Kea reports summer uk

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COPENHAGEN SCHOOL OF DESIGN AND TECHNOLOGY

Education that creates value for tomorrow’s societyINSIGHT AND VISIONS

INVALUABLE EXPERIENCEAN OPEN DOOR TO A JOB

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MOTIVATED GENERATION STUDENTS AIM FOR A JOB

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NOW IS THE TIME!TEACHING ENTREPRENEURSHIP

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THE TOOLS OF THE TRADEKNOW-HOW IN PRACTICE

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pilgrim.dk / find nærmeste forhandler på pilgrim.dk/stores

HALSKÆDE 299 / ARMBÅND 199 / ARMBÅND 299 / ARMBÅND 299 / RING 249 / RING 199

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Photography JAN SØNDERGAARD from Tools of the trades page 48

SUMMER 2013

06 INTRO – Market Manager Jørgen Ravnsbæk Andersen and Knowledge Manager Pernille Berg, KEA, welcome you to KEA Reports.

08 INSIDE – Glimpses from life at KEA.

14 THE MOTIVATED GENERATION – The students at KEA are the most motivated generation in a long time. They are focused on their job opportunities after graduation.

20 EDUCATION IS ABOUT QUALITY OF LIFE – Rector of KEA Ingo Østerskov and economist and former Chairman of the Danish Economic Council Torben M. Andersen discuss challenges, values and quality in education.

25 AN OPEN DOOR TO A JOB

– Internships lead to con�dence in one’s own abilities as well as good connections. KEA students share their in-ternship experiences.

34 PRACTICALLY SPEAKING– The right balance between theory and practice is often the topic of debate. Also at KEA where internships are a mandatory part of all educational programmes.

40 WELCOME TO THE REAL WORLD– At KEA, business and industry are an integrated part of the the programmes. Read the report from E-Concept Development.

42 NOW IS THE TIME!– Entrepreneurship is the new black, but can entrepre-neurship be taught?

48 THE TOOLS OF THE TRADE– Students talk about tools that are speci�c to their �eld.

58 BREAKING DOWN BARRIERS – We need more women in the traditionally male-domi-nated professions. KEA’s Construction Management pro-gramme is taking action to change the balance.

62 I HAVE THE WORLD’S GREA-TEST STUDENTS EVERY YEAR– Anette Ristorp Ohlsen shares her thoughts on teaching in the Optometry programme.

66 NEW INSPIRATION IS GOLD – Learning should be a life-long endeavour. For our own sake and for the sake of our workplaces and society.

70 LIFE-LONG LEARNING– The independent business owner, the district manager and the HR director share their experiences with continu-ing education at KEA.

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KEA Reports portray day-to-day life at KEA and offer a glimpse of our many exciting initiatives and activi-ties. At KEA, we focus on providing education that is relevant both to the students and to business and indu-stry. The articles in KEA Reports therefore refl ect current topics that are also high on the political agenda.

The main theme of this edition of KEA Reports is the value of education for Denmark. It is the ambition of the Danish government to ensure that today’s children and youth become the best educated generation in the history of Denmark, because education generates jobs, innovation and growth to fund tomorrow’s welfare society. How do we best do that? We put this question to Professor and former Chairman of the Danish Economic Council Torben M. Andersen of Aarhus University and Rector of KEA Ingo Østerskov on page 40.

In educational contexts, ‘value creation’ and ‘practice’ have long been buzzwords. There is a growing awareness that theory alone cannot meet the challenges society is facing, but how do we strike the right balance between theory and practice to ensure that our educational efforts create maximum value for society? At KEA, part of the answer is to have theory and practice go hand in hand. All KEA students do a long internship as part of their studies. This internship benefi ts the students, who get a fi rst-hand glimpse of the challenges facing business and industry as well as valuable experience that is a help in their sub-sequent studies. You can read about the students’ wide-ranging internship experiences on page 25. And fortunately, the students are not the only ones who benefi t from the internships: KEA grows every time a relationship with the surrounding world is formed and maintained, and the companies tell us that hosting interns from KEA is both inspiring and rewarding.

We believe that we can achieve much more together than we can alone. Therefore, business, industry, universities and other knowledge-heavy institutions in Denmark and abroad are an integrated part of research, development and teaching at KEA. This results in talented and competent students who help us develop and raise our many projects to new heights, and who time and again come up with solutions to real-life challenges. (For example, see on page 40 how students in KEA’s E-Concept Development line helped Harboes Brewery develop an Asian launch strategy for one of their products.) KEA’s vision is to create educational programmes that help students face reality and develop a clearer un-derstanding of their future potential. KEA programmes shape students’ identity from day one. Mandatory internships and the involvement of actual companies in the courses give the students a clear understanding of their future working life and – perhaps even more importantly – of their own capabilities and opportu-nities. Knowing one’s own skills and abilities and the challenges that await in future workplaces produces confi dence and courage. Not a bad set of qualities to have after graduation when reality knocks on the door. At KEA, we consider this value creation – for the students, the labour market and society as a whole.

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Pernille BergK N O W L E D G E M A N A G E R

Jørgen Ravnsbæk AndersenM A R K E T M A N A G E R


Jørgen Ravnsbæk Andersen

Welcome to KEA REPORTS, which replace KEA QUARTERLY.

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I N S I D ENews, upcoming events and

outstanding student work. In brief: glimpses from KEA’s universe.

THE HETSCH MEDAL −RECOGNITION This is the first year that KEA hosts the Hetsch Medal event, which was previously managed by Copenhagen Technical Col-lege. The award, which includes a silver and a bronze medal has been handed out to Danish craft makers for 133 years, and everyone who meets the competition criteria may submit works for consideration. The works will be judged by a committee that includes artist Bjørn Nørgaard, architect Kristin Urup and former Museum Director Bodil Busk Laursen among others. This year’s committee has also called in As Øland from Dansk Fashion & Textile as a special expert. In early May, this year’s award recipients will be presented with the medal at a traditional ceremony at Copenhagen City Hall with the participation of Her Majesty Queen Margrethe. Later, their works will be exhibited at Dansk Fashion & Textile and Kopenhagen Fur’s new innovation and design centre in A.N. Hansens Palæ.

— See more at kea.dk and dmogt.dk.

KARATE KID−SPORTS TALENT Combining a career as an elite athlete with the demands of higher education is a tall order, but at KEA the challenge is slightly more manageable. 25-year-old Hanning Høegh has done karate for 13 years and was about to graduate from the Computer Science programme at KEA, when the World Championships in karate coincided with his final exam. “I was told that KEA was willing to be flexible, and that it wouldn’t be a problem for me to take the final exam once I returned from the World Championships. If KEA had not shown this flexibility, I wouldn’t have been able to graduate on time,” says Hanning, who brought home a silver medal. The ability to combine his studies with competitive sports has encouraged Hanning to continue at KEA, where he is currently taking a bachelor degree in Web Development. And there is no way he will end his karate career until he brings home the gold!

ORGANIC ORIGAMI−DESIGN The Japanese art of paper folding, origami, is the main inspiration for Natasja Qvitzau Lund’s fashion label Nuit Comme Oui, which she la-unched the same year as she began at KEA. Origami involves folding figu-res from a single sheet of paper, and based on this technique, Natasja has defined a set of guidelines for her design process. The guidelines mean that everything that carries the Nuit Comme Oui label is symmetrically folded from a square piece of fabric and available only in one size. Although the guidelines relate to the design process, they also serve an ethical purpose by helping to avoid waste, thus combining sustainability, art and design in Natasja Qvitzau Lund’s meticulously folded dresses, jackets and pant suits.

— See more at nuitcommeoui.com

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WIN-WIN−ENERGY SAVINGSS In the large department store Field’s in Ørestaden the lights are on, and the ventilation systems are working hard to carry the excess heat from the lamps out of the building. That is not healthy for the bottom line – or for the environment. Therefore, energy technolo-gists from KEA will be working with the consultancy firm eoptimo to find a more energy-efficient solution for Field’s. The joint project lets the students test their theoretical knowledge in practice, and it gives Field’s an additional 55 perspectives on their energy usage. That is good for the students, for Field’s and, not least, for the environment.

— See more at kea.dk

DESIGN AT YOUR FINGERTIPS−NOMINATION The mobile game Wordfeud gave the old board game Scrabble a world-wide revival, and with Punkt (Point), Tobias Fred-die and Mathias Gammelby, both Production Technology students at KEA, have now found a way to make Scrabble accessible to blind users. Punkt is based on braille and can be used both to teach blind children spelling and to introduce braille to people who have lost their sight as adults. The game was recently nominated for the world’s biggest design prize, INDEX: Award. If the two KEA students win their category, Play & Learning, they will have 100,000 euros to realise their idea.

— See more at nominateforindexaward.dk.

GREEN GUIDE−Sustainability is the way of the future, but it can be a difficult field to navigate. The book Guidelines II – A handbook on sustainability in fashion is intended for individuals and companies that wish to make existing production more sustainable or initiate sustainable production. With case stories involving Jackpot, Noir, Aiayu and the denim maker Kuyichi, among others, the book explains what others have done. One of the book’s authors is Tina Hjort, who teaches sustainable design at KEA. H.R.H Crown Princess Mary has written the preface to the book.

— See more at fashionguidelines.dk

KEA CONNECT−KEA can call a full house for the two annual KEA Connect events, where prospective students and other interested visitors are offered a glimpse of life at KEA. All the programmes are represented and present examp-les of student projects. You can chat with a student counsellor or meet other students and hear why they think they have made the right choi-ce. The next KEA Connect / Open House takes place in early November.

— See more at Kea.dk

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FOCUSED−INTERIOR Charlotte Falck Andersen and Katrine Hjorth-Hess were among the first Design Technology graduates from KEA, and after several years in the lifestyle industry they have now founded the PR agency Inside PR. The idea came when Charlotte was on maternity leave last winter and did not know what she would do once her leave was over. Katrine suggested that they found a PR agency together to work exclusively with interior de-sign, and Charlotte said yes. “After working with PR for many years we saw that there was a gap in the market. Most PR agenci-es work mainly with fashion, and no one works exclusively with interior design,” says Charlotte, who agrees with Katrine that KEA has played a major role in shaping their current working life. “We studied Design Technology because we were interested in design but didn’t really know how to approach it as a profes-sion. At KEA we worked out what we wanted in our working life, and the internship especially, which we both did at the PR agency Spalt PR, had a huge impact on where we are today.”

— See more at insidepr.dk

LIGHTING THE WAY−FESTIVAL Two KEA students took part in the Amsterdam Light Festival that took place in December last year. Both Rasmus Freek Engstrøm and Jerry Petersen, who study Architectural Technology and Construc-tion Management at KEA, chose to spend their fifth semester at the Amsterdam University of Applied Sciences, where they both develo-ped contributions to the light festival. Together with his project group, Rasmus created Green Revolution, which highlighted the environmen-tal advantages of LEDs, while Jerry’s project Return of the Bikes won second prize in the Amsterdam Light Festival and became one of the most talked-about projects at the event. The contribution consisted of bicycles welded together, rising out of the canal to reclaim the streets. The goal was to draw attention to the 25,000 bicycles that are thrown into the canals of Amsterdam every year.

— See more at amsterdamlightfestival.com

INTERNATIONAL INTERNET SUCCESS−DESIGN The internet has many other uses besides Facebook. For example, this was where Silke Bonde began to market her graphic il-lustrations of foxes, hedgehogs and raccoons a year and a half ago. Initially the illustrations were bought by Danish interior web shops, but the 22-year-old E-Design student soon began to look beyond Den-mark’s borders, contacting web shops and stores abroad that carried a product line that matched her work. Since then, her business has taken off, and today, Silke’s illustrations are available in more than a dozen countries and a frequently feature in Danish home design magazines. Silke Bonde graduates as an e-designer this summer and intends to spend her newfound free time to develop new products.

— See more at silkebonde.dk

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Jeppe Drensholt has it.

It cannot be weighed, mea-sured or photographed, but he brings it when he shows up for class in the Brand Design pro-gramme at 8:45 in the mor-

ning: motivation.“When we have big assignments, we

often work late into the night and do our best. I have my goal set on an internship in a graphic design agency, and once I graduate I would like to go into business for myself. I don’t want a tedious job from 8:00 to 16:00. I want every day to bring something new. That’s the dream, at least,” says Jeppe Drensholt.

He is one of the 4,112 full-time students who are currently enrolled at KEA, the Copenhagen School of Design and Technology.

Motivation is one of the most impor-tant qualities for young people as they complete their lower secondary educa-tion and go into the world to find a path to their future.

But without motivation, they get stuck. Almost one in five boys never completes a vocational or higher se-condary education. In the vocational programmes, one in three students drops out.

Youth researcher Camilla Hutters finds these figures worrying. Together with a colleague she is currently investigating how to motivate young people to com-plete an education.

“This generation is not spoiled. It’s a generation under pressure. In Norway they call it The Serious Generation. You could also call them the Goal-Oriented Generation. They live up to calls for them to enrol in education sooner and to graduate sooner. But many find that they can’t navigate in our education sy-stem. It’s designed for a very streamli-ned approach, to be completed within the standard timeframe. That clashes with the reality of young people’s lives, where the labour market is changing, and the conditions for finding a job are changing. The young people are saddled with unrealistic plans. That is one of the factors that affect their motivation nega-tively,” says Camilla Hutters, who is an associate professor at the Danish Centre for Youth Research, Aarhus University.

In Herning, Louise Byg Kongsholm is director of Pej Gruppen, which has been communicating knowledge about current trends, especially to the lifestyle sector, since 1975. She agrees with Ca-milla Hutters that today’s young stu-

dents are much more goal-oriented than students have been for years.

“At a crucial stage of their identity formation they are confronted with an all-encompassing crisis. Their predeces-sors had job offers on hand even before they had graduated. This generation is walking right into unemployment. That creates a new form of motivation that to some extent resembles the motivation we saw in the 1980s, when unemploy-ment was soaring. So we have a genera-tion who is determined to get ahead, do well, earn high marks, land a job that is relevant to their studies so they can pull ahead of the crowd in their quest to get a job, etc.,” says Louise Byg Kongshøj.

KEA IS A LABORATORY

From a research point of view, KEA, the Copenhagen School of Design and Tech-nology, is an interesting laboratory. In 2009, several vocational programmes were brought together under the initials KEA, ranging from sanitary plumbers to multimedia designers and surveyors. The variation in drop-out rates clearly reflects the diversity of the student po-pulation. In the Computer Science pro-gramme, 61 percent do not graduate, while the Design Technology program-

Today’s youth is a GENERATION UNDER PRESSURE. They want to be able TO SEE A JOB AT THE END OF THEIR STUDIES.

MOTIVATE ME, PLEASE!

textLeny Malacinski

illustrationJesse Lefkowitz

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textLeny Malacinski


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me only loses 5 percent of the students.

Youth researcher Ca-milla Hutters is especially interested in drop-outs and those at risk of dropping out.

“The two figures reflect that young people have very different perceptions of their programmes and associate them with different oppor-tunities for achieving status and identity. Young people make choices aimed at secu-ring the best opportunities. They ask, ‘What job can I get? What programme can I get into?’” says Camilla Hutters. Another explanati-on for the variation in drop-out rates lies in the demands of the programmes. The Computer Science program-me is easier to get into, but it is a very demanding pro-gramme, and many students are taken aback by the level of maths skills it requires. They struggle because they lack sufficient maths skills from lower or upper second-ary school.

Thus, it is not only the stu-dents’ initial motivation for becoming a multimedia de-signer or an electrician that determines whether they see it through. The teaching and the demands of the pro-grammes are at least equally impor-tant, and the students quickly respond to whether the courses seem relevant or too theoretical. If they do not feel that their studies will be useful in a future job their motivation may evaporate.

In other words: The students want to be able to see a job at the end of their studies.

If that is not the case they begin to feel that they do not fit into the pro-gramme, they begin to fall behind, and eventually they stop showing up in the morning. Two students in the IT Tech-nology programme, for example, say that they are considering dropping out,

in part because they are unsure about what they want for their future, and in part because they are unsure about whether they can use what they learn in a job as, say, IT support technicians.

When KEA students have these con-cerns they often come to see the student counsellors. Ole M. Brandt is the stu-dent counsellor for IT Technology, and he has met many students who have difficulty keeping up. Because they are depressed, have had a death in the fa-mily or simply fail to see the point of showing up for class.

“Some say that they can’t keep up with the class, so they don’t see why

they should come. Others say that they just broke up with their girlfriend/boyfri-end. It seems that their big-gest problem is getting up in the morning. Then I have to explain the consequences to them, since eventually the students are expelled if they don’t show up,” says Ole M. Brandt.

In his assessment, young people’s view of authority has changed drastically since he was a student in the 1960s-70s.

“If the teacher used a stern voice on us, it almost felt like a beating. Today’s youth is much more immune to that. We have to talk with them and help them work out what they want. But they do have to show up for class,” says student counsellor Ole M. Brandt.

He has also met students who said that they would ra-ther receive student aid than welfare payments. Louise Byg Konsholm of Pej Grup-pen says that students skip class because there are al-ways competing options:

“They are constantly op-timizing in relation to their own situation. That also means that classic autho-rity figures and rules don’t mean much to them. If class

is boring or seems irrelevant, they don’t come.”

The German theorist and professor of education Thomas Ziehe works with the loss of institutional authority, among other topics, and he argues that the school as an institution has lost power and status. In his assessment, the rejec-tion of tradition and confining structu-res that was the pride of 1970s educa-tion is lost on today’s youth. A funda-mental liberal and democratic attitude in the education system has become the norm, which means that students take it for granted and do not perceive it as a

gift. That affects their view of the edu-cation, Ziehe argues: If the students do not feel that the courses are relevant to them, their everyday life and their ‘li-feworld’, they lose their motivation.

Today’s students have a high degree of influence, but according to Ziehe, that can actually be a burden. They have grown up in families where eve-rything is negotiable and up for debate, and sometimes it may be more appeal-ing to have someone tell one what is the right thing to do. Or to have someone – for example the educational institution – dictate that education is important and needs to be a priority, or there will be consequences. Even if the instituti-ons have lost their authority, that does not mean that young people no longer need authority, says Thomas Ziehe.

THE HIGHLY MOTIVATED ALSO SKIP CLASS

In fact, it is not only the least motivated who skip class. In the Brand Design programme too, there are sometimes vacant chairs, says Nanna Kanneworff, who teaches the Professional Bachelor programme Design and Business.

“The students are very dedicated, but I have to admit that we are in tough com-petition with all the other things going on in their lives. And sometimes it’s hard to compete. They often put their paid jobs first if we give them exercises or assign-ments that are not graded or mandatory. Many have jobs that are relevant to their studies, but of course their qualifications suffer if they don’t get enough practice,” says Nanna Kanneworff.

The lowest turnout she has had was a lesson where some 15 out of 42 stu-dents showed up. Today’s students typi-cally make up their own minds and may not show up if a particular lesson seems less relevant to them.

“That also affects me as a teacher. When the students put a lower priority on school, our motivation as teachers suffers too. When they ask ahead of time whether the scheduled activities on Thursday are mandatory, or whether they will be graded, I know they’re not going to show up. In my opinion, all exercises and assignments should be mandatory; when we ask them to do something, it should be a priority.

The teacher shouldn’t have to discuss whether or not the assignment is impor-tant,” says Nanna Kanneworff.

“As a generation, they are more fo-cused on their own individual success than on the success of the team or the community. It’s first-come, first-serve and ‘survival of the fittest’. They want to optimise their time,” says Louise Byg Kongsholm, director of Pej Gruppen.

“Because they have so many options to choose from – offline and online – they have to prioritise constantly, make choices and plan their time carefully. They don’t want to waste a single mi-nute. They don’t want to be bored – it’s virtually a generation who doesn’t know how to be bored. Waiting time is always spent with a smartphone, every wa-king hour is packed. Being bored can lead to new ideas, innovation and soul

searching. But they never get around to that,” says Louise Byg Kongsholm.

KEA appeals especially to young people who would not thrive in long university programmes, buried in theory books. That is also true of the 27-year-old plumber Rasmus Berg, who is a student in the Sanitary Plumbing programme. In school, he was a boy who could not keep his feet still when he had to listen to the teacher.

“I wasn’t very good at sitting still, and then one day my dad said that he had fou-nd me an apprenticeship as a plumber,” says Rasmus Berg.

After working and training for seven years he is now enrolled at KEA, qualify-ing as a sanitary plumber, so that he can open his own company.

“I love it here. I learn more about the stuff I’ve been working on for the past se-ven years. And today I have no problem sitting still,” says Rasmus Berg.

He thinks his fellow students are moti-vated, although he acknowledges that the turnout may suffer when the topic of the day is Excel spreadsheets.

Youth researcher Camilla Hutters, who is examining what it will take to en-courage more young people to complete an education, points out, however, that it is not only the students who need to deliver.

The drop-out rates also reflect the ability of the teachers to appeal to the students and make the content relevant.

“For many students in the business academies, it is important that the pro-grammes are not too long, and that they are able to see the relevance. For example, I talked with a man who studi-ed innovation, and he was disappointed to find that they don’t actually learn how to innovate. Instead, a teacher reviewed theories on innovation based on a book. The students at KEA want to learn so-mething that is directly applicable in the job market,” says Camilla Hutters.

Young people are also under pressure because they have to make a choice that, at the time, feels as if it is ‘for life’.

“What they find most stressful is this feeling that they have to make a choice that will determine the rest of their life. And of course, no one can do that. Hen-

– f a c t s –

E X P L O S I V E I N C R E A S E I N Q U O T A 2

A P P L I C A T I O N S F O R B U S I N E S S A C A -

D E M I E S .

The business academies have seen the biggest

increase in the number of Quota 2 applications;

on 15 March 2013, the number of applications

they received was up 41 percent from 2012.

These �gures suggest that young people see the

business academy programmes as relevant. They

make smart choices: They listen to the compa-

nies’ call for quali�ed labour, are motivated and

base their choices on job opportunities.

The Danish Minister of Education Morten

Østergaard (R) welcomes this trend; in a

comment to DR Nyheder he said,

“I am overjoyed to see that the short-term

higher education programmes account for so

much of the growth in Quota 2 applications.

Paradoxically, at a time of high unemployment

we also hear about companies that have pro-

blems �nding people with the right quali�ca-

tions. Here, the business academies offer an

obvious answer to bottleneck issues, because

they can deliver graduates within a relatively

short time span.”

“At a crucial stage of their identity formation they are

confronted with an all-encompassing crisis. Their

predecessors had job offers on hand even before they had

graduated. This generation is walking right into

unemployment. That creates a new form of motivation that to

some extent resembles the motivation we saw in the 1980s”– Louise Byg Kongshøj, Director of Pej Gruppen.

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ce, drop-outs and false starts are part and parcel of living in a society such as ours. It is a natural part of finding the right education in today’s un-predictable job market,” says Camilla Hutters.

Drop-out rates are hig-her among younger students. More than two out of three KEA students are under 24, and older students have lo-wer drop-out rates, because they already have training or because they are more sett-led, with a family and a job.

28-year-old Anders Hald studies automation techno-logy, and in his class only two students have dropped out. With a degree in auto-mation technology he will be qualified to program the industrial computers that control assembly lines and other production technology in factories.

“I am fairly happy with the programme. It could do with a slightly more practi-cal slant, and there have been some initial problems because it’s a new programme, but the teachers are good,” he says.

He thinks that his gene-ration is a little spoiled.

“I guess we’re a little spoi-led with being able to pick and choose among education programmes. Perhaps people should pay more attention to what society needs and study engine-ering, for example, instead of studying history and graduating into unemploy-ment,” says Anders Hald.

He has already looked into his own job opportunities, which are promising.

Simon Bacon Tranekær Kullegaard studies Ideation, which deals with con-cept development and idea generation. He acknowledges that he does not put a high enough priority on his studies, but it is not because he lacks motivation. He has to work 15-20 hours a week to pay his rent.

“I probably don’t spend as much time studying as I ought to. I just bought a flat, so I work as a marketing assistant in a clothing firm. With classes four days a week, I have a long work week,” he says.

Still, he prefers to continue working to taking loans to fund his studies.

“Many of my mates will graduate with heavy debt, and I don’t want to do that. I have always had a job. And I don’t feel that I learn less because I work so much on the side. I guess, you’ll always feel guilty, no matter how many hours

a day you study,” says Simon Bacon Tranekær Kullegaard.

THE NEW GENERATION IS

WELL PREPARED

However, the most important task facing the young genera-tion is not optional. It is clearly mandatory: how to manage in a society where the gaps in the safety net might appear to be growing? How to operate in a job market that is changing rapidly before one’s eyes?

Briefly put: Is there any hope for today’s youth?

Nanna Kanneworff, who teaches brand design, thinks there is.

“The great thing about this generation is their cou-rage. We had a student who wanted an internship with Hugo Boss. They had never had interns before, and it’s ex-tremely difficult to get in. But she wrote a motivated appli-cation and delivered it in per-son, and in the end she landed an internship and even got a job there afterwards. My own generation was more humble. We had more respect for the establishment, and that made it harder for us to kick in the door to the companies.”

25-year-old Simon Bacon Tranekær Kullegaard has a different perception of his own generation. He thinks that his peers might trip

themselves up because their expectations are too high.

“I think that my generation is focu-sed on self-fashioning. Everyone has to be unique and special, so we lose sight of the fact that it’s okay to be an ac-countant or a check-out clerk. We also have so many options that it can seem overwhelming. In principle, all options are on the table, and every time you opt for one thing you dismiss another option. I think that’s something that affects many people in my generation,” he says.

“The great thing about this generation is their courage. We had a student who wanted an

internship with Hugo Boss. They had never had interns before, and it’s extremely difficult to

get in. But she wrote a motivated application and

delivered it in person, and in the end she landed an internship

and even got a job there afterwards.”

– Nanna Kanneworff, teacher at the Professional

Bachelor programme Design and Business.

Vil du tættere på branchen?

Tilmeld dig WEARs nyhedsmail på

weardenmark.com

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weardenmark.com

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In the debate on the future education agenda, the focus may be on the details or on the big picture. On budget management and spreadsheets or on values and visi-ons. On Bildung and culture or on qualifications and the job market. On recruitment and retainment or on

quality and content. And finally, it may be on how education programmes can match the demands of business and industry more closely – while also offering something that is not speci-fically in demand but which nevertheless contributes to value creation. Briefly put – a conversation about education can be framed in many different ways, as education is both about the individual’s dreams and about building our future society.

In other words, one has to stay sharp to be a fly on the wall during a conversation about the future of the education system. Not least when this conversation takes place been two of Denmark’s leading capacities within the field. Torben M. Andersen [TA], a professor at Aarhus University and former chairman of the Danish Economic Council, and Ingo Øster-skov [IØ], the rector of KEA, have met to discuss some of to-morrow’s challenges.

What are the most important challenges for the education sector in the coming years?

[TA]: “There is no doubt that in the coming years we will see a focus on including the residual group. Today we have a large group of young people who are not educated, and unless we change that, there are going to be serious consequences. The individual will have a problem, because the job market is unforgiving in the sense that there are fewer and fewer jobs that don’t require specific qualifications. Someone without proper professional training will find it very difficult to gain a stable foothold on the labour market in the future. And for society, it is crucial to ensure that the vast majority are edu-cated, because we won’t be able to afford our welfare society unless the employment ratio goes up.”

How should the education sector respond to that challenge?

[TA]: “We know that early intervention is important. If we take, for example, a chap in his early 20s who did not do well in school and then later drifted a bit, it’ll be extremely dif-

Rector of KEA, Ingo Østerskov (left) and

Professor of Economics Torben M. Andersen

Everybody is talking about education. The Danish government has a goal of making the current youth

generation the best-educated in Danish history. We need to use education to drive job creation, innovation and growth to be able to fund tomorrow’s welfare society. But we cannot compromise on quality. On this, Ingo Østerskov, rector of

KEA, and Professor Torben M. Andersen of Aarhus University, former chairman of the Danish Economic Council, agree.

EDUCATION IS ALL ABOUT

the good life

textSigne Løntoftphotography

Amanda Hestehave

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the good life


Amanda Hestehave

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ficult to get him enrolled in a programme that he will be able to complete. That is why it’s important to get the young people off to a good start.”

[IØ]: “As educational institutions we have to create pro-grammes that are engaging and inspiring. And we need to tell young people that it is less crucial which programme they enrol in. The main thing is to find an inspiring learning en-vironment. There will be plenty of opportunity to change di-rection or add components in the course of one’s studies. For example, when I was a kid I wanted to be an engine driver, because I loved trains and railways. In my upper secondary years I began to take an interest in economics, and then I had a new dream: to be director general of the state railways. That is why I enrolled in the bachelor of commerce programme. Once I had begun my studies, however, I began to really nerd out with economics and embarked on a research career at the business college, and then things took a different direction... That’s just one example of how we set out with certain ideas but often wind up somewhere else entirely.”

[TA]: “I would also question just how rational field-of-study choices really are. For most of us, choosing a field of study is a rather vague process – it’s down to chance, people we’ve met, people we’ve heard about, what they do for a living, etc. So the particular study choice is less essential than just making sure that everyone is enrolled in some sort of training or education.”

[IØ]: “Another factor today is the widespread use of on-going and supplementary training, and that is only going to increase. Today, it is almost inconceivable to complete voca-tional training and then expect to be active within the same field of work for 30-40 years. Things develop so rapidly today that some form of added qualifications or training will be ne-cessary at some point. Thus, there is a constant process of fine-tuning. Someone might take additional training in order to move to another field of work or pursue a new interest or a particular job opportunity, and companies might give their employees additional training because their needs change. This leads to a life-long process of adaptation between the la-bour market and the labour force.”

To what degree and how should educational programmes adapt to the needs of business and industry?

[IØ]: “That depends which sectors of the education system we are talking about. Of course, Torben and I represent dif-ferent institutions. In my opinion, a university should pursue a long-term strategy and should also include the research aspect in its programme planning. A business academy, on the other hand, should take a much more short-term view in relation to the job market situations that we need to aim our programmes at. But generally speaking, I think there is a tendency right now for the education system to develop closer ties to business and industry and to focus more on how the learning we pro-vide through our programmes contributes to value creation in society.”

[TA]: “There is a greater emphasis on the notion that the future of the welfare society depends on our ability to edu-cate the majority of the population in a way that enables them to contribute on the job market. Therefore, the point is not that the educational programmes should adapt to the needs of business and industry but rather that we serve the interest of society as well as the individual by providing programmes that generate value.”

– f a c t s –

I N G O Ø S T E R S K O V

Rector of KEA

MSc (Economics and Business Administration)

from Copenhagen Business College

Previously head of education at

Køge Business College, head of development

at Vestsjællands Handelshøjskolecenter

and managing director of BEC,

Business Education College

T O R B E N M . A N D E R S E N

Professor of economics at Aarhus University

Former chairman of the Danish Economic

Council and the Danish Welfare Commission

Ingo Østerskov and Torben M.

Andersen discuss the education

challenges facing Denmark.

“Education is about so much more than jobs. It’s

about what sort of life one wants.”

Ingo Østerskov, Rector of KEA.

[IØ]: “As rector, I would add that of course our program-mes should be targeted at the industries and professions that we train people for, so that our graduates can enter directly into the everyday activities of the workplace and create va-lue. At the same time, we should also promote the innovative and entrepreneurial gene in the students that enables them to come up with new ideas for many of the smaller companies – or start a business of their own. I see a great potential there, as many of our students have the desire and the drive to do that.

Our job, then, is to offer inspiration, guide them in the right direction and let them carry out assignments in cooperation with our business contacts in order to facilitate synergy.”

How do we ensure that the programmes match the needs of the labour market – and avoid giving people qualifications they cannot use?

[TA]: “First of all, there’s always a risk of compromising on quality when setting as an objective that a certain percentage should complete vocational or academic studies. And drop-ping standards would be an absolute disaster. Also, there is little point in having a large share of people complete higher education if our focus becomes too narrow. We need to include the vocational programmes, and they need to be high-quality, otherwise we’ll have problems. Internationally, for example, Korea’s strong focus on education has led to a boom in edu-cation. But the way they’ve gone about it means that everyo-ne now feels that one’s life is a failure if one doesn’t get into university. That has led to truly absurd consequences where these poor kids are pushed so hard and taken to extra tuition around the clock. Another result is a high rate of unemploy-ment among university graduates while there is a shortage of skilled labourers.”

[IØ]:“In Denmark, too, there has been a tendency to view upper secondary education as more prestigious than vocatio-nal training, but the trend is turning. Right now, there is an awareness that we need to change. As a society, we also have to examine whether quite so many people really need to take master’s degrees, or whether more people might get by with a bachelor’s degree with the option of adding a master’s degree later. From society’s point of view, it makes a big difference whether people extend their studies by two years to take a master’s degree, or whether they do a master’s programme la-ter on, after they have been on the job market for 10-12 years, and their employer pays for part of the programme as well as their salary.”

Does the crisis make us focus more on education as the path to growth?

[TA]: “It probably does, but it’s not just about growth. It’s also about values. There is solid documentation that education improves one’s foothold on the labour market but also one’s general health and standard of living and other aspects that we normally associate with the good life. In a welfare society, we have certain goals for the population, which are not just about growth but also about equal opportunities – and that is hard unless we provide a reasonable level of education to as many people as possible. In that sense, education can be seen as active redistribution of wealth or as a social measure, becau-se we know that the ones who don’t succeed in the education system have poorer living conditions than the ones who do.”

[IØ]: “That’s a good example that education cannot be viewed in isolation. In debating education we have to include the full range of aspects involved instead of focusing solely on jobs. Education is about so much more than jobs. It’s about what sort of life one wants. Completing an education pro-gramme means acquiring professional qualifications, sure, but it also means gaining entrance to an environment where one meets other people, forming a network, perhaps joining a sports club through one’s school or college, perhaps being active in the study environment in various ways. It offers a life

and a drive that leads to other things – and that’s preferable to lying on the sofa.”

Is life going to get tougher for young people in the coming years?

[IØ]: “That depends what you mean by ‘tougher’. I do think we’re going to see a more acute awareness that one has to obtain the necessary qualifications to gain a strong position on the labour market. Naturally, that implies some form of pressure. You have a responsibility for getting an education and acquiring knowledge that makes you a valued player in the labour market.”

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Rector of KEA





























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DGood connections, invaluable experience and greater confidence in one’s own skills

and abilities. Internships offer a chance to go into the world and take on real-life

challenges. Hear what eight students have to say about their internships in Denmark

and abroad.

AN OPEN DOOR TO A JOB

text Michael Schmidt

and Terne Thorsen photography Thomas Skou

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and abroad.










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ROLF WINKLER22 years, IT TECHNOLOGY, THE NETWORK LINE

Internship at KEA, January-March 2013.

What made you choose to study IT Technology at KEA?It’s an IT programme with an emphasis on networks, the connection between computers. We learn about all the lay-ers involved in transmitting data from one unit to another – routers, switches, servers etc. In addition, we have classes on programming and management, for example, which provide a good understanding of the technical aspects.

Why did you do your internship at KEA?An internship at KEA has slightly wider parameters than an internship in a company. KEA makes it possible to create so-mething from scratch. The project I worked on was one I had intended do concurrent with my classes, but that proved im-possible because the semester was more demanding than I had expected. So instead it became an internship project.

What is your internship project about?We are developing a solution for a new KEA building. A system that collects data from sensors all over this five-storey buil-ding. Around 200 sensors, which monitor everything from air moisture to CO2, water, electricity etc. The idea is to use this big data set to determine how ‘green’ the building is. The in-formation is also used by the energy technologists, who can monitor the replacement of clean air etc. The internship focu-

ses on the theoretical aspects of the project, but later we hope to develop a prototype.

What have you learned from your internship?I have had the experience of working with a loosely defined assignment. It’s up to me to take the initiative and come up with ideas to find optimum solutions.

What was the most exciting experience?To get out there and act as an IT professional. To be the guy that people ask whether something is doable. That sense of professional pride is a very unique thing to experience for the first time.

What was the biggest challenge you faced?To achieve the goal and to maintain quality and focus. Some-times one has to take a step back and look at the project as a whole to avoid getting bogged down by details.

How does your internship relate to your studies? It’s a perfect extension of what I’ve learned in my studies. The theory culminates in the practical aspects and takes on a more hands-on character.

What made you choose to study Design Technology at KEA?I study Design Technology in the Design/Business programme with a specialty in marketing, because I wanted to learn about design, sourcing and marketing.

Where did you do your internship?Seventh House PR is a communication firm that works with marketing, bran-ding and event planning, handles press relations and produces fashion shows for designers. When I started there, we were ten interns in total. Interns count for nothing, so you really have to prove your worth. I eventually worked my way up to be personal assistant to the direc-tor, Mandie Erickson, a very demanding woman. Both the level and the pace were really high, and they expected so much from me. As an intern I handled the press wardrobe and worked with stylists who needed clothes for magazines or for styling celebrities. When I became a PA, my responsibilities grew, and I worked longer hours, and I was now in charge of the director’s calendar, organising events and handling budgets.

How did you get in touch with the �rm?I found the firm at freefashioninterns-hip.com – a site that I recommend to anyone who would like to do a fashion internship in the United States. I wrote an unsolicited application and then ar-ranged to call them via Skype.

How do you draw on your experiences from the internship today?Much of what I learned as an intern is part of the curriculum at school, and it’s great that my internship is meaningful in relation to my studies. I also learned a lot about myself – and that is experience that I use on daily basis.

Do you have any advice for other KEA students looking for internships?If someone would like an internship in the United States, they should apply early, because there are so many things to sort out. It’s also important to be open and willing to learn, and not to be afraid of trying something new – after all, that’s why you’re there.

EMILIE SOFIE NIELSEN23 years, DESIGN TECHNOLOGIST

Internship in Fashion Marketing and PR at Seventh House PR in New York, June-October 2012.

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What made you choose to study Multimedia Design at KEA?After originally enrolling at CBS I soon came to miss the prac-tical aspect and the freedom to think and create on my own. I found this latitude in KEA’s Multimedia Design programme. The school defines the framework but otherwise gives us free hands. There is never just one right answer. For me, that has brought practice and theory together, and I feel well-prepared to put my training into practice outside the school. Where are you doing your internship? I really wanted to do an internship abroad. I found an in-ternship at Leo Burnett/Laeufer, which is an ad agency in the middle of Berlin. I dream of becoming an art director, so I went exclusively for the leading ad agencies in the world. I sent out about 60 applications and had job interviews at places like Ogilvy, JWT and Saatchi & Saatchi. In the end, the placement at the German agency offered the most promising challenges and a chance to work with international clients. How did you get in touch with the agency?I sent an unsolicited application.

What is your workplace like?Fancy! The office is located in a large glass building over-

looking Alexanderplatz. The interior design is really stylish, and we have large iMacs, fresh flowers and a playful dog na-med Roco. A typical work week includes morning meetings, loads of e-mails, various deadlines and, of course, feedback from clients. During the week we have so-called ‘shoulder peek’ meetings, where we check up on the individual projects. Friday is always concluded with ‘happy hour’ with catered food and drinks.

What have you learned from the internship?I have a better idea about what I want to do in the future.

What has surprised you?I have to admit that I thought such as large and creative office would be more playful and free than it really is, with its slick black/white expression.

Do you have any advice for KEA students looking for internships?Believe in yourself! Remember that you are there to learn, and that your colleagues were once rookies too – everybody has to start somewhere. The internship should benefit you just as much as the company.

ISABELLA M. JØRGENSEN22 years, MULTIMEDIA DESIGN – DANISH LINE

Art-Intern at the advertising agency Leo Burnett /Laeufer in Berlin, January-June 2013

What made you choose to study Web Development at KEA?I wanted to study in a city, and London was too costly for me, so I wound up in Copenhagen – which actually proved to be more expensive than London. At KEA there is a strong emphasis on job oppor-tunities after graduation, which really appealed to me.

What is special about KEA and the programme you are in?The teachers and the other students! A little personal engagement from both si-des makes a huge difference in everyday life and makes the programme relevant and exciting. Where did you do your internship?I was an intern at IO Interactive, which is behind the computer game Hitman, among other products.

Was that your dream placement?In the third semester we did the course Game Development, where the assign-ment was to create a 2D game. I chose to create a 3D game instead in a software that was brand-new to me: Unity. In my fourth semester, when I was looking

for internships, I based my search on this project and only applied with two companies: IO Interactive and Unity. Both offered me a placement, but I fol-lowed my heart and chose IO Interactive.

How did you get in touch with the company?One of my teachers tipped me off about the place and advised to me go for it. It took an extensive CV, a thorough appli-cation and five e-mails before it was all worked out. What was your internship like?I was part of a nine-person team working on a new version of the Hitman game. It was a busy time with new ideas daily, user tests, meetings and presentations.

What have you learned from your internship?To have confidence in myself and others! I have learned that everyone’s work is ultimately essential, even when it might seem trivial. I have learned a lot about group dynamics, something which I have used in my work afterwards. And I have gained insight into the industry and an appetite for more.

JULIAN DRUG 24 years, WEB DEVELOPMENT

Internship with the computer game developers IO Interactive, February-May 2012

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What made you choose to study Production Technology? I prefer work that requires me to use both my hands and my mind. The Production Technology programme opens a wide range of possibilities that appeal to me.

Where are you doing your internship?At Maria Berntsen’s design firm from February to June 2013. In the Production Technology programme we choose in the third semester whether we want to focus on production or de-velopment, and I chose development. Therefore, when I was looking for an internship I wanted a place that developed de-sign products. Maria Berntsen designs for companies such as Georg Jensen, Holmegaard and Royal Copenhagen, and in my internship I follow the design processes behind the products that are developed for the companies. It’s really exciting to see how much research goes into the design process, and how much Maria works with the individual things.

How did you get in touch with the company?Through my network – I knew someone who knew someone who knew Maria Berntsen. I got her phone number, called her up and set up a meeting, and after three meetings we had a deal.

What have you learned from your internship?It’s great to be able to use the theory I’ve learned at the school in practice and to be involved in so many different projects in the company. That has given me a completely different understan-ding of design development processes than I would have been able to get at the school.

What has been a challenge for you?The hardest thing for me was that the workplace is so design-oriented. In the Production Technology programme we mostly focus on function, but here the emphasis is on expression and appearance, and that has been a major shift. But for me, that has confirmed that I am more interested in the development of products that have function as a top priority.

What has surprised you in your internship?I was surprised to see how much latitude there is in this type of workplace. Of course, there are deadlines, but it has been great to have a job with no fixed hours. Do you have any advice for KEA students who are looking for an internship?Be prepared and energetic every single day. Accept assign-ments with a smile.

DENNIS HALD26 years, PRODUCTION TECHNOLOGIST

Internship as a technical designer at Maria Berntsen’s design f irm, February-June 2013

What made you choose to study Ideation? I am a trained design technologist from Teko with a specialty in clothing, but I wanted to add a more business-oriented element. I chose Ideation, because I would like to go into business for myself.

Where did you do your internship?I started my internship in June 2012 at MUUSE. MUUSE is a company that helps young designers get into the fashion business. The company ‘scouts’ young designers from the large design schools, launch their collections at MUUSE.com and handles production, sales, logistics, PR and marketing. Already two months later, I had a job as production manager at MUUSE.

Why did you choose MUUSE?I heard about MUUSE in a radio show and thought it sounded as an exciting place to work.

How did you get in touch with the company?I phoned them to ask who I should ad-dress my application to. Next, I sent an

e-mail to the company’s CEO, who in-vited me in for a job interview, and then I was offered the placement.

What have you learned from your internship?In addition to a lot of experience, it led to a job. It was amazing to be able to fi-nish my bachelor’s thesis and know that I had a job.

What was the biggest challenge you faced?It’s always hard to start in a new work-place, and it takes some time to find one’s place – but you just have to go for it. What has surprised you?How happy the companies are to wel-come us. And how much responsibility one can have by showing initiative.

Do you have any advice for KEA students looking for an internship?Think about what you want out of your internship before you apply. Make a prioritised list, and only contact the top ten companies on your list.

RIKKE ISRAELSEN 29 years, IDEATION

Internship as an Operations Assistant at MUUSE, June-August 2012

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What made you choose Multimedia Design?It is a practically oriented and short pro-gramme, which is really cool if you’re someone like me, who does like to spend too much time with your head buried in a book. With a bit of talent and concen-tration I think that you can do equally well with these two years under your belt.

Was this placement your �rst choice?No, but MTV is an international company, and I didn’t want to miss the opportu-nity of an internship there.

How did you get in touch with the company?KEA set up internship meetings and con-tacts with potential companies in Berlin and other cities abroad. What are your job tasks at MTV?Together with a small team of other young employees I make videos of in-terviews and acoustic live sets, which we edit and put online and on TV. It’s my job to make sure that the latest mu-sic videos from small and major labels are put up on the MTV website. I also do some graphic design work for banners,

background images, app layout and things like that. What have you learned from your internship?Some exciting experiences, work expe-rience, an attractive CV and a greater awareness of what it means to be a pro-fessional. Not least, I have learned how important the interaction between a good idea and good business is.

What has been your best experience?Receiving praise for my work and being handed more tasks and a greater respon-sibility. That makes the whole experi-ence meaningful. The most fun I’ve had was when Foals (English rock band, ed.) dropped by the office to tweet with our users for a day.

What has been a challenge for you?Sometimes you have too much responsibi-lity, sometimes not enough. One day you get a call from someone who needs infor-mation about a design you didn’t think you were responsible for. And the next day you’re making coffee and peeking over someone’s shoulder as they’re uploa-ding a couple of images to a website.

CECILIE SCHREWELIUS23 years, MULTIMEDIA DESIGN – INTERNATIONAL LINE

Internship as a video/media producer at MTV in Berlin, January-April 2013.

What made you choose to study Construction Management?I have always been interested in architecture, so I was thin-king about applying to the School of Architecture, but when I saw how high their entrance requirements are, I began to look for alternatives, in case I didn’t get in. Then I came across the Construction Management programme, which is more techni-cal and detail-oriented. I thought that was great, since I love getting into the details.

How did you get in touch with the �rm?First I wrote an application to Henning Larsen, which I sent along with my CV, but I didn’t hear back from them. But my father-in-law knew someone at Henning Larsen who advised me to send it in again. So I sent exactly the same application to exactly the same e-mail address, and this time I had a reply the next day. That illustrates how important it is to use your connections and not to give up.

What do you do as an intern?I am working on a project with Nordea Ejendomme as the client. It’s an office building that is going up in Ørestaden. I use the architects’ 2D drawings to construct a 3D BIM mo-del, which is continually sent to the engineers and ventilation

crews. I am also involved in a project in Sydhavnen that was scheduled for completion in 2009. So far, only a third has been finished, and I am planning the completion of the building.

What do you hope to learn from your internship?I definitely hope to establish good connections that I can draw on when it’s time to write my final thesis. I am surprised to see how much I have actually learned at the school. I really feel that we can use what we have learned. It’s great that one doesn’t have to sit there and feel completely blank.

What has been your biggest challenge?You want to make a good impression and show who you are, and what you can do. That’s hard to do in such a short time span.

What has surprised you?That the trained architects and construction managers can make just as many mistakes in real life as we do at the school.

Do you have any advice for KEA students who are looking for an internship?Develop good connections who can help you if you’re aiming for a particular placement.

NANNA MENZEL26 years, CONSTRUCTION MANAGEMENT

Internship at Henning Larsen, February-June 2013

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It is easy to ridicule the growing emphasis on theory in the Danish education system. For why should nur-ses be able to hold forth on the theories of the French sociologist Pierre Bourdieu if they do not know how to treat a wound? And is it not more essential for a future plumber to be able to install a washer-drier than to of-

fer his abstract reflections on his approach to the task? These are often asked common-sense questions. We have

all faced assignments in an educational context that had no direct bearing on our future working life. But education is about more than acquiring the skills for a particular job, ar-gues Pernille Berg, director of research and innovation at the Copenhagen School of Design and Technology, KEA:

“Of course, education should prepare the students for a particular professional practice after graduation. But there’s more to it than the ability to handle certain specific tasks; students also need to be able to reflect on their choices and methods and thus become co-creators of practice in their work context,” says Pernille Berg and underscores that it is always valid to debate whether a given programme has the right mix

of theory and practice, but that it is not a matter of choosing one over the other but of striking the right balance.

“The key is to link theory with practice in order to achieve synergy,” she says. “Theory should not be an isolated aspect, unrelated to the practice the students encounter. Nor should it pose a stumbling block that excludes students who actually have what it takes.”

The latter point is essential. The recent reforms of social security benefits and student grants will require even more young people to enrol in formal training. Today, 50,000 people under the age of 30 receive social security benefits, and most of them have no formal education. The future of the Danish welfare society depends on bringing more people through the education system to enable them to support themselves. The proposed reform of the social security benefit system means that young people without a formal education will not be eli-gible for social security benefits; instead they will be required to enrol in an education programme. That in turn requires the education system to be prepared to accommodate a larger number of students with very different backgrounds.

Theory without practice is the emperor’s new clothes, but practice without theory often fails to move beyond

homespun truths. In recent years, the educational agenda has focused on developing good solutions that integrate theory and practice into an authentic whole.

TextSigne Løntoft

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The entire education system is therefore undergoing a transi-tion from a profession-based to a practice-based didactic, and the various stakeholders are arguing about the priorities.

“Quality always depends on having an integrated whole that involves both practice and an interest in theory. At KEA we have talked about revitalizing the old academy program-mes, where the students alternated between internships and schooling, because the practice experiences that the acade-mies can offer will always be less motivating than the real world.” One possible future scenario is a model where the stu-dents study full time the first year and then do a part-time work placement in a company, where they work two days a week and study three days a week, or vice versa. “That bene-fits the companies by providing additional workers and access to updated knowledge. The educational institutions in turn benefit from having close relations to business and industry, and the teachers stay up to date on the current challenges in the job market.”

At the conference ‘Bedre samspil mellem teori og praksis’ (Im-proved interaction between theory and practice) in February, Minister for Higher Education Morten Østergaard had posi-tive words about the business academies’ internships and the development of quality through work placements.

“Internships are not a break but an integrated part of lear-ning. It is crucial to ensure high-quality work placements and a high degree of learning,” said the minister, who described internships as a requirement to ensure the innovation that is needed for future growth in Denmark.

“Today, unfortunately, the entrepreneurial spirit among young people seems to vary inversely with the number of years they have spent studying. The education system seems to kill off the entrepreneurial spirit gradually. What we need is the opposite. We need a new culture in the education sy-stem with a greater focus on innovation. This is less about courses or teaching innovati-on and more about bringing innovation into the program-mes. You don’t learn to be innovative through concep-tualisation or passive analy-sis alone. You have to learn through innovation. You learn to be innovative by de-veloping ideas, through trial and error and by reflecting

“The education sector has to be better at handling tran-sitions between program-mes and shifts from one programme to another,” the Danish Minister for Higher Education Morten Østerga-ard said recently at a confe-rence on quality in the education system. Pernille Berg agrees:

“Fortunately, the education system has become more flexi-ble, and that trend is going to continue. Ideally, all program-mes should offer a chance to pursue different directions or to add components at the individual students’ own pace. A young man who is planning to take over his father’s plumbing firm may lose his motivation if the approach is too academic. We can’t afford to lose him; instead we have to plan the flow of the programme to accommodate the individual student. On the other hand, we also have students who lack the manual skills to become good practitioners. They may not be able to produce a proper prototype, but there may be room for them somewhere else in the field.”

It is a delicate balance. The programmes do not want to exclude anyone by placing too high an emphasis on theoretical knowledge, but on the other hand, the degrees are devalued if ambitious students go elsewhere because they are looking for something beyond day-to-day practical skills.

“One answer might be to convert some of our programmes into courses aimed at students with different backgrounds. Also, some things are easier to discuss on a theoretical level once a person has spent a few years practising in the field. So perhaps the theoretical components should be part of continu-ing education programmes. Of course, the question is whether the companies will be willing to foot the bill. Once the basic training is in place, most continuing training is funded by companies, and there is a limit to what they are willing to pay for if the additional training does not translate into new specific skills,” Pernille Berg explains.

An additional perspective is offered by Stina Vrang Elias, the managing director of the think tank DEA, which focuses on education, research and innovation.

“It is crucial for the development of quality in our educa-tion system that we improve our ability to combine theory and practice. Unfortunately, we sometimes see the pursuit of the-ory for theory’s sake. In my fifteen years of working with edu-cational policies and quality in education I have seen the pen-dulum move increasingly toward theory and book learning. Perhaps because society considers book learning and theory more prestigious. We are also seeing a bias in the upper se-condary field, where far too many choose academic program-mes over vocational training, even if they have no intention of pursuing an academic career.”

on your learning. Typically, this is a learning process where action and practice go hand in hand with theory. And here, cooperation with the outside world is a must.”

Pernille Berg has also observed how the spirit of innovation can be thrown out with the bath water in a study programme:

“At KEA, studies show that 68 percent of our first-seme-ster students dream of going into business for themselves. It’s essential that we preserve that desire. At the very least, we should not get in the way of it. And here, internships and the integration of internships play a major role.”

Just like the minister of higher education, Stina Vrang Elias is confident about the business academies’ ability to ge-nerate work placements. In her assessment, however, Danish universities have a long way to go:

“Although there are more options now for taking a seme-ster as an intern, many students still complete a four-to-five-year programme without having any contact with the labour market they will be entering. And here, a student job is no guarantee, because it doesn’t necessarily have any connection to the degree programme. Unfortunately, it is not realistic for all university students to have internships. But there are ways to get in touch with the outside world that are less extensive than an internship, like doing a survey for the local school, a market survey for a small local business that wants to incre-ase its exports, etc., etc. In fact, doing some sort of project in cooperation with the outside world ought to be a requirement for graduation.”

It is not only the students who need to get out more, in Stina Vrang Elias’ view. The teachers too need to stay in touch with the labour market they are training their students for, and that is up to the directors:

“If the director of an educational institution has a mindset that is focused on preparing students for the labour market from day one, that’s a great start. In practical terms, finding ways to ensure that teachers and students are in touch with the labour market has to depend on local conditi-ons. Naturally, this doesn’t mean that the education system should blindly re-flect the current needs of the labour market – we need a dialectic approach.”

Stina Vrang Elias agrees with the minister of educa-tion and the current gover-nment that a much higher share of young people should attain formal training, but she has concerns about the capacity to accommodate the

many young students:“I agree that it is important both for the individual and for

the economy at large that everyone can support themselves. And education is the gateway to the labour market. But an increasing emphasis on theory in education may in fact be counterproductive. A preschool teacher I know told me about this great teacher assistant they had hired. The assistant was great with the kids, she had the necessary skills, and she loved it. I suggested that she take the training to become a certified preschool teacher, but my friend thought that was out of the question, because the assistant lacked the necessary academic abilities. In my opinion, that’s a real problem. If the educa-tion system cannot embrace young people who lack acade-mic skills but who otherwise have what it takes to complete a practice-oriented programme, how are we going to enable 60 percent of the young population to attain higher education in the future?”

The combination of practice and theory is part of the tradition that the vocational programmes rest on. Historically, this type of education has its roots in the apprenticeship approach, and the programmes have traditionally been developed in coope-ration with the companies that would be the future employers. But in recent years, the labour market has undergone drama-tic changes, and the education system is struggling to keep up:

“One of our major challenges is that the professions we train the students for are changing rapidly and require multi-facetted assignments,” says Pernille Berg. This challenge is particularly pronounced in the business academies. Our pro-grammes have a much wider range than, say, the programmes for nurses, who are typically trained for jobs in the hospital sector, or teachers, who are typically going to work in muni-cipal schools. In fact, many of them wind up using their trai-ning for something entirely different, but that is another story.

“If I say ‘design technologist’, that doesn’t give you a clear idea of what the profession entails, or where the jobs will be. On the other hand, many think that they know what jobs are relevant for electricians and plumbers. But while power in-stallations used to be underground, they now include solar power, water power etc. So as professional practices change, education programmes also need to be revised. In many cases, our focus has to be on giving the students a mindset that en-ables them to practice in the workplace – even if we’re not sure what the practice will look like.”

“One possible future scenario is a model where the students study full time the first year

and then do a part-time work placement in a company, where they work two days a week and study three days a week, or vice

versa. “That benefits the companies by providing

additional workers and access to updated knowledge. The

educational institutions in turn benefit from having close

relations to business and industry, and the teachers stay

up to date on the current challenges in the job market.”

– Pernille Berg Knowledge Manager,

on the future of Denmark.

“A young man who is planning to take over his father’s plumbing

firm may lose his motivation if the approach is too academic.

We can’t afford to lose him; instead we have to plan the

flow of the programme to accommodate the individual

student.”– Pernille Berg Knowledge Manager,

on the future of Denmark

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K E A R e p o r t s

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We l c o m e t o t h e r e a l wo r l d

At Kea, COOPERATION WITH BUSINESS AND INDUSTRY IS THE

NEW LEARNING TOOL. In the study programme E-concept development, the education RESEMBLES THE EVERYDAY WORKING

LIFE THAT AWAITS THE STUDENTS AFTER GRADUATION – to the BENEFIT OF STUDENTS AND BUSINESSES ALIKE.

text Terne Thorsen

Marlene Toldbod Jakobsenphotography

Amanda Hestehave

Although the calendar says March, the morning is chilly. A thin veil of grey clouds covers the sky, and the bare trees are swaying in the crisp wind that nips at our cheeks. Spring seems a long way away. In the basement of KEA’s department on Bi-

spevej in Copenhagen’s northwest district, however, the air is full of excitement. Here, 50 students from E-concept develop-ment have come together to present their branding strategies for the Danish beer manufacturer Harboe. Harboe is planning a launch in Asia, and the company’s Asia Manager, Hans-Jür-gen Greiner, is therefore present, seated on one of the many black chairs. Greiner is German and lives in Singapore, but today he has come to Copenhagen to hear what the students have come up with.

The projects are presented on two large monitors at the end of the low-ceilinged but bright subterranean room, while six flat-screen monitors – three on either side of the room – en-

sure that everyone has a view of the proceedings.

In Denmark and the rest of Europe, Harboe is a discount brand, but in Asia they wish to launch themselves as a pre-mium brand. Harboe has therefore renamed their luxury beer Bjørne Bryg ‘Bear Beer’ and asked KEA’s students to find the best way to market it in the Asian market. Cooperation with karaoke bars, merchandise shaped as bear’s claws, roaring refrigerators with bear’s feet, games, apps, posters and car-dboard cut-outs. The students have worked on the project in groups, and after presenting their ideas they receive feedback from Hans-Jürgen Greiner, who tells them what was good – and what was less good. He asks questions and requests ad-ditional information. Is it really doable? Have you checked? Have you checked thoroughly enough?

The presentations are in English. The accents vary from Da-nish, Swedish and Norwegian to British and German, and two

time to look for work,” adds Kristoffer Jacobsen, who, like Mads, is a 2nd-semester student.

This morning’s presentation is not unique. It is a fundamental part of KEA’s identity to integrate business and industry in the programmes – and it always has been.“It is part of our DNA to serve as ‘the missing link’ between research and private companies. Our students bring new knowledge with them from school into the companies, and in turn they bring new knowledge and current issues back to the classroom. It’s a win-win situation for everyone: students, tea-chers, companies,” says KEA’s market manager, Jørgen Ravns-bæk Andersen. According to Vibe Aarkrog, associate professor of vocational education, this opportunity to test theories in real life, linking theory and practice, is essential for the students.“When the students have completed an internship or a case project, it is up to the teacher to make sure that the practical experience is tied in with relevant theory. If this is done suc-cessfully, the students will be better equipped for entering the job market once they graduate,” Vibe Aarkrog explains.The companies that the students work with are selected based on their ability to match the educational objectives of the gi-ven semester. The presenters on the Harboe case turn in two different reports: One, containing the campaign brief, goes to Harboe and Hans-Jürgen Greiner, and another to their tea-cher, Martin Bille-Hansen.“The report that the students prepare for the company is more down-to-earth and practical, while the one that I get is more academic and contains the underlying theory and reasoning that led them to the end-result,” says Martin Bille-Hansen and adds,“This sort of approach leads to highly motivated students who are always able to relate their work to the real world. It really helps energize the programme. The companies too are happy, as they benefit from having 80 students focus on coming up with good solutions that are tailored to their specific needs.”

The students pay close attention to the presentations and re-spond with enthusiastic applause. The presenters are rewar-ded with high-fives, fist bumps and thumbs up, and the stu-dents are clearly keen to learn from each other. There is a break after every third presentation. During the breaks, the cigarettes come out, and the presentations are analyzed, re-viewed, praised and critiqued. The to-go cups are refilled with fresh coffee from the thermos, so that everyone is properly caffeinated for another round.

The students are not the only ones paying close attention. Hans-Jürgen Greiner also listens with rapt attention from start to finish. “We have here a large group of young creative people, and it’s extremely interesting for us as a company to hear and see the solutions they envision for some of the is-sues we are facing. Normally, we have to pay an agency a lot of money for this sort of work, and I actually don’t think the outcome is very different from what I have seen here today,” says Greiner, who is clearly impressed with the presentations. “Most of the students’ ideas would be feasible. Their research has been very thorough, and they have produced very useful results. I think we’ll be able to use many of their ideas,” says Hans-Jürgen Greiner.

interpreters translate the presentations and the subsequent discussions into sign language. Most students have a laptop handy. A few have iPads. On the floor, next to the chairs, there are paper coffee cups from the Shell petrol station at the end of the street. It is still early in the day.

The scene is far from unfamiliar for the students enrolled in E-concept development. The programme is structured to resemble the everyday workplace experience in one of the agencies where most of the students will apply for work af-ter graduation. In addition to theory and method courses, the programme puts a high priority on close cooperation with business and industry, and much of the curriculum consists of projects like the Harboe campaign, where the students work in groups and have three weeks to come up with a product which they then pitch to a client.

“It’s great dealing with concrete cases and real-life clients. It’s easier to relate to, and it’s cool to be critiqued by someone who actually knows what he’s talking about, and who can give ‘proper’ feedback,” says 24-year-old Mads Klock about the Harboe case. “It also looks good on the CV to be able to list actual clients. If Harboe were to implement our project, I could include it on my CV, which would be helpful when it’s

“It’s great dealing with concrete cases and real-life clients. It’s

easier to relate to, and it’s cool to be critiqued by someone who actually knows what he’s talking

about, and who can give ‘proper’ feedback,”says 24-year-old Mads Klock

The students of E-concept Development

supporting and applauding the presentations.

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text Terne Thorsen


Amanda Hestehave



















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Te n d e n c y

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NOW IS THE TIME!

It’s never going to be any easier

ENTREPRENEURSHIP is the new black. Educational institutions all over DENMARK have begun to offer courses in entrepreneurship and

innovation. From a platform of KNOWLEDGE AND MOTIVATION the students will hopefully develop the courage to take the leap and found companies to HELP BOOST Denmark’s competitiveness and contribute

to FUTURE GROWTH. But can entrepreneurship be taught?

Most rags-to-riches stories conjure up the image of a bright but underachieving boy who drop-ped out of school at the age of 15. Or the silver-haired executive with the steely gaze behind the mahogany desk at the impressive corporate

HQ. Two worlds that are hard to relate to for most young people who have actually completed 9th grade and are not yet grand-parents. And the idea that successful entrepreneurs have to be either dropouts or seasoned and wise is just silly. Mark Zuck-erberg founded Facebook while he was a student, and there are many similar examples. And for good reason: You are never going to have less to lose and more to gain than right now.

“Do it now, before you have kids and a mortgage. Because what’s the worst that could happen? That you’ll learn a lot!”

That is the message from the entrepreneur and private investor Nicolaj Højer Nielsen, who launched CodeSealer and Motility-Count, among other products, and who is currently working on a book about how to raise money for entrepreneurial projects.

“Personally, I would rather hire a failed entrepreneur than someone who is good behind a desk. A craft can be learned. Basically, it’s all about attitude. And if you have tried things first-hand, that shows enterprise. If you are thrown to the lions at 23, that builds character, and you’ll learn more from that experience than you could from 20 years in a standard career,” says Nicolaj Højer Nielsen.

Most are reluctant because they feel that they lack experi-ence or money. And both are definitely good to have. But drive and motivation can be just as useful as experience, and it is not P

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TextAnne Winther

The founder of Virgin Group, Richard

Branson. Branson’s first entrepreneurial

project was the magazine Student, which

he launched at the age of 16.

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NOW IS THE TIME!











HO

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— P

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TextAnne Winther





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necessary to go into debt for life to start a company.

At the Ministry for Research, Innovation and Higher Educa-tion in Denmark, Minister Morten Østergaard would like to see more young people heed the advice of entrepreneurs such as Nicolaj Højer Nielsen and take a shot at realising their ideas. The government wants students to learn about entrepreneurs-hip so that they can create more new companies with growth potential. “Our future competitiveness will be strengthened by stimulating young people’s ability to think innovatively, see opportunities and transform ideas into value,” states the Mi-nistry’s website in reference to the coordinated effort for edu-cation and training in entrepreneurship, the Foundation for Entrepreneurship Activities and Culture – Young Enterprise, undertaken by the Ministry in cooperation with the Danish Ministry of Culture, the Danish Ministry of Education and the Danish Ministry of Economic and Business Affairs.

Fortunately, many young people do dream of going into business for themselves. A survey found that as many as 68% of KEA’s

students are thinking about founding their own company. KEA does a great deal to prepare the students to take the leap, and at KEA they are convinced that entrepreneurship can be taught.

Mohammed-Danny Eid teaches organisations and commu-nication at KEA, and one of his key points is that it is possible to start a business for DKK 0.

“The idea that you have to borrow a fortune in the bank is rubbish. I founded a company together with a friend, and we had zero kroner between us.”

Mohammed-Danny Eid teaches the students how that is possible by giving them specific assignments and, for example, explaining how they can use the social media and apply for grants from private foundations.

“If you can found a business on a shoestring budget, you can also found one on a large budget – but the opposite is not necessarily true,” says Mohammed-Danny Eid.

He highlights the importance of practical content in cour-ses and study subjects to ensure that the students learn all the things that they cannot get from a book. He also brings in lawyers and experts from the tax authorities to help the stu-

dents determine whether a general partnership or a private ltd. company is the best way to go and learn how to manage VAT payments.

“I try to teach the students that they have to call journalists to tell them about their products and press releases, and that they should always get everything from the tax authorities in writing, because they may get conflicting answers depending whom they talk to, and I encourage them to apply for funds even if they don’t meet all the requirements 100 percent – the decisions are made by real people, and they are the ones you have to convince.”

What separates KEA students from students in other pro-grammes is their ability to combine practical skills with business insight, says Kasper Lundtoft Bentsen, Media & IT Business Partner.

“KEA Graduates have an understanding of the business world that isn’t just from books. From the outset, they link up with companies and real-life issues. This first-hand experience makes entrepreneurship less of a leap for them – in combinati-on with the naive confidence and readiness to take on the world that is typical of 20-23-year-olds.”

‘Closer to business and industry’ is a motto at KEA. This means that the students engage in contact and sparring with real-life companies throughout their studies. But closer to business and industry also means becoming a part of it.

24-year-old Johannes Holger Greve studies Multimedia Design and created SkiftEl.dk, which has already saved Danish consu-mers DKK 230,000. The business concept is that 90 percent of Danish consumers pay too much for their electricity. The power market has been deregulated, but consumers are still reluctant to change suppliers because the price structure is complex. SkiftEl.dk makes it easy to find cheaper power. Johannes has worked on the idea for two years, and his courses at KEA have given him a real boost:

“We learn a lot about communication, marketing and web usability, which I have been able to use to develop my business.”

Camillo Askjær from KEA had a good idea during his interns-

Simon Spies, traveling king.

Bjarke Ingels, founder of the

BIG Architect's Studio.

Furniture designer Arne

Jacobsen is known for bringing

Modernism into Danish design

history.

E N T R E P R E N E U R S H I P I N I T I A T I V E S A T K E A

Entrepreneurship as a virtual elective course

In cooperation with the Foundation for Entrepreneurs-

hip Activities and Culture – Young Enterprise, KEA has

developed a virtual elective course in entrepreneurship

that aims to translate the students’ ideas into business

concepts in an intensive process that combines traditio-

nal and virtual teaching.

A C C E L E R A T O R P R O C E S S

Development and establishment of Accelerator Process

in cooperation with Knowledge Centre 3.0 aimed at in-

spiring students who have an idea to put action behind

their dream of founding a company. Another goal is to

gather knowledge about what the students want and

need in addition to the current study programmes to be

able to go into business for themselves.

E N T R E P R E N E U R G R O U P

Developing and providing a framework for entrepre-

neurship processes for students who have their own

company. The group offers a network with other students

who have their own company, external speakers and fa-

cilitation of a process to build and develop a company.

K N OW LE DG E , E NTR E P R E N E U RS H I P A N D AC TI O N

The purpose is to promote action-oriented didactics and

an entrepreneurial culture at KEA. Aims to give the tea-

chers insight into the various stages of entrepreneurship,

teach them how to integrate entrepreneurship in their

courses and provide them with tools and methods for

offering guidance to students with entrepreneurial aspi-

rations. Workshops were held for all KEA’s teachers in

2012 and 2013. The project is concluded with an entre-

preneurship conference on 21 November 2013.

E N T R E P R E N E U R S H I P I N A R T

In cooperation with the Foundation for Entrepreneurship

Activities and Culture – Young Enterprise, KEA develops

a course that aims to integrate entrepreneurial discipli-

nes into the artistic education programmes. The �rst

course will be held in the spring semester 2013 at the

Institute of Precious Metals.

A C A D E M Y 2 0 1 3

CAKI (Center for Applied Artistic Innovation), DTU

(Technical University of Denmark), KADK (Royal Danish

Academy of Fine Arts, Schools of Architecture, Design

and Conservation) and KEA have developed a cross-di-

sciplinary curricular course where students across edu-

cational institutions work in cooperation with companies

on entrepreneurship and the development of prototype

solutions for current challenges in companies.

“The teachers are good at providing inspiration and telling the students that it’s not as difficult or as risky as

many think it is. And they’re interested in how things work out, they offer support and make the

students feel welcome and motivated to go to school and take

part in the debate.” – Rasmus K. Lerche, student at IT Technology

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history.








































A C A D E M Y 2 0 1 3













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hip as a surveyor. He has developed an app that lets surveyors go into the field and find the physical reference points that they need for their work. There is an official system of reference points, which all surveyors rely on. Until now, they have had to go to the Danish Geoda-ta Agency’s website, print a description of the point and take that print into the field. And if they fail to locate the point, they have to go back and print a new one. A bit cumbersome! But with Camil-lo’s app, they can now use their phone to locate the point.

“In my internship I saw how eve-ryone was using this old book from 1977, which hadn’t been updated, and where it took an hour to find a point, because they didn’t want to bother printing it off the web, and I thought, ‘There has to be a better way’,” says Camillo Askjær, who graduates from KEA this summer as a map and sur-veying technician. “I plan to develop an independent application that can be released, and which has a business po-tential,” says Camillo Askjær, who first needs to sort out who holds the rights

to the data that the app accesses. He has had his own business before,

so it is not a big leap for him to think along commercial lines, something that KEA has supported. “I talked with some of the teachers to sort out what it would take. So in that sense, I have received guidance to move forward. When you’re in an educational institution with so many qualities and capacities, it’s ob-vious to take advantage of it,” says Ca-millo Askjær. As everyone should, in his opinion: “KEA and not least the students could really benefit from an even more cross-disciplinary approach, because often there will be students who lack a project to work on, while others have an idea but lack the technical qualifications to make it happen.”

Tim Vang is an experienced entre-preneur whose achievements include myc4.com, which has a total annual tur-nover of DKK 140 million. He has been brought in to promote entrepreneurship at KEA, and he is impressed that so many of KEA’s students dream of going into business for themselves:

“Some of the 68 percent who dream

of being entrepreneurs are probably dri-ven by rock star fascination, but I find it stimulating and inspiring, because it tells me that this is the right place for me to be.”

And overall, Tim Vang is impressed with the students at KEA:

“They ask a lot of questions, and they approach their ideas with a level of knowledge, persistence and drive that characterises entrepreneurs.”

26-year-old Rasmus K. Lerche is a 2nd-semester IT Technology student. He has already founded several companies, in-cluding Skolepartner.dk, which sprang from the motto, ‘Find something you’re not happy with, and do something about it.’

But many might wonder why some-one like Rasmus, who already has his own business, would want to pursue a degree.

“Because I want to be able to do-cument my qualifications. That is also important in business,” says Rasmus K. Lerche.

He thinks that KEA is able to demy-stify what it means to run a business:

“The teachers are good at providing inspiration and telling the students that it’s not as difficult or as risky as many think it is. And they’re interested in how things work out, they offer support and make the students feel welcome and motivated to go to school and take part in the debate,” says Rasmus K. Lerche.

The teachers at KEA are trained to use a four-stage process, which involves ta-lent spotting, creativity, innovation and entrepreneurship, so they know how best to support the individual student. Many of KEA’s teachers have experience from ‘the real world’ and put a high priority on giving the students hands-on experi-ence, specific tools and targeted support for their business projects.

Among other aids, Tim Vang uses Pretotyping, a Google tool that helps him gauge the degree of market interest in an idea; he also uses a six-week accelerator

T H E E N T R E P R E N E U R S ’ B E S T A D V I C E

Give it a go now, before you have children

and a mortgage. The worst that can happen – is

that you will learn a lot!

Find out if your concept is viable. Validate the

market potential. ‘Kill your darlings’ if you have

to. Your passion is crucial as fuel, but it is not a

means of validation.

Speak to as many people as you can about your

project – no one is going to copy it, if that’s what

you are worried about. Get as much input as

possible – including input from people who are

different from you.

Team up with people who have different skill

sets from your own. Few companies consist of

just one person.

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The Danish shipping mogul A.P.

Møller with his son Mærsk.

Facebook founder Mark Zuckerberg.

Apple founder Steve Jobs holding

his gold mine in his arms.

4 H V I D E T - S H I R T S ( 4 W H I T E T -

S H I R T S )

Innovation project for students aimed at ap-

proaching innovation as something one DOES

instead of merely discussing and addressing it

on a theoretical level. The project takes place in

autumn 2012 and spring 2013.

E N T A C T

KEA is currently establishing an entrepreneurs-

hip centre to give students and teachers access

to knowledge about entrepreneurship and in-

novation and promote a culture that supports

entrepreneurship.

T H E E N T R E P R E N E U R I A L C O N S T R U C -

T I O N M A N A G E R

Development of a new professional line for

Construction Management students aimed at

creating a learning environment that promotes

an innovative and entrepreneurial approach to

the disciplines that are included in the program-

me in order to meet the growing demand in the

construction industry in the �eld of sustainable

construction.

N E W E L E C T I V E C O U R S E I N E N T R E -

P R E N E U R S H I P & I N N O V A T I O N

A new elective course aims to enable the stu-

dents to launch projects quickly, improve

existing products or processes and generate

innovation in an existing company. The course

falls into four stages:

1. Preface (considerations about initiation, choi-

ce of product, industry and pro�tability)

2. Entrepreneurial spaces (business plan, risk

analysis etc.)

3. Innovative spaces (creativity, thinking outside

the box and stimulating development in order to

generate innovative elements)

4. Launch and kick-off (from capital foundation

to marketing and sale)

“It’s a huge bene�t to be able to offer our stu-

dents a chance to learn more about how to

start a project up on their own. In the past, our

guidance may have been more on the �y, and

with this elective course we are now trying to be

more consistent,” says Jamal Aztout, associate

professor at KEA.

The course is offered in the third semester in the

Multimedia Design programme and as an after-

school course for anyone else who is interested.

Some of these initiatives are co-funded by the

Foundation for Entrepreneurship Activities and

Culture – Young Enterprise.

process from idea to business concept that breaks the process down into nine components.

“It’s a very dynamic and specific concept. To me, the goal is to motivate the students, dispel myths and set the students on the right course by offe-ring sparring and experience,” says Tim Vang, who is very market-oriented. The-re has to be a market for the product!

One of the myths he wants to dis-pel is that if the developer is convinced something is the greatest idea ever, the market will agree. That is not necessa-rily the case.

“Your passion is a crucial, but your passion can’t generate a market, and you can’t use it as a means of valida-tion. Kill your darlings – it’s not embar-rassing or bad to shut something down. Move on to the next idea and the next one and the next one, until you get it right,” says Tim Vang.

After his first accelerator process, two students were ready to launch a business.

Once the business concept has been thoroughly tested and is ready, the pro-cess moves on to the very different incu-bator phase, where lawyers, tax advisors and other experts offer advice about the implementation.

So, yes, entrepreneurship can be taught!

“You can offer two components: in-formation and inspiration,” says Nico-laj Højer Nielsen.

“You can teach strategies – such as the importance of working as closely together with the customers as possi-ble – or explain why it is a bad idea to finish the project before showing it to others. You can definitely learn that in class. You can inspire, and you can demystify the big black monster that founding a business is for many people,” says Nicolaj Højer Nielsen.

“And remember: Your first company doesn’t have to be rocket science – it could be selling socks on-line. You don’t start out as CFO in your first job either.”

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different from you.



just one person.

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S H I R T S )






E N T A C T





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analysis etc.)












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T H E TO O L S O F T H E T R A D E

A craft is characterised by one or more specific tools that are essential for the job. We asked

KEA’s land surveyors, design technologists, jewellery designers and product developers

to tell us about the tools of their trade.

photographyJan Søndergaard

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MATHIAS BORN-LARSEN, 20 YEARSSURVEYING TECHNICIAN PROGR AMME

What made you choose this programme?It was the combination of outdoor and indoor work that �rst caught my attention. Once I began my studies I discovered what an

exciting �eld it really is.

Please describe the tool that is special to your trade.A total station is a theodolite and an electronic distance meter combined into one integrated unit. It measures distances and stores them on the computer. Later we can then use the data to

create accurate drawings of the area.

What was it like to use the tool for the �rst time?It was fun, challenging and exciting! It wasn’t complicated, but the-re are quite a few things to keep straight. The total station might look a bit confusing with all the buttons and settings, but after a

few hours it’s not really that dif�cult.

What sort of work do you hope to do when you graduate?I would like to do surveying assignments abroad, so I would like to

work for a company where I could be stationed abroad.

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JOSEFINE BRUUS, 21 YEARSPBA IN JEWELLERY, TECHNOLOGY AND BUSINESS

What made you choose the professional bachelor’s pro-gramme in jewellery, technology and business?

I have always been very interested in jewellery, and I have worked with the craft since I was in the 7th grade. It’s an industry that is always developing. Right now, there are some major technological developments, as we have begun to work with laser-cutting and

3D printing.

Please describe the tool that is special to your trade.One speci�c tool we often use is the laser-cutter. An exciting ma-

chine with a very wide range of possibilities.

What was it like to use the tool for the �rst time?My �rst time at the laser-cutter was six months before I began at KEA. It was overwhelming to discover all the amazing possibilities this relatively simple machine provides. I used to use a jeweller’s saw to cut Plexiglas, which is a really slow process. With the laser

it’s done in seconds!

What sort of work do you hope to do when you graduate?There are so many things I would like to try. One of my goals is to work with a project-oriented approach. That gives me the oppor-

tunity to challenge my creative sides.

Do you have any advice to future students in your �eld?It helps to have some prior experience with the goldsmith’s craft.

Other than that, I just think they should go for it.

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3D printing.









K E A R e p o r t s

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MORTEN DAHL HANSEN, 21 YEARS PBA IN PRODUCT DEVELOPMENT AND

TECHNICAL INTEGRATION

What is special about your programme?It’s probably the closest you’ll get to training as an ‘inventor’. The-re’s a clear emphasis on teaching methods, theory and a critical ap-proach to sources. Brie�y put, we learn the entire process from the

idea until the �nished product leaves the factory.

Please describe the tool that is special to your trade.The 3D printer makes it possible to test a product in practice, whether it’s the ergonomics of the model or a functional model. A

3D print is also a good visual tool for conveying one’s ideas.

What was it like to use the tool for the �rst time?It’s a learning process that requires practice and love of the ma-chine. From we �rst began using the equipment until we were able to print our �rst acceptable 3D print took at least 100 hours. But the moment we held the �rst physical product in our hands, it was

well worth the effort.

What sort of work do you hope to do when you graduate?I hope to get a job in a company that relies on user-driven innovation, and where there is room to experiment with production methods

and technologies. I would also like to go into business for myself.

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LINE TRZEPACZ, 27 YEARSDESIGN TECHNOLOGIST

What made you choose Design Technology on the Pattern Design line?

I am a trained textile and clothing assistant and chose KEA because I wanted more experience with construction, especially in terms of pattern grading and using the most common programs in the fa-shion industry. In Pattern Design we develop patterns for clothing and learn to adapt them to body types, grade them for different

sizes and create production-friendly solutions.

Please describe the tool that is special to your trade.We use computer programs that let us construct patterns on the screen and send them directly to suppliers all over the world. The-re’s always a plotter available if we need to print the patterns in full scale. On the other hand, we can also work with a digitizer, which converts hand-draped patterns into a digital form, so that we can

�nish them on the computer.

What sort of work do you hope to do after you graduate?I dream of working as a garment constructor in a fashion company where I can develop patterns based on a designer’s ideas. I am clearly technically minded and enjoy knowing how things are constructed, and how a design should be carried out to work properly in practice.

K E A R e p o r t s

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K E A R e p o r t s

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K E A I n t e r v i e w

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BREAKING DOWN

GENDER BARRIERS

Law and medicine are now dominated by women students, while other traditionally male-dominated areas are still failing to attract

women. That has significant consequences – for men and for society at large – and experts say

that the educational institutions need to make a dedicated effort to break down gender

boundaries.

textAnne Winther

Women are flocking to long-cycle higher edu-cation programmes, and in just two deca-des the balance has changed, so that wo-men now outnumber men in areas such as law and medicine, which have traditionally

been male-dominated. However, women remain a minority in some vocational programmes. At KEA, women are a rare sight in the Construction Management programme, for example, and the objective here is to increase the percentage of women students in the Danish line from 11 to 25. In the international line of the programme, women make up around 30 percent of the student population.

Jesper Hvidkjær Pedersen, a teacher at KEA’s Construction Ma-nagement line and a project manager in Fremtidens Ledere i Bygge- og Anlægsbranchen (Future leaders in the construction industry) offers an explanation of the limited presence of women in many of the vocational programmes:

“An important recruitment base for the Construction Ma-nagement line, for example, is the carpentry profession, where there are hardly any women.”

Also, girls who actually want to be construction managers or sanitation plumbers or take a technology-based degree often en-counter prejudice because these are seen as male domains. That can be a barrier.

“They have to convince her girlfriends that it’s a good idea when they look at them agape and ask, ‘WHY?’ But when the girls explain that this is actually what they want to do, their friends usually support them,” says Jesper Hvidkjær Pedersen.

As a result, the female students in these programmes are generally quite strong-minded. And that can be necessary, as the tone can be rather crass and male-dominated.

In his opinion, a programme that does not have a good ba-lance between men and women produces a stunted environment.

“The key is to change the culture to embrace a different ap-proach to problem-solving,” says Jesper Hvidkjær Pedersen.

And that applies not only to the boys in KEA’s Construction Management line; it applies to all programmes that have a strong gender bias. A balanced mix of men and women provi-des an important quality of diversity:

“Women and men often have different approaches; there-fore a balanced distribution can help prevent the development of a one-dimensional and exclusive culture. With a strong do-minance of either men or women, there is a risk of the culture closing in on itself,” says Camilla Hutters, head of research and deputy director of the Danish Centre for Youth Research, Aarhus University.

“However, I don’t think there necessarily has to be a 50/50 distribution, because study choices should also be about pur-suing one’s interests, and interests often have a gender bias.”

Marie Curie was the first female reci-

pient of the Nobel Prize in physics

in 1903.

Karen Blixen wrote under the

male pseudonym Isak Dinesen

because it made it easier for her

to have her books published.

K E A R e p o r t s

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– 0 59 –

BREAKING DOWN

GENDER BARRIERS




boundaries.

textAnne Winther















in 1903.





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– 0 61 –

What was it about the construction management programme that appealed to you?JOSEPHINE: The construction manager is the link between the engineer and the ar-chitect. It’s neither too technical nor too creative but the perfect middle ground.

ANNA: For me too, it was the ability to link the practical with the creative that made me want to apply.

METTE: I was attracted to the profes-sion because of the versatility of both the programme and the job. When you enter the job market as a construction manager you’ll be able to take your job in the direc-tion that interests you most. If your main interest lies with the architectural aspects, you can pursue that direction, and if you’re more interested in the execution aspect, you can focus on that.

Had you considered the strong male dominance in the programme?JOSEPHINE: Yes, I was aware that it was a male-dominated programme, and that I might end up in a class made up of all boys. But if you’ve found what interests you, you shouldn’t be deterred by the fact that there aren’t that many girls.

METTE: I too had prepared for the pos-

CALENDAR GIRLS on the wall and COMPUTER GAMES during the breaks may seem a bit OFF-PUTTING to girls who dream

of becoming CONSTRUCTION MANAGERS. That is why a handful of girls in this programme have now formed the

girls-only network RULE BREAKERS.

BREAKERS RU L E

sibility of being the only girl in the class, and I can see how that might keep some girls from applying.

Josephine: But that’s where we come in!

Have you encountered any prejudice from the boys in the programme?ANNA: No, not at all. As long as you know your stuff, the boys don’t give a toss. Most of them actually like having at least one girl in the group.

METTE: The school has also been very good at explaining the value of balancing the groups by mixing boys and girls as well as people with diffe-rent backgrounds.

SUNNIVA: As long as you’re intere-sted in what you do, it doesn’t matter if you’re a boy or a girl.

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Why are you called Rule Breakers?JOSEPHINE: We want to break the conven-tion that it's mainly guys who take an edu-cation in the construction industry.

What is your goal for the network?JOSEPHINE: Our main goal is to create a network for all the girls at the school, across classes and year groups, but in the longer term, our goal is to expand it into a professi-onal network that people can draw on after graduation when they enter the job market.

METTE: We would also like to use the network to make the women in the pro-gramme more visible to prospective stu-dents. Josephine and I took part in the open house event in November; here I talked to a girl who was really nervous about the pro-spect of being the only girl in the class. I think that we can make a big difference, for example at the start of the new semester and at the open house events where we can show potential applicants that there are other girls enrolled in the programme.

METTE: Previously, a group of girls had started a similar group, but it fell apart once the initiators graduated. Our ambi-tion is to bring in new girls on an ongoing basis, so that the network can continue long after we have graduated.

But can’t interests be in�uenced?“Definitely; it’s clearly possible to influence young people and broaden their field of interest. Today, many programmes are provided side by side in the same campus, but they’re still quite divided – also along gender lines – and we can defini-tely do more to increase interaction among the students,” says Camilla Hutters.

“We also need to address the gendered labour market that still exists. The programmes reflect the labour market, becau-se we look at what’s possible. If a man wants to be a social and healthcare assistant or a woman wants to be a plumber, they have to justify their choice and navigate in a gendered culture in a workplace where they might be the only one of their gender. So to make a real difference we need to address the gendered labour market.”

In the Construction Management line, the goal is to increase the share of women stuents from 11 to 25 percent, but is that realistic? Yes, if the programme is modernised, says Jesper Hvidkjær Pedersen:

“In our field, it’s not realistic to change the gender distri-bution among carpenters, but if we targeted the girls in upper secondary school, we could make a difference. So far, howe-ver, we haven’t reached out to them specifically. Experience from Sweden shows that as soon as a programme is renamed to include the word ‘design’, it attracts more women,” says Jesper Hvidkjær Pedersen.

And that is one of Benja Stig Fagerland’s points: the impor-tance of rhetoric. As an award-winning international expert

in the connection between women, market conditions and economics, a lecturer and a writer on women and manage-ment, she knows that it takes targeted communication to reach any group.

“Women are an attractive talent base, and we know that they do well in the education system – they graduate, and with good marks. So the programmes need to market them-selves to women, unlike today where the form and rhetoric is very masculine. They need to understand that they have to target men and women differently in order to reach them,” says Benja Stig Fagerland.

It is also important to break down the remaining gender bar-riers and stereotypes.

“And that’s only possible if we focus on the role of the coun-sellors and strive to remove barriers to unconventional study choices – making sure that all options are presented openly to both genders. As it is now, an unconventional choice is met with requests for an explanation. That’s why we need an effort that challenges the traditional gender views and gives both boys and girls a truly free choice,” says Benja Stig Fagerland.

In her view, programmes with few women students are like struggling companies, failing to appeal to the attractive sec-tion of the talent pool that women make up because they are often good students who get good results.

“That requires taking ownership and communicating very precisely, and obviously that’s only possible if there is a specific action plan. But it can be done – law school managed, for example,” says Benja Stig Fagerland.

But why bother – can’t we just let the men hammer in nails while the women provide care and nurturing to preschoolers?

“Well, that would be easier. But after all, we all want so-ciety to develop and improve. If we fail to act now, we won’t be able to compete with the countries that manage to attract women. So the question is whether we want to jump onboard this moving train, or whether we want to be left standing on the platform, wondering what the heck just happened,” says Benja Stig Fagerland.

Amelia Earhart was the first woman

pilot to fly solo across the

Atlantic.

Coco Chanel wore the trousers

and wore them well.

Rule Breakers aims to strengthen

the bond among the girls enrolled

in the programme and to help KEA

reach its goal of enrolling more

women in the construction

management programme.

“As long as you’re interested in what you do, it doesn’t matter

if you’re a boy or a girl”

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BREAKERS RU L E






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P o r t r a i t

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textKirstine Krefeld

photography Thomas Skou

While many people have no idea exactly what an op-tometrist does, 45-year-old Anette Ristorp Ohlsen

always knew that was what she wanted to be.

“Ever since I was 12 or 13 years old, when I read about it in a career guidan-ce book and did a week-long work ex-perience placement with an optician, that’s what I’ve wanted to do. One of the employees was away sick that week, and everybody had to help out – so I had the chance to try everything: from the customer’s initial description of the problem to eye exams and selecting and selling a frame. And then I was hooked,” she says.

Anette Ristorp Ohlsen teaches re-fraction. She is one of the seven teachers in KEA’s optometry programme, which is located on Nordre Fasanvej, Frederiks-berg. The programme produces about 40 optometry graduates a year – the profes-sionals that we all encounter at the eye glass store, who carry out eye exams and help us pick the right glasses or contact lenses. Before becoming a teacher she spent ten years ‘in the real world’.

“It is absolutely essential to have practical experience from the field that I send my students into. I loved the pro-fession myself, because it’s so nice and concrete – and no two days are the same. I want to pass that enthusiasm on to my students. A customer comes in, complaining, for example, of blurred vi-sion or headaches – then you determine the source of the problem and provide a solution. There is also a sales aspect. And even if many might think that it’s ‘just’ about finding a pair of glasses, you actually do get pretty close to people,” she explains.

“Part of the refraction course is ba-

sed on learning by doing – testing the-ory in practice, for example when we have clinical training, where the stu-dents test each other’s vision to deter-mine the right lenses. That offers im-mediate feedback and reflection – for example if the new lenses are not quite

right. I find this form of teaching very rewarding,” says Anette Ristorp Ohlsen. In addition to the refraction course that she teaches, the students take a range of other courses, including maths, chemi-stry, biology, optics, pharmacology, pat-hology and business law.

“I guess we have a reputation for having many neat, fashion-conscious,

hard-working girls in optometry. And that’s not entirely wrong. I think some 75-80 percent of the students are girls. And many of them are quite clear about what they want – most of them have made a very conscious field-of-study choice. And they are wonderfully inqui-sitive and keen to discuss what we do. I like that, because it’s their responsibi-lity too – and not only mine – to ensure that the classes are fun. Indeed, it’s ex-tremely rare for my students to fail their refraction exam,” she says.

Still, she wishes the courses included more lessons.

“As it is now, we have about 20 weekly lessons, where we used to have 32, and that makes it harder to check up on them along the way and make sure that they are keeping up. Even though it’s rare for someone to fail the course, I still find it tough when it happens. Just as it can be tough to say goodbye to the students when they graduate. I am getting used to it, but I still have that ‘mum gene’. Every time I meet a new class, I’ll say to my hus-band, ‘oh, this is just the greatest class ever’ – and then he says, ‘but you say that every year.’”

Anette Ristorp Ohlsen is happy that optometry is now a professional bache-lor’s programme at KEA, as that helps prepare the students for both the pri-vate and the public sector.

“Optometry is a small profession but also a strong profession. This is the right format for it, I think. And even if many people now opt for laser surgery rather than glasses or contact lenses, we still need optometrists – to carry out eye exams in the laser surgery clinics and to work in eyeglass stores and ho-spitals. So yes, I am an optimistic opto-metrist,” she says.

LEARNING BY DOING

Anette Ristorp Ohlsen TEACHES FUTURE OPTOMETRISTS in KEA’s optometry programme. “IT MAY SOUND NERDY, AND I GUESS IT IS. But it’s also a wonderfully

concrete �eld of study, which is about FINDING SOLUTIONS TO PROBLEMS – and I am keen to SHARE MY ENTHUSIASM for that aspect of the profession,” she says.

W h o ’ s W h o

N A M E :

Anette Ristorp Ohlsen

A G E :

45 år.

J O B :

Has taught refraction in the opto-

metry programme since 1999.

B O N U S I N F O :

Long-sighted (+2 on both eyes).

Has owned about 50 pairs of glas-

ses and sunglasses since she was

13 years old – plus contact lenses.

– f a c t s –

W H A T D O E S A N O P T O M E T R I S T D O ?

In everyday speech, an optometrist is the

same as an optician: a skilled professional who

makes, adjusts and sells glasses and contact

lenses. Optometrists also work in hospitals,

for example. The word ‘optometrist’ means

‘someone who measures eyes’. It comes from

the Greek word for eye, ‘ops’, and the Greek

word for measuring, ‘metrein’. A professional

bachelor’s programme in optometry takes

three and a half years, including a year and a

half in a paid internship.

D I D Y O U K N O W …

That an eye exam can reveal certain

medical conditions, including diabetes?

That 67.8% of the Danish population wear

glasses or contact lenses?

(Sources: Anette Ristorp Ohlsen and

Danmarks Optikerforening)

K E A R e p o r t s

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P o r t r a i t

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LEARNING BY DOING



W h o ’ s W h o

N A M E :


A G E :

45 år.

J O B :



B O N U S I N F O :





– f a c t s –




















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GLOSSY GENERATION:






til langt hår.

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The hard-earned knowled-ge, skills and competences you have acquired through your studies become obso-lete the moment you gra-

duate and enter the job market. A few years later, you are at the annual de-velopment review, racking your brains for arguments to convince your boss to sign you up for (preferably paid) conti-nuing training. What creates value for the company? What creates value for you? Where do you see a potential new career track...

Your burning desire for professional and personal development benefits your job satisfaction, your workplace and the Danish economy. Knowledge and competences are our livelihood – as a society, as companies and as individu-

seek to ensure that the employee’s com-petences are up-to-date, and that his or her motivation remains high. And if we are dissatisfied with our job situation we do not hesitate to move on. Every year, one in four Danish employees changes jobs. In fact, a large survey by the European Commission found the Danes to be the most flexible in Europe in terms of changing jobs.

And that trend has yet to peak, says Knud Illeris, emeritus professor from the for-mer Educational University of Denmark:

“I expect the need for and the interest in continuing education and training to continue to rise, because society is changing at an accelerating pace. This is a long-standing tradition in Den-mark; ever since the breakthrough of

als. Denmark needs to boost education and training to maintain our living standards and generate growth. Most Danes have realised that we are compe-ting with the entire global labour force. We have access to for life-long educa-tion and training. And increasingly, we are making use of that opportunity. The uncertainty in the labour market makes us keep our knowledge and our skills up-to-date. And in principle, one can go in a skilled worker and come out as a PhD. The main trend, howe-ver, is that people with long education are more likely to engage in continuing education and training than unskilled and skilled workers and people with short education.

In annual staff development conversa-tions, employer and employee together

N E W I N S P I R AT I O N

I S G O L D

Today, LIFE-LONG LEARNING is more than a slogan; it is an integrated aspect of OUR CONCEPT OF EDUCATION AND CAREER. Because SOCIETY

IS CHANGING, professional environments are changing, organisations and COMPANIES ARE CHANGING – AND PEOPLE ARE CHANGING.

textSigne Løntoft and

Camilla Wittenkampphotography

Nikita Gavrilovs

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I S G O L D





Nikita Gavrilovs

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the folk high schools in the mid-1800s, Denmark has seen a higher level of in-terest and activity in adult education than most other countries, but in the coming years the main challenge will be to include everyone.”

UNSKILLED WORKERS AND PEOPLE

WITH LOW EDUCATION TEND TO AVOID

FORMAL TRAINING

“There is a large group of adults, mostly with limited education, who are reluctant to engage in continuing education and training – in many ca-ses because they don’t like school. They have suffered many failures and have low self-esteem in relation to organised learning. Many in this group would ac-tually like to earn additional qualifica-tions, but it’s hard for them to act on that desire. They need encouragement and support that does not come from an employment centre, a social worker or other official agencies but from other, trusted adults in their personal life or at work. And as a society, we should strive to eliminate any practical obstacles, ex-penses or other factors that they can use as an excuse to themselves and others.”

KEA’s centre for continuing education and training, KEA Center for Efterud-dannelse, with its epicentre in Balle-rup, is trying to steer clear of this sense of ‘going back to school’. The centre makes a focused effort to create a dy-namic adult learning environment, which is just as active during the day as in the evening. No dusty auditori-ums for passively absorbing lectures; here, the students are actively involved in their own learning. Theory is con-sistently reflected in the students’ own

training to ensure that our labour force has the necessary competences. In the course of a working life of 30-40 years, it is only natural to need new professio-nal input, and furthermore, a growing number of people change careers at some point in their life.”

The desire for ‘personal and professio-nal development’ is often expressed at KEA Center for Efteruddannelse, which offers a wide range of short- and long-cycle programmes on academy and diploma levels, which people typically take on a part-time basis concurrent with work. “We often hear that our stu-dents take on new job functions or are promoted during or after their studies here,” says Lars Thore Jensen, project manager at KEA.

Lars Thore Jensen also sees a trend where companies undergoing change use continuing training programmes for selected staff groups as part of a transformation process or as a means of organisational development. At KEA’s Center for Efteruddannelse, there is a strong focus on matching companies’ current needs with training and educa-tion that can give both companies and employees a learning boost.

“We have a number of open program-mes aimed mainly at providing ad-ditional qualifications in one of the professions we cover. But we also have a growing number of companies and organisations that ask KEA to custom-design programmes for the whole staff. Typically, there are positive side ef-fects in addition to the specific content, because the participants find renewed

experiences and practice.

People with short-cycle education and skilled workers are at-risk groups, but professionals also need to update their skill set. They may have learned to ana-lyse but are unable to operationalise. Also, a university degree is no guaran-tee for leadership skills.

INCREASED DEMAND FOR CONTINUING

EDUCATION PROGRAMMES

The paradigm shift in our approach to education and work is also evident at KEA Center for Efteruddannelse, which see a growing demand for custom-designed continuing education. Every year, 4,800 students take a course or a single subject at KEA Center for Efter-uddannelse, and Project Manager Lars Thore Jensen expects that number to rise in the coming years.

“The way we have structured our soci-ety, we need continuing education and

inspiration. Taking a course together also has positive social effects, as people develop together and discover new si-des of themselves and their colleagues. That can have a positive effect on work procedures and the workplace culture. Thus, in recent years, we have seen competence development become a dri-ver of organisational development.” See the case from the Danish Department of Prisons and Probation on page 74.

Once your boss has given the green light for you to take additional training, your next challenge is to sort out the many training and education programmes: “We are constantly working to improve our visibility through formal and infor-mal networks with companies and orga-nisations, because many lack a clear pic-ture of the content of the various courses and programmes,” says Lars Thore Jen-

sen, who believes the most pressing task in the coming years is to offer guidan-ce in the jungle of available courses and programmes:

“Our main challenge is that people don’t know enough about our courses and programmes. Therefore we are in constant dialogue with small and large companies to learn what their needs are and to tell them what we have to offer. The Danish education system has become very complex, and we are also up against a huge grey market of courses and so-called ‘educational programmes’, so we are facing a huge communication task in explaining how people can acquire new skills and qua-lifications. Many people have no idea that they can complete a qualifying higher education programme in 2-3 years on a part-time basis.”

– f a c t s –

KEA offers continuing higher education as

open programmes, corresponding to one-ye-

ar full-time studies or 60 ECTS points on the

following levels:

Diploma Graduate: corresponds to a professio-

nal bachelor’s degree

Academy Profession Graduate (formerly VVU,

further adult education): Corresponds to busi-

ness academy programmes (short-cycle higher

education) and builds on general or vocational

upper secondary education.

KEA offers a wide range of courses and pro-

grammes to adults who wish to update their

professional knowledge or acquire quali�cati-

ons in a new area or a new profession.

Diploma programmes in management, e-

commerce, design etc.

Academy programmes in management,

communication, IT etc.

Individual subjects on academy or diploma level

Custom-designed courses and programmes

for companies

Courses for job-seekers

The programmes are typically planned as part-

time studies and require at least two years of

work experience.

Visit kea.dk to read more about what we offer.

C O N T I N U I N G E D U C A T I O N A N D

T R A I N I N G – W H Y ?

The typical reasons for adults to engage in con-

tinuing education or training are:

A desire for personal and professional develop-

ment

A desire to document one’s skills and compe-

tences with a formal diploma

New working procedures, new knowledge and

new technology that have made one’s training

obsolete and made it necessary to update one’s

professional quali�cations

A demand from one’s employer for new compe-

tences or quali�cations

A desire for new job tasks or greater responsibi-

lities and higher pay

A desire to change course and switch to a new

line of work, perhaps due to life changes (health

problems, family etc.)

Unemployment and a desire to improve one’s

chances in the job market

KEA's Centre for Continuing Education and

Training in Ballerup has created an adult

educational environment.

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FORMAL TRAINING

















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following levels:


















for companies




work experience.







ment



















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learning

FOR lifeBe�er pay, improved self-esteem, higher quality of life and the necessary knowledge and experience to meet the growing demands placed on managers. These are some of the key motivating factors that make adults return to

the education system. Here you can meet the independent business owner, the HR director, and the district manager

and read what they have taken away from their continuing education experience at KEA.

textTerne Thorsen og Michael Schmidt

PhotographyJan Søndergaard

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learning






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“The continuing educa-tion programme in e-commerce was perfect in relation to my goal

of boosting sales and optimising my company,” says Peter Hvidberg, who is at the helm of his own company.

He once played on the Danish national team in American football. Today he sells equipment for the sport from his online store, Outlet.dk. Step one was a pronounced frustration with the exces-sive price level from other suppliers. To Peter Hvidberg, the leap from thought to action is never far, so together with three friends he founded American Sports Outlet in 1999. The following year he bought out the three others, and over time, his hobby project has grown into a full-time occupation.

At the age of 41, Peter has now enrol-led in continuing education. Two di-ploma degrees, no less: one in sales

and optimisation and one in business development. The decision to engage in continuing education was not difficult. It took just five minutes’ reading in a newsletter before this self-taught busi-nessman was convinced. “It was fairly obvious to me how I could create value for my business, and once the personal motivation is in place, it’s well worth the hours I spend. I see it as a way to up-grade both my business and myself as a manager,” says Peter, who began his studies at KEA in January 2013.

One of the advantages for Peter Hvid-berg was that he was quickly able to implement the new methods in his busi-ness. “Right now, we are learning about optimising sales, which is an area I real-ly want to work on in my business. So I can actually put my new learning to use instantly. Many of the things we work with at KEA are areas where I already have experience from my company, but the training helps me grasp the big-

ger picture. That helps me optimise! For example, I have learned that by changing my storage policy, I can save DKK 300,000 a year.”

Of course, there are also challenges in-volved in taking continuing education. “You have to embrace the challenge, and much of that is really about prio-ritising your time. In addition to the lessons I also have to prepare. That re-quires an effort. But I always remember to see the value it brings, both for my-self and for my company.” In fact, the lessons are quite different from Peter’s previous experience with education. “I am in class together with people from a wide range of industries, and we have very different backgrounds. Here, it’s important to be open about one’s skill set and ask, if something doesn’t seem quite clear. We are doing this because we want to, so generally we have a re-ally cool and open dialogue, where eve-ryone contributes.”

FOUNDER AND DIRECTOR OF AMERICAN SPORTS OUTLET

PETERThe CONTINUING EDUCATION programme in e-commerce was perfect in RELATION TO MY GOAL OF BOOSTING SALES and OPTIMISING MY COMPANY,” says Peter Hvidberg, who

is at the HELM OF HIS OWN COMPANY.

Hvidberg

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Hvidberg

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“The great thing about KEA is their flexibility in planning the edu-cation to match the

company’s needs,” says Pernille Iver-sen, HR director in the Danish Prison and Probation Service. KEA’s continuing education and training includes courses, individual subjects and academy and diploma programmes, most of them de-veloped in cooperation with companies, organisations or municipalities. For the Danish Prison and Probation Service, KEA provides both academy and di-ploma programmes as custom-designed management programmes tailored to the needs of their staff. The program-mes address the Service’s specific needs, and in close cooperation with Pernille Iversen, KEA makes sure to include to-pics that relate specifically to everyday life in the Danish prison system.

To provide education that the staff feels

up to engaging in has also required pre-paring the staff for the major change involved in going back to school. “The way we have planned it, the employees do an orientation course before embar-king on their diploma programme. Our managers are trained prison guards, and they are not used to studying. The course prepares them for the program-me before they start,” Pernille Iversen explains.

Although many find it challenging to return to school with everything it en-tails in terms of studying, writing as-signments and exams, their motivation is high, which helps them complete the programme. Pernille Iversen thinks that the staff’s motivation springs from the growing demands that are made on them as managers. That is a factor in society in general, and it is also evident in the Danish Prison and Probation Service. The continu-

ing education at KEA prepares them to meet the ever growing demands from the workplace and from society at large.

“The education clearly boosts their confidence. It is a qualifying manage-ment programme, which means that they can now match the competence level of most other managers. And that is not only useful in their cur-rent context – it’s also something they can use if they ever want to move on to other areas of the labour market. This gives them a whole new set of qualifications,” she says and adds, “I can only encourage other companies to do what we are doing. KEA is really good at planning qualifying education programmes that are custom-designed for the individual companies, and of-fering your employees additional trai-ning improves both their job satisfac-tion and their qualifications.”

HR DIRECTOR, KRIMINALFORSORGEN (COPENHAGEN PRISONS)

PERNILLEPernille Iversen was working as HR manager in a pharmaceutical company when she �rst heard about KEA. She was ORGANISING COURSES FOR THE STAFF, and she chose to partner with KEA. Today, Pernille Iversen is HR director in the Danish Prison and Probation Service, and her COOPERATION WITH KEA IS INTO ITS FIFTEENTHS YEAR.

Iversen

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Iversen

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When Jesper Paarup Bli-cher’s workplace, jem&fix, offered ten of its store ma-nagers a chance to take

additional education at KEA, he knew right away that he wanted to be one of the ten. It sounded exciting, and Jesper wanted to take his career to a new level. “When I read about the programme, I thought it sounded very academic, and it was a little hard to relate to,” says Jes-per, who nevertheless decided to give it a chance. He found that his worries had been unfounded. “I was really surprised at KEA’s ability to integrate our working experience on an academic level in the classes. When the classes are as practi-ce-oriented as they are at KEA, it’s really easy to take what we learn and imple-ment it at work.”

Jesper Paarup Blicher is taking the academy degree in Retail – Academy

Professional Degree in Commerce, and although he is only a little over half-way in the programme, he has already bene-fited more than he had expected. “After I became district manager I have really been able to use what I have learned in the programme. I am 30 years old and responsible for 200 to 250 employees, so I have had good use for the knowledge about management that I have acquired at KEA,” says Jesper, who began his working life when he trained as a sales assistant at COOP in 2003. “KEA is extre-mely adept at providing variation in the courses, and the content is always clea-rly related to our everyday experience.”

Although Jesper Paarup Blicher is happy that he accepted the offer of continuing education he can easily see how it might hard for some people to go back to school. “It still hasn’t been that long since I was a student, and in

addition it was incredibly motivating for us that we had so much support form jem&fix – both before and af-ter we embarked on the programme,” says Jesper.

The desire to learn has to be primary motivation. “I think one should con-sider carefully whether one has the motivation. It does eat into one’s free time, so the motivation has to be there. But I have benefited so much that it hasn’t felt like a sacrifice,” says Jesper Paarup Blicher, who is excited about the prospects of looking back at the development he has undergone – pro-fessionally as well as personally – a year from now, when he graduates. “I have already acquired a whole range of tools that I can use in my day-to-day work, so if it continues like this, I can’t hardly imagine how much good this will do me once I’m done.”

DISTRICT MANAGER, JEM & FIX

JESPERWhen Jesper Paarup Blicher embarked on his CONTINUING

EDUCATION at KEA he was a store manager. Today, eighteen months later, he has been promoted to district manager with RESPONSIBILITY

FOR MORE THAN 200 EMPLOYEES in the DIY retail chain jem&�x. A

BIG STEP UP THE CAREER LADDER, which he attributes to his Academy Professional Degree in Commerce at KEA.

Paarup Blicher

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Paarup Blicher

GØR VIDEN TIL HANDLING OG OPNÅ BEDRE BUNDLINJE I BUTIKKEN

Detailakademiet er uddannelser til dig, der arbejder med detail. Du får en professionel, godkendt og kompetencegivende uddannelse, du kan bruge til at skabe resultater i butikken med det samme.

Retailer – for salgsassistenter

Retail Leadership – for mellemledere

Akademiuddannelsen i Retail Leadership – for ledere

Detailakademiets uddannelser er udviklet i tæt samarbejde med en række store detailkæder.Du vil opleve engagerede og involverende undervisere, som taler detailhandlens sprog. Detailakademiet tilbyder både korte og længere uddannelsesforløb.Vi skræddersyr uddannelser efter virksomhedens behov.

Kunderne siger:

At valget faldt på Detailakademiet skyldes deres store viden inden for detailbranchen samt deres tætte kontakt til erhvervslivet og hvad der rører sig. Dette har gjort at undervisningen er hurtigt omsættelig til dagligt brug for vores deltagere.Kari Kuhberg, uddannelsesansvarlig, Synoptik A/S Som leder kan jeg bruge den erfaring, jeg har opbygget gennem mange år, når jeg omsætter den nye teori til praksis, det har været den største gevinst. Detailakademiets uddannelse har givet mig så meget. Den synergi, der er opstået her, er ubetalelig. Mikael Kirschner, Butikschef, Synoptik A/S

RETAILER

TALENT FORLØB

AKADEMI-UDDANNELSEN

I RETAIL

LEADERSHIP

RETAILLEADERSHIP

www.detailakademiet.dk

C

M

Y

CM

MY

CY

CMY

K

GØR VIDEN TIL HANDLING OG OPNÅ BEDRE BUNDLINJE I BUTIKKEN

Detailakademiet er uddannelser til dig, der arbejder med detail. Du får en professionel, godkendt og kompetencegivende uddannelse, du kan bruge til at skabe resultater i butikken med det samme.

Retailer – for salgsassistenter

Retail Leadership – for mellemledere

Akademiuddannelsen i Retail Leadership – for ledere

Detailakademiets uddannelser er udviklet i tæt samarbejde med en række store detailkæder.Du vil opleve engagerede og involverende undervisere, som taler detailhandlens sprog. Detailakademiet tilbyder både korte og længere uddannelsesforløb.Vi skræddersyr uddannelser efter virksomhedens behov.

Kunderne siger:

At valget faldt på Detailakademiet skyldes deres store viden inden for detailbranchen samt deres tætte kontakt til erhvervslivet og hvad der rører sig. Dette har gjort at undervisningen er hurtigt omsættelig til dagligt brug for vores deltagere.Kari Kuhberg, uddannelsesansvarlig, Synoptik A/S Som leder kan jeg bruge den erfaring, jeg har opbygget gennem mange år, når jeg omsætter den nye teori til praksis, det har været den største gevinst. Detailakademiets uddannelse har givet mig så meget. Den synergi, der er opstået her, er ubetalelig. Mikael Kirschner, Butikschef, Synoptik A/S

RETAILER

TALENT FORLØB

AKADEMI-UDDANNELSEN

I RETAIL

LEADERSHIP

RETAILLEADERSHIP

www.detailakademiet.dk

C

M

Y

CM

MY

CY

CMY

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K E A R e p o r t s

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P r a c t i c a l i n fo r m a t i o n

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SHAPE YOUR FUTUREBe well prepared for the future with a degree from KEA. All KEA’s programmes are developed in close cooperation with re-gional 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 pro-grammes 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.

EDUCATIONPriority on cooperation with companies. The programmes are based on lectures, class room education, workshops, as-signments and projects to provide a sound basis for under-standing real-life practice. Assignments are done both in teams and individually.

STUDENT COUNSELLINGMake 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 per-sonal 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 [email protected].

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 SAn academy professional degree programme is a higher education pro-

gramme that normally takes two years, consists of four semesters and pro-

vides 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 AC A D E M Y P RO G R A M M E S I N D E S I G N

D E S I G N T E C H N O L O G Y

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 pro�le and typi-

cally 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 an-

nounced by invitation. You can see a sample admission test at kea.dk.

Programme start: Only in summer.

_

D E S I G N 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 A T I O N A L )

Duration: 2 years.


Admission requirements: Check kea.dk/en/









How do I apply: The programme is included in the coordinated enrolment





Programme start: only in summer.

_

A C A D E M Y P R O F E S S I O N A L D E G R E E P R O G R A M M E S I N I T

C O M P U T E R S C I E N C E ( I N T E R N A T I O N A L )

Duration: 2½ years.



Examples of subjects/themes in the programme: an international pro-

�le 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.

_

I T T E C H N O L O G Y

Duration: 2 years.



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 in-

ternational pro�le.

What does an IT Technology graduate do: jobs such as IT planner, network

manager, IT consultant, electronics constructor or production technologist.


_

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.



Examples of subjects/themes in the programme: an international

pro�le 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: multi-

media designer, web designer, webmaster, game designer, project mana-

ger/coordinator, marketing assistant, web and mobile developer or fou-

nding an independent business in an international context.


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– E d u c a t i o n s K E A –P R A C T I C A L I N F O R M AT I O N

F I N D Y O U R E D U C A T I O N A L L E V E LKEA offers programmes on three different levels:

· 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 vari-

ous programmes in the education system and their

mutual relationships.

You can read more about the individual levels below.

M A S T E R ’ S D E G R E E

T O P - U P B A C H E L O R

D E G R E E (1 ½ Y E A R S )

B A C H E L O RD E G R E E

( 3 ½ Y E A R S )

A C A D E M Y P R O F E S S I O N A L

D E G R E E ( 2 Y E A R S )

Y O U T H E D U C A T I O N

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Duration: 2 years.

















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Duration: 2 years.

















_








and the company.




_


Duration: 2 years.











_


Duration: 2 years.













_













D E G R E E (1 ½ Y E A R S )


( 3 ½ Y E A R S )




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T O P - U P B A C H E L O R D E G R E E P R O G R A M M E SYou can take a top-up degree after you have completed your academy

professional degree and thus earn a bachelor degree. A top-up program-

me takes 1½ years, includes three semesters and confers 90 ECTS points.

TOP-UP BACHELOR DEGREE PROGR AMME IN DESIGN

D E S I G N & B U S I N E S S ( I N T E R N A T I O N A L )




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 Purcha-

sing 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 de-

veloper, PR or event coordinator, communication worker, buyer or sourcing.

Programme start: summer.

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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 A T I O N A L )



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.


_

W E B D E V E L O P M E N T ( I N T E R N A T I O N A L )




Examples of subjects/themes in the programme: the design and con-

struction of web applications on every scale.

What does a Web Development graduate do: jobs such as front- and back-

end developer, programmer, webmaster, web shop developer or web designer.


_

S O F T W A R E D E V E L O P M E N T ( I N T E R N A T I O N A L )




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

work as a software developer, software coordinator, software analyst,

software programmer or an IT architect.


_

B A C H E L O R D E G R E E P R O G R A M M E SA full bachelor degree programme takes 3½ years. The programme inclu-

des seven semesters and provides 210 ECTS points.

B A C H E L O R D E G R E E P R O G R A M M E S I N D E S I G 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 )




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 conceptua-

lised and marketed – nationally as well as internationally. The focus is on

the jewellery design, materials, jewellery concepts, trends, cultural un-

derstanding, 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 desig-

ner, trend spotter, buyer, sourcer, PR coordinator or entrepreneur.


_

BACHELOR DEGREE PROGRAMMES IN CONSTRUCTION

A R C H I T E C T U R A L T E C H N O L O G Y A N D C O N S T R U C T I O N

M A N A G E M E N T ( I N T E R N A T I O N A L )




Examples of subjects/themes in the programme: an international pro�le

within subjects such as communication, materials, architectural planning,

construction calculation, installations, sustainability, business and law.

What does an Architectural Technology and Construction Manage-

ment graduate do: jobs in an international context, primarily in the con-

struction 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.

_

B A C H E L O R D E G R E E P R O G R A M M E S I N I T ( I N T E R N A T I O N A L )

E C O N O M I C S A N D I T




Examples of subjects/themes in the programme: business economics, busi-

ness strategy, project management, strategic planning of information systems.

What does an Economics and IT graduate do: jobs such as IT manage-

ment, IT consultant, systems developer or systems analyst.


F O R M O R E I N F O R M AT I O N

K E A . D K

K E A R e p o r t s

– 0 82 –



















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T O P - U P B AC H E L O R D E G R E E P RO G R A M M E S I N I T











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INSIGHT AND VISIONSEducation that creates value for tomorrow’s society

WWW.KEA.DK








K E A R e p o r t s

– 0 0 4 –

C o n t e n t s

– 0 0 5 –

C o n t e n t s

Cover:


SUMMER 2013















11

14

20

25

34

42

48

66

70

K E A R e p o r t s

– 0 0 4 –

C o n t e n t s

– 0 0 5 –

C o n t e n t s

Cover:


SUMMER 2013















11

14

20

25

34

42

48

66

70

K E A R e p o r t s

– 0 0 6 –





INTRO

PH

OT

OG

RA

PH

Y J

an S

øn

de

rgaa

rd

I n t r o

– 0 07 –






K E A R e p o r t s

– 0 0 6 –





INTRO

PH

OT

OG

RA

PH

Y J

an S

øn

de

rgaa

rdI n t r o

– 0 07 –






K E A R e p o r t s

– 0 0 8 –

I n s i d e

– 0 0 9 –








K E A R e p o r t s

– 0 0 8 –

I n s i d e

– 0 0 9 –








K E A R e p o r t s

– 010 –

I n s i d e

– 011 –









PH

OT

OG

RA

PH

Y —

Po

lfo

to

K E A R e p o r t s

– 010 –

I n s i d e

– 011 –









PH

OT

OG

RA

PH

Y —

Po

lfo

to

K E A R e p o r t s

– 012 –

I n s i d e

– 013 –

PH

OT

OG

RA

PH

Y —

Am

and

a H

est

eh

ave









K E A R e p o r t s

– 012 –

I n s i d e

– 013 –

PH

OT

OG

RA

PH

Y —

Am

and

a H

est

eh

ave









K E A R e p o r t s

– 014 –

Fe a t u r e

– 015 –













KEA IS A LABORATORY




textLeny Malacinski


K E A R e p o r t s

– 014 –

Fe a t u r e

– 015 –













KEA IS A LABORATORY




textLeny Malacinski


K E A R e p o r t s

– 016 –

Fe a t u r e

– 017 –






































– f a c t s –



D E M I E S .






















short time span.”







K E A R e p o r t s

– 016 –

Fe a t u r e

– 017 –






































– f a c t s –



D E M I E S .






















short time span.”







K E A R e p o r t s

– 018 –














WELL PREPARED

















weardenmark.com

K E A R e p o r t s

– 018 –














WELL PREPARED

















weardenmark.com

K E A R e p o r t s

– 020 –

I n t e r v i e w

– 021 –














the good life


Amanda Hestehave

K E A R e p o r t s

– 020 –

I n t e r v i e w

– 021 –














the good life


Amanda Hestehave

K E A R e p o r t s

– 022 –

I n t e r v i e w

– 023 –








– f a c t s –


Rector of KEA





























K E A R e p o r t s

– 022 –

I n t e r v i e w

– 023 –








– f a c t s –


Rector of KEA





























P o r t fo l i o

– 025 –




and abroad.










www.oris.ch

Or

is


n




P o r t fo l i o

– 025 –




and abroad.










www.oris.ch

Or

is


n




K E A R e p o r t s

– 026 –

P o r t fo l i o

– 027 –


















K E A R e p o r t s

– 026 –

P o r t fo l i o

– 027 –


















K E A R e p o r t s

– 028 –

P o r t fo l i o

– 029 –

















K E A R e p o r t s

– 028 –

P o r t fo l i o

– 029 –

















K E A R e p o r t s

– 03 0 –

P o r t fo l i o

– 031 –



















K E A R e p o r t s

– 03 0 –

P o r t fo l i o

– 031 –



















K E A R e p o r t s

– 032 –

P o r t fo l i o

– 033 –



















K E A R e p o r t s

– 032 –

P o r t fo l i o

– 033 –



















K E A R e p o r t s

– 03 4 –

Te n d e n c y

– 03 5 –










TextSigne Løntoft

SPEAKING

K E A R e p o r t s

– 03 4 –

Te n d e n c y

– 03 5 –










TextSigne Løntoft

SPEAKING

K E A R e p o r t s

– 03 6 –

Te n d e n c y

– 037 –








































K E A R e p o r t s

– 03 6 –

Te n d e n c y

– 037 –









































33 11 01 12 www.axel.dk


8000 Aarhus C86 76 07 77

www.axel.dk



RSPRING

RSPRING

ASPRING

ASPRING

NSPRING

NSPRING

DSPRING

DSPRING

SSPRING


RA2013

AN2013





33 11 01 12 www.axel.dk


8000 Aarhus C86 76 07 77

www.axel.dk



RSPRING

RSPRING

ASPRING

ASPRING

NSPRING

NSPRING

DSPRING

DSPRING

SSPRING


RA2013

AN2013




K E A R e p o r t s

– 0 4 0 –

R e p o r t a g e

– 0 41 –





text Terne Thorsen


Amanda Hestehave



















K E A R e p o r t s

– 0 4 0 –

R e p o r t a g e

– 0 41 –





text Terne Thorsen


Amanda Hestehave



















K E A R e p o r t s

– 0 4 2 –

Te n d e n c y

– 0 4 3 –

NOW IS THE TIME!











HO

TO

GR

AP

HY

— P

olf

oto

TextAnne Winther





K E A R e p o r t s

– 0 4 2 –

Te n d e n c y

– 0 4 3 –

NOW IS THE TIME!











HO

TO

GR

AP

HY

— P

olf

oto

TextAnne Winther





K E A R e p o r t s

– 0 4 4 –

Te n d e n c y

– 0 4 5 –
























history.








































A C A D E M Y 2 0 1 3













PH

OT

OG

RA

PH

Y —

Po

lfo

to

K E A R e p o r t s

– 0 4 4 –

Te n d e n c y

– 0 4 5 –
























history.








































A C A D E M Y 2 0 1 3













PH

OT

OG

RA

PH

Y —

Po

lfo

to

K E A R e p o r t s

– 0 4 6 –

Te n d e n c y

– 0 4 7 –





























different from you.



just one person.

PH

OT

OG

RA

PH

Y —

Po

lfo

to







S H I R T S )






E N T A C T





entrepreneurship.










construction.











analysis etc.)












professor at KEA.

















K E A R e p o r t s

– 0 4 6 –

Te n d e n c y

– 0 4 7 –





























different from you.



just one person.

PH

OT

OG

RA

PH

Y —

Po

lfo

to







S H I R T S )






E N T A C T





entrepreneurship.










construction.











analysis etc.)












professor at KEA.

















K E A R e p o r t s

– 0 4 8 –

To o l s

– 0 4 9 –






K E A R e p o r t s

– 0 4 8 –

To o l s

– 0 4 9 –






K E A R e p o r t s

– 0 5 0 –

To o l s

– 0 51 –










K E A R e p o r t s

– 0 5 0 –

To o l s

– 0 51 –










K E A R e p o r t s

– 0 52 –

To o l s

– 0 53 –




3D printing.









K E A R e p o r t s

– 0 52 –

To o l s

– 0 53 –




3D printing.









K E A R e p o r t s

– 0 5 4 –

To o l s

– 0 55 –











K E A R e p o r t s

– 0 5 4 –

To o l s

– 0 55 –











K E A R e p o r t s

– 0 5 6 –

To o l s

– 0 57 –








K E A R e p o r t s

– 0 5 6 –

To o l s

– 0 57 –








K E A R e p o r t s

– 0 5 8 –


– 0 59 –

BREAKING DOWN

GENDER BARRIERS




boundaries.

textAnne Winther















in 1903.





K E A R e p o r t s

– 0 5 8 –


– 0 59 –

BREAKING DOWN

GENDER BARRIERS




boundaries.

textAnne Winther















in 1903.





K E A R e p o r t s

– 0 6 0 –


– 0 61 –









BREAKERS RU L E






PH

OT

OG

RA

PH

Y —

An

ne

Mie

Dre

ves

TE

XT

— T

ern

e T

ho

rse

n




















Atlantic.


and wore them well.









K E A R e p o r t s

– 0 6 0 –


– 0 61 –









BREAKERS RU L E






PH

OT

OG

RA

PH

Y —

An

ne

Mie

Dre

ves

TE

XT

— T

ern

e T

ho

rse

n




















Atlantic.


and wore them well.









K E A R e p o r t s

– 0 62 –

P o r t r a i t

– 0 6 3 –

















LEARNING BY DOING



W h o ’ s W h o

N A M E :


A G E :

45 år.

J O B :



B O N U S I N F O :





– f a c t s –




















K E A R e p o r t s

– 0 62 –

P o r t r a i t

– 0 6 3 –

















LEARNING BY DOING



W h o ’ s W h o

N A M E :


A G E :

45 år.

J O B :



B O N U S I N F O :





– f a c t s –




















Følg

os

på: w

ww

.face

book

.com

/ker

asta

seda

nmar

k

GLOSSY GENERATION:






til langt hår.

Følg

os

på: w

ww

.face

book

.com

/ker

asta

seda

nmar

k

GLOSSY GENERATION:






til langt hår.

K E A R e p o r t s

– 0 6 6 –

T h e m e

– 0 67 –










I S G O L D





Nikita Gavrilovs

K E A R e p o r t s

– 0 6 6 –

T h e m e

– 0 67 –










I S G O L D





Nikita Gavrilovs

K E A R e p o r t s

– 0 6 8 –

T h e m e

– 0 69 –




FORMAL TRAINING

















– f a c t s –




following levels:


















for companies




work experience.







ment



















K E A R e p o r t s

– 0 6 8 –

T h e m e

– 0 69 –




FORMAL TRAINING

















– f a c t s –




following levels:


















for companies




work experience.







ment



















K E A R e p o r t s

– 070 –

C a s e s

– 071 –

learning






K E A R e p o r t s

– 070 –

C a s e s

– 071 –

learning






K E A R e p o r t s

– 072 –

C a s e s

– 073 –












Hvidberg

K E A R e p o r t s

– 072 –

C a s e s

– 073 –












Hvidberg

K E A R e p o r t s

– 074 –

C a s e s

– 075 –










Iversen

K E A R e p o r t s

– 074 –

C a s e s

– 075 –










Iversen

K E A R e p o r t s

– 076 –

C a s e s

– 077 –













Paarup Blicher

K E A R e p o r t s

– 076 –

C a s e s

– 077 –













Paarup Blicher

K E A R e p o r t s

– 0 8 0 –


– 0 81 –











Duration: 2 years.

















_



Duration: 2 years.

















_








and the company.




_


Duration: 2 years.











_


Duration: 2 years.













_













D E G R E E (1 ½ Y E A R S )


( 3 ½ Y E A R S )




K E A R e p o r t s

– 0 8 0 –


– 0 81 –











Duration: 2 years.

















_



Duration: 2 years.

















_








and the company.




_


Duration: 2 years.











_


Duration: 2 years.













_













D E G R E E (1 ½ Y E A R S )


( 3 ½ Y E A R S )




K E A R e p o r t s

– 0 82 –



















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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











_










_












_


















_

















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K E A . D K

K E A R e p o r t s

– 0 82 –



















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T O P - U P B AC H E L O R D E G R E E P RO G R A M M E S I N I T











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_












_


















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Documents

Kea reports summer uk