process focuses, among other things, on regular evaluation of study programmes with the involvement of employers and international experts, ongoing dialogue on study programme content with graduates and employers as well as collaboration on the development of teaching methods with other educational institutions in Denmark and abroad.

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In addition, both the overall quality assurance system and its individual elements are evaluated continuously.

Recruitment DTU provides knowledge to society through education. To be able to attract engineering students to the University’s study programmes and continuing education courses, potential students must know about DTU. DTU’s researchers communicate technical-scientific topics to Danish society.

DTU creates inspiration for and interest in the natural sciences, the technical sciences, and technology through open-house events and study internships and by actively participating in other events aimed at young people, including offers for primary and upper secondary schools.

DTU communicates the enjoyment and gratification of the engineering profession and points out how engineers are capable of creating innovative and sustainable solutions to global challenges.

POLICY PROCESS The policy is implemented in the teaching culture at each DTU department and across DTU in collaboration with the department heads, study boards, heads of studies, professors, and students.

The policy is implemented by articulating goals, plans, and procedures, and by initiating projects rooted in the departments or in central administrative units.

Formal framework of the policy: The Danish University Act with underlying ministerial orders.

The Bologna Declaration of 19 June 1999

Strategy 2014-19, adopted by DTU’s Board of Governors on 6 April 2014.

DTU’s institutional accreditation of 11 December 2014 (applicable to 31 December 2020).

DTU’s development contract with the Danish Ministry of Science, Technology and Innovation.

DTU’s educational policy will enter into force on 1 January 2016.

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EDUCATION

REFERENCES

APPENDIX: STUDY PROGRAMMES DTU offers four independent full-time study programmes organized according to the Bologna Accord: Bachelor’s programme in engineering earning the graduate the title of Bachelor of Engineering (BEng).

EDUCATION

Bachelor of Science in Engineering programme (BSc Eng).

Two-year Master of Science in Engineering programme, earning the graduate the title of MSc Eng. The PhD programme, earning the graduate the title of PhD. DTU also offers continuing and further education programmes within the framework of Open University and the part-time educational system as well as customized programmes.

DTU’s Bachelor of Engineering (BEng) programme is an application-oriented engineering programme generally aimed at industry and the business sector. DTU’s MSc in Engineering programme is composed of a Bachelor of Science in Engineering (BSc) and

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a two-year Master of Science in Engineering programme (MSc).

The BSc programme is a researchbased undergraduate engineering programme, which qualifies the student for a MSc programme.

DTU’s two bachelor’s programmes (BEng and BSc) differ in focus, form, and content. In addition to fulfilling different societal needs and objectives, the two bachelor’s programmes attract different types of students, each with their own preferences in terms of length of study programme, career opportunities, learning styles, and learning methods. This impacts the planning and organization of the study programmes and the pedagogical approach. DTU’s marketing strategy for the bachelor’s programmes is to allow prospective students to choose the programme that meet their expectations of their subsequent career opportunities. The two bachelor’s programmes share certain characteristics, but are differentiated by their individuality and uniqueness, making it obvious that the two programmes, with their different objectives and content, cannot be co-taught.

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INNOVATION

SCIENTIFIC ADVICE

RESEARCH

EDUCATION

The MSc programme is a researchbased programme at an elite technological level, aimed at knowledgeintensive positions in the business sector and society in general.

EDUCATION

DTU’s research programmes prepare PhDs for positions at the highest scientific international level.

The BEng programme is a businessoriented programme with an application-oriented specialization in engineering. During the 3½-year interdisciplinary and developmentoriented programme, organized in close interaction with the business community, the student acquires competences related to development, implementation, and operation of technical solutions. A BEng graduate understands and is able to apply mathematical, technological, and scientific principles within a specific discipline. The programme is structured on the basis of curricula that are carefully planned in accordance with the CDIO education concept.1

As a general rule, the language of instruction is Danish, and students learn both Danish and English specialist language, enabling them to work in with English as the corporate language and to communicate professionally in both languages.

The BSc in Engineering is a researchbased undergraduate engineering programme qualifying the student for an MSc programme. In the course of three years, students develop competences that enable them to understand, analyse, and discuss engineering systems and issues.

A BSc graduate in Engineering has a solid basic academic foundation within the technical sciences, IT, and the natural science and is able to understand and apply mathematical and physical principles and methods.

The BSc programme consists of four equally sized elements: 1) basic natural science courses, 2) technological specialization courses, 3) electives, and 4) projects and professional skills courses. The language of instruction

1 CDIO is an acronym for ‘Conceive, Design, Implement, and Operate’, and the concept has been implemented at institutions such as MIT, KTH (Stockholm), and Chalmers (Gothenburg).

The CDIO principles are generally applicable to all DTU’s engineering programmes.

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The two-year MSc programme is a research-based education at the highest technological level, which is also a prerequisite for entering the PhD programme. Students acquire qualifications and skills that enable them to analyse, synthesize, and evaluate theory and experiments relating to complex engineering systems, issues, and solutions. The research-based learning of the programme develops the students’ engineering competences and prepares them for knowledge-intensive positions characterized by scientific development in the business sector and society in general.

The structure of the MSc programme consists of four equally sized elements:

1) general competences, 2) technology specialization, 3) electives, and 4) thesis.

The language of instruction is English.

The structure of DTU’s BSc and MSc programmes generally consists of four equally sized blocks of courses. The freedom of choice offered by this model allows students to study a range of subjects as well as specialize.

Graduates of the three-year PhD programme have gained competences at the highest scientific level, leading to a career in research or a specialist or management position in the business sector.

DTU starts up PhD projects of the highest quality in which student and supervisor are qualified at the highest level. It is important to DTU that each PhD project forms part of a larger project or network which utilizes industrial and/or international relations. The PhD project is carried out in interaction with active research

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EDUCATION

is primarily Danish, but courses in English are introduced during the study programme. Courses taught in Danish or English focus on students obtaining technical bilingualism and learning to master both Danish and English specialist terminology in preparation for an MSc programme taught in English.

EDUCATION

environments2 and is based on striking the right balance between empirical methods/experiments, theory, and modelling. The range of PhD courses offered reflects DTU’s academic spectrum and is of an internationally attractive quality. DTU gives priority to innovative aspects of research and project results being readily applicable in society and industry.

DTU recognizes the importance of competent PhD supervisors of international standing with experience in research management and the ability to promote innovation in collaboration with the student. DTU’s supervision culture is characterized by a systematic and committed pedagogical approach as well as a large degree of

openness and mutual respect. DTU ensures that supervisors have the resources and qualifications required to communicate the knowledge of the discipline to the PhD students, and that stimulating academic environments with a critical mass are created. PhD dissertations from DTU are written in English and are based on internationally published or publishable results. The PhD student thus gains experience in the international scientific tradition within his or her chosen discipline.

2 The PhD programme is a major resource in DTU’s overall research efforts. See also the research policy.

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INNOVATION

SCIENTIFIC ADVICE

RESEARCH

EDUCATION

DTU’S POLICY FOR

RESEARCH

DTU’S POLICIES 21

RESEARCH POLICY DTU is unique among Danish universities due to its polytechnic, single-faculty nature and the specified civic and social aim of its purpose in society. DTU’s activities are aimed at benefiting society, including developing and utilizing the natural and the technical sciences to serve as a business development driver.

The academic framework for DTU’s activities is based on research which forms the basis for the University’s other activities.

Research—the generation of new knowledge—is a vital platform for accomplishing the University’s three other main tasks and is a locomotive for the University’s activities. The research-based degree programmes train students in research methods, teach them to adopt a constructive and critical approach to research findings, and

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mature and translate new knowledge into student competences.

Similarly, the central purpose of scientific advice is to provide the authorities with a professionally sound decision-making platform by drawing on the latest research knowledge. This approach ensures that the latest research findings are applied in the solution of generally quite complicated advisory tasks. In addition to the innovation and dissemination tasks, this also ensures the transfer of new knowledge to society in a broader perspective.

OBJECTIVES

DTU will be recognized and respected globally as a leading elite technical university because of the quality of its research, its graduates, its values, and its university culture.

DTU will be among the five leading technical universities in Europe.

DTU will consolidate and develop its international alliances to support the University’s activities in the fields of education, research, scientific advice, and innovation—and will supplement same where this makes a strategic contribution to the University’s value creation.

DTU will develop those parts of life sciences which, from an engineering perspective, constitute a continuously growing and key element in the University’s activities.

The strategy sets out the following research objectives:

DTU’s research is to lay the foundations for a unique education culture and new ways of learning, an innovation culture that cultivates and promotes entrepreneurship, spin-outs, and corporate innovation, and—on the basis of academic freedom and independence—deliver and develop scientific advice and decision-support systems for the benefit of national and international authorities, private organizations, and enterprises.

DTU will have the capacity, scientific capability, and leadership necessary to continuously create and develop excellent research environments.

Within their respective primary disciplines and fields of interest, DTU’s departments will be able to develop and maintain internationally leading research environments.

Within the framework of the traditions and practices of polytechnic science, DTU will further develop its interaction and field of influence with related sciences and problem

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RESEARCH

DTU’s strategy sets out the University’s overall direction and emphasizes the following strategic objectives for the research area:

areas, and will apply significant research strength to lay the foundations for technologies and processes that promote innovation and sustainability, and which address major societal challenges.

DTU’s research will interact internationally with leading private and public research centres and facilitate increasing participation in major transnational research projects and consortia.

RESEARCH

POLICY POSITIONS General DTU’s strategy describes the following overall means for meeting the strategic research objectives: DTU promotes promising fields of research within the technical and the natural sciences, especially based on usefulness to society, relevance to business, and sustainability.

DTU encourages original basic and applied research within the technical and the natural sciences, especially based on innovation, the power of fascination, promoting

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talent, and addressing the interfaces between research disciplines and fields of interest.

DTU systematically develops its experimental facilities as a parameter in international competition.

DTU ensures a broad foundation for research based on the University’s role as a national centre for knowledge and as an international hub within the technical and the natural sciences and on the requirements posed by research-based teaching, scientific advice, and innovation.

Credibility means possessing knowledge and insight and properly communicating this, but also includes recognizing when knowledge and insight are inadequate and the ability to communicate based on the prerequisites of the recipient.

DTU will therefore: Possess state-of-the-art knowledge and insight within the technical and the natural sciences and related scientific disciplines.

Acquire new scientific and technological knowledge and competence through research of the highest international quality.

Gather results and add expertise from other leading knowledge institutions and research-intensive companies through research collaboration and exchange of competences.

And at the same time: Be honest in its communication, i.e. communicate both solid knowledge and the existing uncertainty and inadequacy of the current stage of science.

Be frank in its communication, i.e. communicate in a way that does not allow misinterpretation and is adapted to the recipients’ background and need for information.

Be useful in its communication, i.e. communicate so that the recipient can use the communicated knowledge directly and effectively.

This means that DTU will also: Make the results of its research and the results gathered from the collaboration with other knowledge institutions available to society, both by contributing to business innovation (described in further detail in the innovation policy) and by qualifying the public debate on important issues within the University’s areas of expertise.

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RESEARCH

DTU’s strategy singles out credibility as one the University’s values in relation to research:

RESEARCH

Be targeted in its communication, always bearing in mind the recipient of the communication.

Technical science is empirical and based on experiments that are processed theoretically and mathematically. The ultimate goal of the insight gained is to facilitate the design of machines, systems, products, processes, services, etc. and thus make nature work for us. Technology is man-made—the cultural aspect. In terms of conceptual framework and methodology, the technical sciences and the natural sciences share many common characteristics, and there is a constant interaction between the development of the technical sciences and the natural sciences—they are, in other words, interdependent.

DTU’s mission “to develop and create value to benefit society” is realized through the University’s main tasks: education, research, scientific advice, and innovation, including the dissemination of knowledge to the surrounding society. These main tasks are solved in a close cross-organizational collaboration, a collaboration

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which has high priority at DTU. There is considerable scope for synergies in the solution of these tasks, and the search for synergies must characterize the activities carried out at all organizational levels.

Organization of research The organization must ensure an unambiguous management system, and the responsibility for developing DTU’s disciplines must be clearly defined. DTU’s research is thus rooted in discipline-based departments.

Society, however, also calls for research-based solutions to larger challenges that transcend traditional research boundaries, for example through major political initiatives within climate, energy, and sustainability where funding is linked to an interdisciplinary subject. As an element in realizing its mission of benefiting society, DTU wants to contribute to these initiatives. In so doing, DTU is aware that its contribution to a large extent will be solution proposals, and that these fields may provide less scope for publishing re-

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INNOVATION

SCIENTIFIC ADVICE

RESEARCH

EDUCATION

search findings than others. DTU employs organizational methods intended to underpin its researchers’ work on such interdisciplinary projects.

RESEARCH

There is a division of labour both between departments and internally at the individual departments. The departments are measured on the sum of their activities, and one of the main objectives for the research carried out at a department is to gain recognition and be cited in relevant journals.

University research is dependent on a rich and complex research environment, active research teams, and scope for personal development.

Each researcher has the right and the duty to initiate and contribute to research within DTU’s strategic framework, both within the departmental strategy and by contributing to interdisciplinary projects.

Technical basic research has a long time frame, and the most expedient solution is thus to leave decisions on whether a research area will succeed and whether the work is relevant and will prove successful to those with

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local management responsibility. An important part of the leadership task at all levels is to promote interaction and co-production, to strike the right balance between the main tasks, and to provide scope for development.

Researcher and research career At DTU, research management is exercised at all levels and decisions on research projects are made with the unvarying objective to “benefit society”. DTU’s Executive Board is responsible for the general research-strategic decisions and these decisions are subsequently implemented in, among other things, the University’s rolling four-year strategic plans (UMV) for each department.

DTU expects each principal investigator to make the final decision within the framework of the University’s research priorities, the department’s UMV, and the contractual obligations.

This requires the principal investigator to assume the role of mentor and manager for young researchers, and thus actively contribute to maturing talents. On the other

At the overall level, DTU’s Executive Board assumes a similar role in terms of ensuring matching of expectations and resource allocation between departments and interdepartmental initiatives.

At DTU, a professorship is founded on outstanding research activities and is a central element in a research career involving a considerable amount of research at the highest level.

In addition, the position of professor is also an important element in research management at DTU. DTU attempts to strike the right balance between these considerations.

DTU sees sabbatical leave schemes as a positive research element, and the departments should organize their tasks to enable active researchers to take sabbatical leave every five to nine years. Achieving the right

balance will encourage foreign researchers to spend their sabbatical leave at DTU. DTU focuses on creating an attractive study and research environment for PhD students. For more details on PhD studies and students, please see the education policy on p. 4.

PhD fellowships are a special research resource requiring a strong interaction between the candidate, the research project, and the supervisor. Fellowships can be awarded to academic priority areas with special requirements.

Academic degrees and titles In the view of DTU, the technical doctoral degree (dr.techn.) marks a significant and original personal contribution to technical-scientific research, preferably at an early stage of the research career.

DTU will confer the title of Doctor Technices honoris causa (dr.techn. h.c) upon individuals affiliated with DTU whose extraordinary effort within the technical sciences or their application deserves special recognition.

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RESEARCH

hand, this approach also requires bottom-up communication to allow departmental management to ensure expedient matching of expectations and resource allocation between the different fields of research.

RESEARCH

DTU will use the title of honorary professor, alternatively honorary associate professor, to strengthen the ongoing collaboration with international universities and the private business sector for the benefit of DTU. Those appointed must have qualifications matching the appointment level.

DTU expects an active contribution from its honorary professors and honorary associate professors.

External research collaboration and projects DTU views external research collaboration as an important element in the contact with the surrounding society and a crucial contribution to gearing the research financed by DTU’s own funds. DTU will enter into collaboration and co-funded research projects with other research institutions and businesses where this fits naturally into DTU’s professional strategy.

Strategic collaboration with other leading international universities is an important tool in DTU’s research policy, and by creating synergies or by being complementary, this collab-

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oration may be mutually supportive and contribute to developing DTU’s research portfolio.

Research projects funded by research councils, the EU, etc. are typically initiated at department level. Projects of such a scope and nature that they contribute to determining the University’s development and take up university resources are subject to central coordination and prioritization.

The departments must leverage the opportunities for research collaboration offered by DTU to exploit synergies and mutual academic inspiration.

Dissemination of research results Important focus areas at DTU include international publication in leading academic journals and making DTU’s research results visible through participation at international conferences.

DTU also focuses on publication of innovative ideas via patents.

DTU’s graduates are an important source of dissemination and utilization of research results, and research activities must therefore be planned

RESEARCH

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RESEARCH

so as to facilitate this in the teaching.

Research results are also disseminated through publication, exchange of staff and students, and through collaboration and innovation activities (see DTU’s innovation policy p. 48), including direct transfer of research results to the business sector and through scientific advice.

DTU will work to also render visible research opportunities, both to strengthen the research collaboration and to communicate the results at international conferences. DTU also focuses on popular science dissemination.

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DTU encourages its researchers to contribute research-based knowledge to the public debate, preferably with reference to DTU. On the other hand, DTU considers it only natural that no reference is made to the University when the debate is based on the exchange of purely personal opinions.

POLICY PROCESS The quality of research is assessed internationally at university, department, and research group level.

The assessment is based on generally accepted, valid, and comparative indicators, including publication of research results, assessment of application for external research funding in national and international competition, and the ability to attract highly qualified researchers from both Denmark and abroad.

Ensuring that DTU’s strategic research objectives can be met is a management task involving all levels.

DTU may earmark resources for specific research initiatives. DTU will work actively to obtain grants for researchers, research projects, and equipment.

DTU focuses on achieving a large proportion of externally funded research projects to be able to achieve a significant gearing of its own research resources.

DTU will continuously identify research areas in which the University has the potential and desire to play a

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RESEARCH

DTU is managed via a coherent, person-driven management system with a single point of responsibility, and the ongoing management dialogue is underpinned by regular management meetings and DTU’s annual cycle. Each department prepares an annual UMV (strategic plan identifying the development goals and measures). This serves as the department’s strategy plan for the coming four-year period and will be finally adopted following a discussion between DTU’s Executive Board and the department management. The plan for each year is prepared as an action plan with a budget, and each completed year is reported in a departmental annual report. These documents are also discussed with DTU’s management, and the annual cycle thus comprises three annual meetings based on plan or report documents prepared by the department. The department is expected to prepare its strategy and set out its objectives through internal communication and employee involvement, and the UMV must account for this process.

leading role. DTU will also ensure that the University has areas that rank among the best in the world.

With the participation of international peers, DTU evaluates at least three departments each year.

Each unit composes its own research portfolio, taking into account the risk profile and ensuring that new talents are given the opportunity to develop.

In coordination with the stance of other policy areas, the policy stance must be incorporated in action plans and procedures for: PhD programmes Appointment of professors Honorary doctors at DTU Honorary professors and associate professors

RESEARCH

and the progress of: The UMV is a central tool for all departments in their strategic research planning, and each department is regularly evaluated by an international review panel.

DTU establishes platforms for meetings between research staff and the University’s executive management.

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Research projects from research councils, the EU, etc.

Collaboration with the business sector will be monitored on an ongoing basis.

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REFERENCES The Danish University Act of 27 August 2014 sets out the overall framework for DTU’s research, stipulating that a university “… shall conduct research and offer research-based education at the highest international level in the disciplines covered by the university.”

RESEARCH

DTU’s procedures for appointing researchers are based on Ministerial Order no. 242 of 13 March 2012 (the Appointment Order), which, among other things, includes rules for assessment committees and appointments without notice of appointment.

Scientific staff are covered by the agreements concluded centrally between the Danish Ministry of Finance

and the Danish Confederation of Professional Associations, and which are implemented in the circular of 13 June 2007 on the career structure for scientific staff at universities.

The framework applying to honorary professors is set out in Ministerial Order no. 505 of 20 May 2013.

The framework applying to honorary doctors is set out in Ministerial Order no. 1321 of 5 December 2008.

The framework applying to the PhD programme is set out in Ministerial Order no. 1039 of 27 August 2013.

As for the employment of PhD students, circular 9414 of 1 July 2013 applies.

DTU’s research policy will enter into force on 1 January 2016. Revision of the research policy will be carried out halfway through the current strategy period, i.e. in 2017.

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DTU’S POLICY FOR

SCIENTIFIC ADVICE

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POLICY FOR SCIENTIFIC ADVICE DTU is unique among Danish universities due to its polytechnic, single-faculty nature and the specified civic and social aim of its purpose in society. DTU’s activities are aimed at benefiting society, including developing and utilizing the natural and the technical sciences to serve as a business development driver.

The scientific scope of DTU’s activities is based on research which forms the basis for the University’s other activities.

The most important aspect of scientific advice is to provide public and private sector decision-makers with the technically most sound decision-making platform by developing holistic decisionmaking support systems based on the latest research knowledge.

Decisions may concern a wide range of issues related to framework conditions and the regulation of business sectors and public

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enterprises, public capital expenditure, sustainable operation of complex systems and infrastructures, and the promotion of technology and processes to solve societal challenges and requirements.

Requisitioners and business partners in relation to scientific advice include the state, regional and local authorities, international organizations and commissions, sectors, and enterprises.

DTU’s policy for scientific advice outlines the general objectives and measures of the University with a view to maintaining and developing DTU as the leading national—as well as a competitive international—provider of scientific advice. The policy contains an annotated strategic plan and establishes a set of specific approaches indicating how the plan should be implemented.

STRATEGIC OBJECTIVES AND MEASURES

DTU will supply scientific advice to public authorities in Denmark, which assures the quality and timeliness of the services provided and which makes the University the leading supplier in Denmark of advisory services within its fields of academic competence.

Within areas that present opportunities for continued funding of activities, DTU will develop new advisory services, in which the competences of the University and its partners in the field of researchbased decision support can be brought to bear on—and contribute to solving—complex problems faced by both public and private sector enterprises.

DTU will maintain a dedicated and ongoing dialogue with international organizations, authorities, regions, and major cities, and will offer advisory services that make the University an increasingly preferred international provider of scientific decision support for solving complex problems.

DTU will utilize its research-based knowledge in the fields of technology and natural sciences—along with its insight into different sectors and their framework conditions—to work with commercial sectors and authorities to create measures which, through the development of technology and processes, boost both public and private sector efficiency, competitiveness, and sustainability.

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SCIENTIFIC ADVICE

The strategic objectives for scientific advice are as follows:

POINT OF DEPARTURE FOR THE 2014-2019 STRATEGY Since sector research became part of the University’s portfolio of activities in 2007, DTU has generated academic synergies and created new focus areas, collaborative interfaces, and study programmes. Together with the University’s initial advisory tasks, the activities have subsequently been defined in a common concept entitled Scientific Advice.

SCIENTIFIC ADVICE

DTU’s Scientific Advice is targeted at the needs of both the authorities and the industry for scientific advice, monitoring, and contingency. Funding of infrastructure and the competences to solve the tasks are a prerequisite for meeting these needs.

The University will pursue the strategic objectives by continuing to anchor and extend the national contact interface to the public and private sectors as well as to strengthen the international dimension. DTU will use its advisory competences in connection with innovation and education activities to, among other things, support authorities, sectors, and businesses that are dependent on technology and optimum framework conditions.

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The objective is to meet the need for broad-based professional advice on solving societal challenges. DTU will meet the need by applying its comprehensive research competence, its management and organizational focus, its strong national and international network, and its knowledge of the public and private sectors.

In the strategic plan, five primary measures have been listed for realizing the objectives: 1 DTU’s agreement model for scientific advice to authorities—including monitoring, contingency, and decision support—specifies the division of responsibilities and obligations, and reassures the client in the execution of the task.

2 DTU’s quality concept for decision support ensures that the client’s needs are met and documents the extent of the task and the level at which the task is to be carried out.

3 In its advisory services and decision support, DTU develops and utilizes concepts and methods which, on re-

search-based foundations, operationalize the requisitioner’s objectives, including documenting fulfilment of sustainability criteria.

4 DTU continuously accumulates knowledge about business sectors’ manufacturing and framework conditions so as to ensure that DTU’s contribution to the dialogue about the development of technology-dependent business sectors is focused and efficient.

SCIENTIFIC ADVICE

5 DTU ensures and constantly monitors that advisory services are communicated in a comprehensible and relevant manner in relation to the receiver and, in the public debate, contribute to dialogue based on facts.

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POLICY POSITIONS The policy position forms the basis of DTU’s specific realization of the strategic objectives and the five measures, and outlines the framework for using these measures.

SCIENTIFIC ADVICE

Agreement model The agreements model for scientific advice is based on four fundamental approaches: 1 In client relations, DTU must be reliable and professionally competent.

Trust between the parties involved is established by having precise agreements and complying with them, by thoroughly documenting the scientific advice provided, and by having a transparent business model.

The dialogue must be conducted on a professional and informed basis to ensure that expectations match in terms of the task in hand which must be explicitly and precisely formulated.

2 DTU will proactively seek to meet and identify new needs for scientific advisory services and sector development as new opportunities and needs

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arise or can be anticipated due to changes in society, including changed production methods and environmental and demographic changes.

3 DTU assumes joint responsibility and an obligation to take the initiative to ensure a strong dialogue on forthcoming tasks and priorities. This will be realized by actively engaging in collaboration forums between the University and the authorities as well as between DTU and industry.

4 Now and in future, DTU will ensure that its services are scientific and based on research of the highest international standard. DTU will do so by ensuring that grants for scientific advice, as a general rule, are awarded evenly between research and advisory services. Ongoing dialogue concerning a financing structure in collaboration forums is thus important.

SCIENTIFIC ADVICE

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SCIENTIFIC ADVICE

Quality concept The quality concept for scientific advice is based on four fundamental approaches:

and results in such a way as to ensure that the impact on authorities and other stakeholders is clear to everyone.

1 DTU must provide high-quality services. DTU’s services must be of the highest possible quality within the time-frame and financial limits defined. The decision-making platform for the research must be indisputable, which requires that the research conducted enjoys international recognition and impact. DTU must also ensure full and highly qualified documentation of each step of the process from data collection, measurements, research work, and modelling to dissemination. Furthermore, endeavours should be made to submit the advisory services provided for regular international peer review.

3 Contingency plans must be capable of handling urgent social needs. Scientific advice requires special infrastructure and facilities. DTU has a multifaceted research infrastructure with associated employee competences.

At the same time, the University wants to meet the needs of the authorities for flexible contingency plans which can quickly be adapted to contingency requirements.

2 There must always be a clear distinction between the University’s advisory services and risk assessment and the authorities’ handling and administration. DTU maintains impartiality by making explicit that interests and considerations must be transparent to allow DTU to handle scenarios

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4 DTU will realize synergies and foster collaboration between DTU’s academic fields with the aim of guaranteeing the best academic expertise and ensuring flexible, cost-effective, and optimum use of the infrastructure.

Development of new and improved methods DTU’s operationalization of scientific advice is based on four fundamental approaches:

2 DTU provides a decision-making platform which sets out the solution scenarios and assesses their effect and consequences in relation to the requisitioner’s goals and criteria.

DTU will develop and apply methods that take into account the overall impact of all significant factors on the complex issue, and where the consequences and effect of different solution scenarios have been documented and validated.

3 Several new scientific advisory tasks are undertaken in partnership with businesses and the authorities.

DTU will use these partnerships to establish agreements and procedures to allow the University to enforce its quality concept, particularly in relation to integrity and independence.

4 Through its research and its domestic and international network of contacts, DTU will contribute to identifying new needs at an early stage and suggest how the need for advisory services can be accommodated. DTU will combine relevant academic fields across the various subject boundaries and create new solutions that can generate new needs and meet the demand among Danish and international authorities and sectors.

Knowledge of sectors’ development opportunities and framework conditions DTU’s scientific advice within sector knowledge is based on two fundamental approaches: 1 Within the relevant areas, DTU will acquire and expand its insight into framework conditions with a view to ensuring that the University can incorporate relevant factors in the advisory services on the sustainable development, competitiveness, and public utility of the sectors.

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SCIENTIFIC ADVICE

1 DTU’s advisory services must be holistic. This means that cross-sectoral matters must be incorporated insofar as there are significant knock-on effects and links to other policy and sectoral areas. DTU will undertake to establish relations with academic competences outside the University which may contribute to this end.

2 DTU will also identify the needs and perspectives for technological development in technology-driven sectors.

DTU’s comprehensive and broad research activities in the technical and the natural sciences, and its competence within the field of innovation, must support the development of the relevant sectors and assure the quality of input to national and international research prioritization.

SCIENTIFIC ADVICE

Communication DTU’s communication in connection with scientific advice is based on three fundamental approaches:

from scientific advice being communicated to the public in an appropriate manner.

2 DTU’s communication is based on science, facts, and integrity. This is to ensure that DTU’s scientific advice is applicable and effective and that DTU contributes to a factual and knowledge-based public debate.

3 DTU is open about the academic foundation and the contractual matters that form the basis for the services provided as scientific advice with a view to ensuring transparency.

1 DTU’s communication must be targeted at the requisitioner’s needs.

DTU also gives priority to the results

DTU’s policy for scientific advice will enter into force on 1 January 2016.

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INNOVATION

SCIENTIFIC ADVICE

RESEARCH

EDUCATION

DTU’S POLICY FOR

INNOVATION

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INNOVATION POLICY DTU is unique among Danish universities due to its polytechnic, single-faculty nature and the specified civic and social aim of its purpose in society. DTU’s activities are aimed at benefiting society, including developing and utilizing the natural and the technical sciences to serve as a business development driver.

The scientific scope of DTU’s activities is based on research which forms the basis for the University’s other activities.

DTU’s policy for innovation outlines the general objectives and measures of the University with a view to maintaining and developing DTU as a leading international university contributing to knowledge and growth in society.

The policy contains an annotated strategic plan and a number of approaches that clearly indicate how DTU’s strategy should be implemented.

1 The innovation objectives of the strategy within public-private innovation, public operating units, and further and continuing education are set out in the policies for scientific advice and education.

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ANNOTATED STRATEGIC PLAN

DTU will be recognized for its internationally leading innovation environments—in collaboration with other elite technical universities, for example—with a view to generating value in society in the form of growth, new knowledge-based enterprises, and workplaces.

Innovation will be an integrated part of the University’s activities in connection with education, research, and scientific advice.

Through research projects, collaborations with industry, and student activities—and by promoting entrepreneurship and corporate innovation—DTU will reinforce the innovation potential of industry.

DTU will be on a par with other elite technical universities as regards collaborations with industries, joint publications, patents, licences, and start-ups where DTU will focus on establishing viable businesses.

DTU will provide facilities that allow the design, development, and testing of specific product and service concepts.

Through continuing education, matchmaking, knowledge sharing, etc., DTU will assure dissemination of the University’s knowledge about innovation and technological development, with a view to making it known and applied in society.

The University’s knowledge and technology contributions take place in many ways and through many channels: through the University’s graduates and competence development, through research collaboration with the business sector and the public sector, and through patenting and commercialization.

DTU’s innovation strategy falls within the scope of the following measures which DTU’s innovation policy is to promote1: Internationally leading innovation environments Student innovation Business collaboration Commercialization Culture and framework for innovation.

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INNOVATION

DTU’s 2014-2019 strategy outlines the overall framework for the University’s development within the field of innovation.

The strategic objectives for innovation are as follows:

POLICY POSITIONS Internationally leading innovation environments DTU wants to be at the international forefront of innovation. The University will be known for being active and groundbreaking—and as an attractive and preferred collaboration partner— as well as a scientific and engineering environment centred on innovation which, in the long term, will measure up to the best international environments.

INNOVATION

DTU will increase the level of awareness about its competences, laboratory facilities, and innovation capacity.

Realizing this ambition involves active and professional dissemination with a broad appeal.

In connection with international projects and in other international contexts, DTU should, to a higher extent, assume a leading role in areas where the University has special strategic interests. DTU intends to strengthen its role as an international partner by acting as a link and mediator between businesses in Denmark and the international knowledge community, for example.

DTU’s ambition also entails exploring the opportunities for developing the collaboration on innovation together with its international partners in order to lever DTU’s participation in large-scale international projects.

DTU will actively market Denmark as a country of innovation, both as a public-sector partner and together with other knowledge institutions and the private sector.

DTU will make special efforts to attract international conferences, seminars, and workshops on innovation with a view to strengthening its international profile.

Student innovation DTU’s greatest contribution to society is indisputably the education of new engineers2. DTU will provide the students with knowledge, competences, and facilities in the fields of innovation and entrepreneurship.

DTU will contribute to creating an ecosystem for student innovation by making competences, facilities, and

2 DTU’s policy for education sets the framework for the students’ innovative competences acquired through formal education.

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Easy access to facilities, including prototype workshops and laboratories, in the form of a hub for student innovation, must serve as a beacon for the University’s objectives.

Business collaboration DTU is characterized by providing solutions and technologies that promote business development.

The University wishes to maintain and enhance this profile through a wide range of innovation activities, including technology-driven and market-driven innovation.

The University must play an active role in promoting and supporting initiatives aimed at developing and

creating new business strongholds in society.

DTU wishes to consolidate its collaboration with Danish and international businesses with a view to strengthening dialogue in relation to the need for research-based and technology-based innovation. This applies both on a wider scale for many businesses and at an in-depth strategic level for selected areas. Together with businesses and organizations, DTU wants to ensure that businesses can more easily access and impact DTU’s students, researchers, and test facilities. The initiative will be based on DTU’s good relations with innovative businesses.

The scope for DTU’s innovation collaboration with businesses should be as simple and transparent as possible.

Such collaboration may be realized through partnership agreements and contract templates providing a sound and efficient framework for establishing collaboration. The agreements must reflect DTU’s core principles and comply with the applicable Danish and international rules. In this connection,

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INNOVATION

activities available to support and develop the innovation interest and skills of the students. This may include projects and ideas that are matured and developed through formal education, extracurricular activities, or the start-up of new businesses based on engineering knowledge and technology.

dialogue with authorities and businesses in relation to influencing such a framework is important.

Commercialization New knowledge and inventions from DTU staff and students are important sources of social growth and prosperity. DTU will actively seek to ensure that the University’s inventions and IPR are brought into use in society —either by existing businesses or by start-ups.

INNOVATION

Businesses compete on knowledge and technology. All over the world, access to inventions and patents from publicly funded research is of high strategic importance. It is thus important that the outside world is able to utilize DTU’s inventions and knowhow—knowledge that can drive growth and quality in existing businesses and form the basis for new businesses.

New forms of commercialization must be continuously developed in connection with DTU’s inventions and patents, and there is an increasing focus

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on establishing research partnerships, viable start-ups, and job creation.

DTU will create the optimum framework for its entrepreneurs. The departments can create a framework which facilitates the pre-maturation of a business concept by making incubators and other facilities available to the inventors. DTU will also support facility management, financing, and scientific advice on business and market development as well as growth programmes for specific growthoriented businesses.

As part of the efforts to create viable businesses, DTU must ensure synergy between the University and its relevant affiliated companies—Scion DTU science park and Pre-Seed Innovation in particular.

Culture and framework for innovation Innovation will be an integrated part of the University’s activities in connection with education, research, and scientific advice. For students and staff, adding value and disseminating

INNOVATION

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knowledge and technology are ambitions and natural guiding principles for their daily activities.

DTU wants to be known for its professionalism within all areas of innovation, both internally at the University and in its interaction with external stakeholders.

INNOVATION

Innovation, intrapreneurship, and entrepreneurship must be promoted and high-level performance must be appreciated. DTU wishes to support these areas, among other things in connection with the University’s UMVs and action plans as well as by honouring individual research teams or researchers, including good career

paths. DTU will highlight outstanding performance by handing out awards and disseminating best practice, as well as document the University’s international position in the field of innovation.

DTU will organize innovation in the departments and centrally to ensure that resources and competences are allocated to administer and drive innovation forward. New forms of organization in relation to innovation should be tested so that all departments are able to develop and run innovative processes in terms of competences and administration.

DTU’s innovation policy will enter into force on 1 January 2016.

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Published by TECHNICAL UNIVERSITY OF DENMARK June 2016 Design and layout Bysted and Marianne Rom Andersen Photos Mikkel Adsbøl, Joachim Rode, Ditte Valente, Stamers Kontor, Marie Lindholm Stoltze

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Print GraphicCo

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DTU Anker Engelunds Vej 1, bldg. 101 A 2800 Kgs. Lyngby Denmark www.dtu.dk 56 DTU’S POLICIES