Chalmers University of Technology - Challenge Lab
Description
Creating transitions in a complex socio-technical system, where universities need to collaborate with the public- and private sector (the triple helix) is often hindered by various kinds of lock-ins.In Sweden, previous attempts to solve this include companies, governmental bodies and researchers acting individually to bring together stakeholders to dislodge these lock-ins. To complement this, a neutral “Challenge Lab” arena was created, where master students run transformative backcasting projects. Research shows that industrial stakeholders claim the students are in a unique position as unthreatening, yet challenging. Academic stakeholders highlight students as unravelling issues and going deeper in the questions resulting in quicker processes and trust in their own dialogue work. Public sector stakeholders claim dialogue resulted in true personal opinions coming to the surface and another stakeholder modified their overall climate strategy as a result of the change agent dialogue. The students in the Challenge Lab following the methods, are unthreatening yet challenging change agents, catalysing trust on various triple helix system levels and related to five regional knowledge clusters; Urban Future, Marine Environment and Maritime Sector, Green Chemistry and Bio-based Products, Sustainable Mobility, and Life Science. The students are - catalysing transformation and integration - backed up by the Chalmers University of Technology matrix organisation “Areas of Advance” entities: Built Environment, Energy, Information and Communication Technology, Life Science Engineering, Materials Science, Nanoscience and Nanotechnology, Production, and Transport. Currently, the Challenge Lab is built on a preparatory course and a physical arena for master thesis work located at one of the science parks in the city of Gothenburg.
Current lab, now running as a full post-pilot project is being continuously documented for further packaging and transfer to other universities. Researchers are following the work to gain more perspectives for the main faculty in the transferability. The lab has so far engaged students from more than 20 countries and around 19 master programs.
Researchers are following the work and is monitoring the progress.
SDGS & Targets
Goal 4
Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all
4.1
By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes
4.1.1
Proportion of children and young people (a) in grades 2/3; (b) at the end of primary; and (c) at the end of lower secondary achieving at least a minimum proficiency level in (i) reading and (ii) mathematics, by sex
4.1.2
Completion rate (primary education, lower secondary education, upper secondary education)
4.2
By 2030, ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education
4.2.1
Proportion of children aged 24–59 months who are developmentally on track in health, learning and psychosocial well-being, by sex
4.2.2
Participation rate in organized learning (one year before the official primary entry age), by sex
4.3
By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university
4.3.1
Participation rate of youth and adults in formal and non-formal education and training in the previous 12 months, by sex
4.4
By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship
4.4.1
Proportion of youth and adults with information and communications technology (ICT) skills, by type of skill
4.5
4.5.1
Parity indices (female/male, rural/urban, bottom/top wealth quintile and others such as disability status, indigenous peoples and conflict-affected, as data become available) for all education indicators on this list that can be disaggregated
4.6
By 2030, ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy
4.6.1
Proportion of population in a given age group achieving at least a fixed level of proficiency in functional (a) literacy and (b) numeracy skills, by sex
4.7
By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development
4.7.1
Extent to which (i) global citizenship education and (ii) education for sustainable development are mainstreamed in (a) national education policies; (b) curricula; (c) teacher education and (d) student assessment
4.a
Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for all
4.a.1
Proportion of schools offering basic services, by type of service
4.b
4.b.1
Volume of official development assistance flows for scholarships by sector and type of study
4.c
By 2030, substantially increase the supply of qualified teachers, including through international cooperation for teacher training in developing countries, especially least developed countries and small island developing States
4.c.1
Proportion of teachers with the minimum required qualifications, by education level
SDG 14 targets covered
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Contact Information
David Andersson, Project Manager