Programme Title: Smart Electrical Networks and Systems

Exhibit 1.1 57_2011_MSc6_SENSE Version 110922

KIC InnoEnergy – Educational Programme 1

InnoEnergy Education Programme Description for Smart Electrical Networks and Systems (SENSE)

Programme Title: Smart Electrical Networks and Systems Programme acronym: SENSE-EIT Programme type: MSc

Area: Smart Grids

Name and contact information of programme responsible: Assoc. Prof. Hans Edin School of Electrical Engineering Teknikringen 33 SE-10044 Stockholm Sweden [email protected], +46 8 7907639 Name and contact information of programme deputy: LIST OF PARTICIPATING INSTITUTIONS:

Éducational Program Partners Participant legal name CC Organization type Accountable/contact

person1

1 KTH Sweden University Hans Edin

2 TU/e Benelux University Marleen van

Heusden

3 UPC Iberia University Andreas Sumper

4 Grenoble INP Alps Valley University Pascal Tixador

5 KU Leuven Benelux University Johan Driesen

6 KIT Germany University Thomas Leibfried

7 AGH Poland+ University Wojciech Grega

8 Uppsala University (UU)

Sweden University Mikael Bergkvist

1 At present this is the contact person



Associate Partners (For example, supporting industrial companies)

9 ESADE

Iberia University Elena Bou

10 ABB

Sweden Industrial partner

(InnoEnergy partner)

Helena Malmkvist

11 EDF

Alps Valley

Industrial partner


Christine Patte

12 EnBW - Energie Baden-

Württemberg

Germany Industrial partner


Wolfram Münch

13 IREC

Alps Valley

Industrial partner


Antoni Martinez

14 Vattenfall

Sweden Industrial partner


Johan Söderbom

15 Alliander

Benelux

Industrial partner (Non

InnoEnergy partner)

Martijn Bongaerts

16 Alstom Power WIND

Iberia


InnoEnergy partner)

Jordi Puigicorbé

17 Endesa

Iberia Industrial partner (Non

InnoEnergy partner)

José Ramón Esteve

Herrero

18 Enexis

Benelux


InnoEnergy partner)

J.G. Slootweg

19 Schneider Electric

Alps Valley


InnoEnergy partner)

Alain Glatigny

20

SvK - Swedish National

Grid Company

Sweden Industrial partner (Non

InnoEnergy partner)

Göran Ericsson



1. Set up of the programme Organising CC: Sweden

Which universities at the organising CC are involved and from which year onwards:

KTH in Stockholm will coordinate the joint MSc program on Smart Electrical Networks and Systems (SENSE). Both KTH and UU are providing a first and a second year in the program. Uppsala University is participating by providing course or course/module on renewable energy sources and electric storage in the 7,5 credit SENSE course that will be provided. Details are not finished, but likely one of the four modules in the SENSE-course will be provided as ‘renewable energy sources and electric storage’.

Is this a new or an existing programme: New

Starting date of the programme: 2012-09-01

Duration of the programme: 2 years

Language: English (All courses are provided in English)

How many students foreseen in the first year: 80

How many students foreseen in subsequent years: 160/intake

How many and which entry points:

A first year will be provided by:

KTH Stockholm, TU/e Eindhoven, KU Leuven, UU Uppsala, AGH Kraków, equal number of students per

university is initially assumed, i.e. about 16 students/university in the first year

How many and which exit points:

Six exit points are provided:

KTH Stockholm, TU/e Eindhoven, KU Leuven, INP Grenoble, UPC Barcelona, KIT Karlsruhe, UU Uppsala

Program coordination committee (names/affiliations/responsibilities in the program):

Hans Edin, KTH, Coordinator Not Yet Decided, Deputy coordinator with focus on industrial initiatives Wilhelmius Kling/ Marleen van Heusden TU/e, Partner Andreas Sumper, UPC, Partner Pascal Tixador, Grenoble INP, Partner Johan Driesen, K.U. Leuven, Partner Thomas Leibfried, KIT, Partner Mikael Bergkvist, UU, Partner Krysztof Piatec, AGH, Partner



Please include a time line/planning for the development of the programme and running of the

programme the first year. The time line should include a deliverable for each activity. Things to put in

the time line include among others:

- development of the programme (courses and entrepreneurship modules, internships, thesis,

administration, support, etc)

- marketing plan

- quality assurance plan

- promotion

- programme start

- graduates (when, how many)

The time line may be added as an appendix.

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SENSE TIMELINE

2011

2012

2013

Q2

Q3

Q4

Q1

Q2

Q3

Q4

Q1

Q2

Q3

Q4

Application and

evaluation

Promotion of

program, setting

up web-portals,

facebook groups

etc

Student

application

20110915

- 20111130

Ranking and

selection of

students

Inform

ation

about

admission:

2012????

Reception of

students/program

start

Approx.

1st of

September

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SENSE summer

school

ESADE business

school

Identification of

industrial

participation in

detail

Development of

SENSE 7,5

ECTS course

including

modules.

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Development of program: the content of the program is ready as illustrated in the forthcoming sections.

Courses exist to 95%, but one important deviation is a course with the key aspects on smart electric

grids and networks (SENSE-course). The SENSE-course is a 7.5 credit course consisting of four modules,

each with a key area on a preferential topic. This course is under development at KTH and will be

provided from autumn 2012. This course has four concentrated events and is running over the whole

first year in the program. The SENSE-course is the key forum for knowledge transfer from industrial

experts, specialists from partner university and results from innovation projects.

Autumn 2011 - : The enrolment of other partners 1-8 and how they can contribute to the course.

September 2012: The program will start for the first time, and with a gradually increasing volume.

Autumn 2011: Development of marketing plan for 2012 and development of plan for

Autumn/winter 2011/2012: Promotion of program in wider context.

Graduates: The first (starting in 2011) 80 students are supposed to graduate in June 2014

2. Schematic overview of the programme Please give a short introduction to the programme. What are the new thematic that will be covered

by this programme? How will theory, internships and practical cases be integrated?

Added value of the SENSE-EIT

Master of Science courses in the area of electric power engineering have since a long time been

established at universities, not at least at those that stand behind this joint application. Technical,

political, market and environmental driving forces has put new requirement, but also possibilities

on the futures electric power systems.

The SENSE-EIT program will use the existing and newly developed courses at each university

as the backbone in the design of the curriculum of SENSE-EIT. Courses have been adapted to

meet the quickly approaching demands on restructuring the electric power grids from

hierarchical networks to Smart Grids that permits a higher degree of controlled flow of electric

power. The introduction to the absolute novelty of the smart grids concept is lifted to a separate

course during the first year. With advanced electric power engineering courses and inspirations

from the concepts and challenges within the smart grids the students will select a year of

specialization which to 50 % consists of their individual thesis project and the rest of

supplementary courses.

An added value to SENSE-EIT students is the ability to interact in the innovative area of



InnoEnergy researchers. The SENSE-EIT applicant organisation KTH is coordinating the

activities within InnoEnergy/Smart Grids.

The students in this program will interact with existing master program students, but they will

have a focus on not only existing solutions for power generation, transmission/distribution and

efficient utilisation of electric power; they rather use their knowledge to evaluate and criticize the

developments on-going in the smart grids era. To encourage further development of innovative

solutions the program will organize a summer school on business and entrepreneurships as given

by the associate partner ESADE.

The added value of this program is summarized in the following points:

• The SENSE-EIT will be a corner stone in the InnoEnergy/Smart Grids thematic area and

will be the important source for recruitment of engineers to the industry and to the PhD

program.

• The eight partner universities have each a specialization that is focused to one of the key

areas of the future electricity grid, which ensure that students have a high possibility to

select specialisations where they later can perform research according to their interest.

• The emphasis on innovative solutions is implemented from the beginning. The relations

to the innovation and research activities are strong and each MSc student will have a

mentor among the more established PhD students or post docs. The students will be

offered a business and innovation course organized by ESADE business school in the

summer between the first year and the second year (financiering through

EIT/InnoEnergy).

• The students in SENSE-EIT are supported by the existing Masters programs in Electric

Power engineering at the hosting university. In the first course cohort the number of

students per hosting university may be quite low and the connection to established

programs guarantee a good learning environment.

• Students will meet industrial partners on a regular basis during the whole program.

During the first year it will be in concentrated activities in the course on Smart Electrical

Networks and Systems (SENSE-course). A summer school offers the final activities

where students achieve feedback on their developed projects and on their tentative thesis

work. In the summer school they will also practice a number of generic skills as making

oral presentations for a larger audience and debating issues in the field of SENSE-EIT.

The SENSE course is running on the whole first year and is based on modules with

concentrated events on special topics. Each of these modelues will also concern the

route towards entrepreneurships and business, as that is best treated in the right

framwork, For example the business opportunities are different for a transmission

grid compared to a local renbewable energy supplier on a small scale.

• The students will meet a larger network of researcher around Europe than is common in

other programs.



Please add a schematic overview of the programme and its courses as an appendix to this application

form, including internships, summer schools, etc.



Structure, content and mandatory mobility of SENSE-EIT

The structure of SENSE-EIT is illustrated by the following organization map. From the first year

the students can go to any partner university, except to the university where they stayed during

the first year.

SENSE

SUMMER SCHOOL

ESADEBusiness & EntrepreneurshipModule

KTH

Stockholm

TU/e

Eindhoven

YEAR 1

KTH

Stockholm

TU/e

Eindhoven

UPC

Barcelona

INP

Grenoble

KUL

Leuven

KIT

Karlsruhe

Master

thesis

Master

thesisMasterthesis

Masterthesis

Master

thesisMasterthesis

SENSE

SUMMER SCHOOL

SENSE

SUMMER SCHOOL


KTH

Stockholm

TU/e

Eindhoven

YEAR 1

KTH

Stockholm

TU/e

Eindhoven

YEAR 1

KTH

Stockholm

TU/e

Eindhoven

UPC

Barcelona

INP KUL

Leuven

KIT

Karlsruhe

Master

thesis

Master

thesisMasterthesis

Masterthesis

Master

thesis

KTH

Stockholm

TU/e

Eindhoven

UPC

Barcelona

KUL

Leuven

KIT

Karlsruhe

YEAR 2

Master

thesis

Master

thesisMasterthesis

Masterthesis

Master

thesis

Reception at KTH

K.U.Leuven

Leuven

AGH

Krakow

UU

Uppsala

UUUppsala

Master

thesis

SENSE

SUMMER SCHOOL


KTH

Stockholm

TU/e

Eindhoven

YEAR 1

KTH

Stockholm

TU/e

Eindhoven

UPC

Barcelona

INP

Grenoble

KUL

Leuven

KIT

Karlsruhe

Master

thesis

Master

thesisMasterthesis

Masterthesis

Master

thesisMasterthesis

SENSE

SUMMER SCHOOL

SENSE

SUMMER SCHOOL


KTH

Stockholm

TU/e

Eindhoven

YEAR 1

KTH

Stockholm

TU/e

Eindhoven

YEAR 1

KTH

Stockholm

TU/e

Eindhoven

UPC

Barcelona

INP KUL

Leuven

KIT

Karlsruhe

Master

thesis

Master

thesisMasterthesis

Masterthesis

Master

thesis

KTH

Stockholm

TU/e

Eindhoven

UPC

Barcelona

KUL

Leuven

KIT

Karlsruhe

YEAR 2

Master

thesis

Master

thesisMasterthesis

Masterthesis

Master

thesis

Reception at KTH

K.U.Leuven

Leuven

AGH

Krakow

UU

Uppsala

UUUppsala

Master

thesis



Allowable mobility (Y=Yes, N=No)

First year

Second year

KTH TU/e K.U.Leuven UU AGH

KTH N Y Y N Y

TU/e Y N Y Y Y

K.U.Leuven Y Y N Y Y

UU N Y Y N Y

UPC Y Y Y Y Y

INP Grenoble Y Y Y Y Y

KIT Y Y Y Y Y

Figure 1: Structure of SENSE-EIT

The SENSE program starts with a joint reception at the coordinating university (KTH). At this

event they will be introduced to the key staff in SENSE-EIT and be introduced to the subject by

the staff and inspired by lectures from industrial participants. Thereafter they will start their first

year program.

In the first year they study a number of fundamental courses of relevance for electric power

engineering in general. The detailed course matrix is shown below in Table 1. The ECTS credits

of each course is given in parenthesis.

Table 1

KTH TU/e K.U.Leuven UU AGH

Mandatory courses: Mandatory courses: Mandatory courses: Mandatory/elective

courses:

Mandatory:

Power systems analysis,

Part 1 (7,5)

Mini programme 1: Power Systems (3) Introd. To Energy systems

(5)

Advanced circuit

theory (5)

Power electronics (7,5) Technology for sustainable

development (3)

Power Electronics (3) Industrial project

management (5)

Numerical methods in

electrical engineering

(4)

Electrical machines and Energy and economy (3) Electrical Drives; Advanced Power Electronics (5) Electric machines and



drives (7,5) Topics in Elektrical Machines,

including Implementation

Aspects (6)

equipment in electric

power systems (5)

Computer Applications in

Power Systems (7,5)

Energy Degradation (3) Short-Circuit Calculations,

Power Quality and

Electromagnetic Compatibility

(3)

Project Management II (5) Measurements in

electric power grid (5)

Smart Electrical

Networks and

Systems (7,5)

Environment and Power

Engineering (3)

Electromagnetic Processing of

Materials (3)

Automatic Control (5) Distrurbances in

electrical power

systems (5)

Mini programme 2: Nuclear Energy (6) Innovation Management

(10)

Distributed Control

Systems (4)

Electrical machines (3) Thermal Systems and Energy

Management (6)

Wave Power (10) Advanced methods for

signal analysis and

processing in power-

line systems (4)

Planning and Operation of

Power systems (3)

Finite Elements for

Electromagnetic Fields (3)

Wind Power (10) Computer

Communications (5)

Electromagnetic

Compatibility (3)

Renewable Energy (3) Technology base

entreprenurships (5)

Artificial Intelligence

(5)

Realization of power

converters (3)

Regulatory Affairs (3) Inverter design (5) Low frequency

conducted

disturbances and

electromagnetic

compatibility (4)

Smart Electrical Networks

and Systems (8)

Energy Economics (3)

Electives: Electives: Electives: Electives:

Power systems analysis,

Part 2 (7.5)

Electrical Power Engineering

and System Integration (3)

P&D Energy, Part 1 (3) Elective subjects 1 – 6

(3)

Wind power systems (7,5) High Voltage Technology (3) P&D Energy, Part 2 (3)

Systems planning (7,5) Decentral Power Generation

(3)

Electives:

Power Grid Technology and

Components (7,5)

Power System Analysis (3) Electrical Transport Technology

(3)

Electrotechnical Design Power Quality Phenomena Materials in Electrical

Engineering (3)



(7,5) (3)

High Voltage Engineering

(7,5)

General skills courses (max

9):

Industrial Automation and

Control (6)

Electricity Market Analysis

(7,5)

Technology entrepreneurship English for Professional

Purposes (3)

Analysis of Electrical

Machines (7,5)

Project Management

FACTS and HVDC in

Power Systems (7,5)

Development of

Electrotechnology

Other generic skill

courses are available

Position Paper

The course on Smart Electricity Networks and Systems (SENSE-course) address the novel and

innovative aspects of Smart Grids. The smart grid aspects are concentrated to one course that is

given during the whole first year continuously, but the main activity is concentrated to the end of

each quartile (4 times) and ended with a joint summer school where all students meet for the

second time (they also meet at other times). The intention with a concentration to each quartile is

to enable the participation of industrial people (and later alumni) to participate in the course –

both as students and as lecturers. The activities in this course are completed in a summer school

directly in the end of the first year. In this summer school the focus is on what the students have

prepared during the first year as a smaller project on some aspect around the Smart Grids. Here

they will also practice generic skills that they trained in the first year, by giving oral

presentations on their project and also having developed a poster for a poster session.

Directly after this course there will be a second 1-4 weeks (exact amount not yet determined)

summer school on Business and Entrepreneurships that teach how to realize innovative ideas.

This course will be given by ESADE in Barcelona. Financing for participation is supposed to be

provided through InnoEnergy.

The need for a mandatory mobility within SENSE-EIT is to provide a sufficient specialisation

which may enhance the chance to innovative ideas. The unique expertise from each university

will ensure the most up-to-date education on the special key areas.

The supply of electrical energy was for many years a national concern, but has evolved into large

interconnected grids over the whole Europe that allows for transmission and trading of electric

energy. Today the interconnections have grown and the flow of energy between different regions

is significant. Still, the nature of each countries way to solve it and the demands are much

different. For example the main source of electrical energy is coal (Germany), nuclear power

(France), mix of hydropower and nuclear power (Sweden). This also implies that structural

changes will work out differently in different countries. The mobility path in SENSE-EIT offers

a way to study the differences in two countries.



During this specialisation year they also have the opportunity to study the language of that

country. In this respect the SENSE-EIT framework covers French, German, Dutch, Spanish,

Swedish, and Polish. The opportunity to stay one full year in each country also makes it possible

to follow the around the year traditions and life-styles that are hard to get during shorter visits.

The course program for the second year is shown in Table 3.

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Tab

le 3

Co

urs

e p

rogr

am f

or

seco

nd

yea

r

KTH

TU

/e

UP

C

Gre

no

ble

INP

K

.U.L

eu

ven

K

IT

UU

Smar

t G

rid

s:

Inte

llige

nt

Tran

smis

sio

n

Ne

two

rks

Smar

t G

rid

s: S

ust

ain

able

Ele

ctri

cal E

ner

gy S

yste

ms

Smar

t G

rid

s: P

ow

er

Ele

ctro

nic

s as

En

ablin

g

Tech

no

logy

fo

r R

en

ewab

le

Inte

grat

ion

Smar

t G

rid

s: E

ne

rgy

Man

agem

en

t in

Bu

ildin

gs

and

Po

we

r G

rid

s

Smar

t G

rid

s: P

ow

er

Dis

trib

uti

on

Smar

t G

rid

s: In

form

atio

n

Syst

em

s an

d E

lect

rici

ty

Mar

ket

Sto

rage

Man

dat

ory

co

urs

es

Man

dat

ory

co

urs

es

Man

dat

ory

co

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es

Man

dat

ory

co

urs

es

Man

dat

ory

co

urs

es

Man

dat

ory

co

urs

es

Man

dat

ory

/ele

ctiv

es:

Po

we

r sy

ste

m a

nal

ysis

,

par

t 2

(7

,5)

Inte

rnsh

ip (

14

) C

on

tro

l of

Po

we

r Sy

ste

ms

wit

h D

istr

ibu

ted

Ge

ne

rati

on

(5

)

Fre

nch

Cu

ltu

re a

nd

Lan

guag

e (

3,5

)

Du

tch

Lan

guag

e a

nd

Cu

ltu

res

(3)

Lab

ora

tory

: In

form

atio

n

Syst

em

s in

Po

we

r

En

gin

ee

rin

g (6

)

Po

we

r sy

ste

m a

nal

ysis

(10

)

Po

we

r G

rid

Te

chn

olo

gy

and

Co

mp

on

en

ts (

7,5

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Ele

ctiv

es

(se

e c

ou

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s

fro

m Y

ear

1)

and

Pre

par

atio

n o

n T

he

sis

Wo

rk (

16

)

Ad

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s (5

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mic

s an

d S

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Man

age

me

nt

of

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c N

etw

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s (6

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Smar

t E

ne

rgy

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trib

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(3

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ydro

Po

we

r (5

/10

)

Ele

ctiv

es:

Op

era

tio

n a

nd

Man

age

me

nt

of

Po

we

r

Syst

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s (5

)

ICT

Mo

nit

ori

ng

and

Co

ntr

ol

(5)

M

ath

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atic

al M

od

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ng

in

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we

r E

ngi

ne

eri

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(8)

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r P

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(5)

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age

me

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(6)

IC

T S

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ns

in P

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s (5

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nve

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(4,5

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d

Ele

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mo

bili

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3)

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tho

do

logy

of

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(7,5

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ne

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man

agem

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t (1

0)

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7

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on

d. T

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Please include a short description of each of the main courses and its learning outcomes. This may be

added as an appendix.

e.g. Course #, title, description, learning outcomes.

The main courses can be seen as the mandatory courses in Table 1, in section 2 above.

A complete description of courses included in SENSE together with learning outcomes are supplied in

Appendix 1.

Two courses are included here as an example:

KTH: EG 2020 Power System analysis, part 1

Upon completion of the course the student will be able to

- Describe how a power system is designed and operated.

- Explain static and dynamic states in a power system.

- Explain the various causes of power system collapse.

- Create computational models for analysis of both symmetrical and unsymmetrical conditions in power

systems.

- Perform load flow computations with the help of the Newton-Raphson method.

- Analyze the load flow results.

- Create computational models for analysis of power system dynamics and stability.

- Apply the theory to real-life problems.

EI2435 Power grid technology and components

After fulfilment of all course requirements, the student should be able to:

- describe the puropose, need, principle function and design of different power components

- make mathematical models that can be used for calculation of:

- propagation of over-voltage transients in the power system.

- transient and stationary short-circuit currents and related induced overvoltages for different fault situations.

- transient overvoltages and currents in different connection/disconnection situations.

The models should be applicable on linear as well as non-linear systems and components, as for example treatment of surge arresters and magnetic cores.

- transient voltage distributions in components of distributed nature like transformer windings and cables.

- describe different type of neutral groundings

- describe different methods for overvoltage protection

- calculate different probabilities that a certain overvoltage cause breakdown (insulation coordination)



- understard which properties that has an impact on the reliability, availiability and life-time of the power components

- present an overview of possible stresses on power components and understand the relation between stresses, dimensioning (thermal, electrical, ambient and mechanical) and material selection.

One should know how the power components are affected by their surrounding environment and vice versa.

One should have some insight in the laws, regulations and standards that affects the design of a power system.

- discuss the most common mechanisms behind long-term ageing of power apparatuse and propose diagnostic methods that can be used in order to detect the ageing.

Learning outcomes with a link to innovation and entrepreneurships:

- analyze the necessary steps needed to be taken in order to make a product from an idea in the high voltage power business.

- analyze successful product developments during the last 20 – 30 years (product developments in the high voltage power area takes usually several years from idea to commercial product)

Is the program fully based on active learning forms/learning by doing? How?

A complete list of course descriptions exists that indicates the learning forms and the learning outcomes. See appendix 1

What learning forms are used in the programme? Blended learning, on campus learning, distance

learning, e-learning, project-based learning, etc.

The pedagogical way of providing learning activities varies among the partners.

In general the learning will be on campus learning. E-learning by itself is not a goal. At KTH as an example, the concept of CDIO – Conceive Design Implement and Operate is a major

method in the engineering education.

A number of active learning forms are used throughout the SENSE program, which are summarized in

the following way. The intention with the table is to provide a scheme that illustrates the different

concepts of traditional subject specific academic activities and the SENSE program that promote an

education that will provide an education that prepares power engineers for an career with new

opportunities.



Active learning form

Activity within SENSE

Subject specific

courses

SENSE course with

industrial interaction

SENSE summer

school

ESADE business

course

MSc thesis work

Reviewing X X

Simulating X X

Analyzing X X X

Verifying X X

Testing X

Collaborating X X X

Discussing X X

Communicating

X X

Formulating X

Teambuilding X

From science to business

Brainstorming X

Route

towards commercialisation

X

Marketing X X

What are the new aspects compared to the traditional education done in similar programmes you

may have (or what might exist at other universities)?

The clear target on innovations is a great challenge for the students that will participate in this program.

Adding business and entrepreneurship to this program will make the education much more unique

compared to classical engineering educations. The international aspects with studies at two universities, where the second year university will provide

specialization on important sub-areas for the smart grid, will provide a great international platform for

the students.

The close collaboration with leading experts from industrial partners and other academic institutions will

make this program an excellent base for further work in the area of futures electricity grid.

3. Learning outcomes of the programme Do the intended learning outcomes (ILO)2 on program level fully cover the intended learning

outcomes of the Qualification Framework of the European Higher Education Area (QF EHEA)? 3

2 http://www.ehea.info/Uploads/Seminars/BS_Porto_KL1_Declan_20080619.pdf

3 http://www.ond.vlaanderen.be/hogeronderwijs/bologna/qf/qf.asp



Learning outcomes and their relevance for the students future academic and

opportunities and employability

Subject specific learning outcomes:

After completion of the SENSE-EIT the students should:

- be able to analyse specific smart electric power networks with respect to power flow, stability, power quality etc.

- be able to analyse and dimension networks and equipment for electric power generation, transmission and utilisation

- understand the different methods with which local generation can be installed in the power system

- develop models of electrical components that can predict the thermal, electrical, ambient and mechanical stresses

- demonstrate that they have understood how a sustainable energy supply network should look like

- be aware on where and how information control systems can be implemented in the power grids; which parameters that must be measured, required speed of

action

- be able to discuss different smart network topologies and assessing their performances

- be able to design and validate different methods for conversion of electric power from one state (current, voltage) to another state

- describe the different components that is available in an electric network power system

- be able to design simple wide area communication, monitoring and protection systems for power system control

- understand how the network design could have impacts on the electricity market and vice versa

General skill learning outcomes:

- Be trained to see and critically judge innovative possibilities and applications

- Be a social active learner in a collaborative environment

- Actively find references in databases

- Be aware of different learning processes in the engineering subjects



- Continuously reflect on what they have learnt

- Be trained to present their results for a larger audience

- Be trained to participate in discussion, team/group work, individual projects/tasks

- Reflect on the differences about living in different countries

- Be able to continuously follow up their merits in order to understand their possibilities to achieve a position in a research or industrial environment

- Be an active user of interactive learning environments (at KTH the system is called BILDA, the other partners have similar programs)

The methods for assessment in each given course are adapted to asses the subject specific

learning outcomes and some of the generic skills. Completion of the full SENSE-EIT curriculum

will ensure the coverage of all general skill learning outcomes.

Does the sum of ILO:s on module level fully cover program ILO:s?

All general skill learning outcomes as depicted above should be provided after completion of the

program.

Are all ILO:s written in a clear and for students understandable manner, expressing the visible use of

knowledge ?

Yes, individual course descriptions exists for every course with individual learning outcomes, please see

appendix 1.

Are all assessments of ILO:s relevant/fit-for-purpose concerning both content and form?

This is regulated on individual course level.

Are assessment criteria on module level available to students in advance?

Yes, each course have specific assessment criteria.



4. Academic participation of the CCs4 Which InnoEnergy academic partners (core, associate or network partners) from which CCs are

involved and in what way?5 From what year onwards?

E.g. CC Benelux, KU Leuven (2011), teaching in course X, receiving ten students in year two.

Year 1 (2012 - ) Intake at KTH-CC Sweden, TU/e and KUL - CC Benelux, UU CC-Sweden and AGH CC

Poland+ . However, all partners + industrial partners will be involved in the SENSE-course and SENSE

summer school.

The novel course which is specially dedicated to Smart Electrical Networks and Systems (the same name

of the course as the program) is under development and will be run at KTH (one module by UU) during the full year of 2012/2013. This course have four periods with high concentration on specific topics

addressed in Smart Grids. Lectures on these topics will be provided by experts from companies and

teachers from all partners.

In the evolution of the program it is the intention that there will be a teacher mobility in the courses in

order to bring the courses to the most advanced level. In the first year this mobility will be mostly for

the SENSE-course.

Which other educational partners are involved and in what way? From what year onwards:

ESADE business school are involved and will provide a 1- 4 weeks business and entrepreneurship module

in Barcelona that will be provided the students in the summer between year 1 and year 2, i.e. for the

first time in summer 2013.

Will double degrees be awarded?6 If yes, which ones and from what year onwards:

Double degrees will be provided as regulated by letters of endorsement.

The degree awarded will be according to the national exams.

Will joint degrees be awarded? If yes, which ones and from what year onwards:

4 For more information about Colocation Centres:

http://eit.europa.eu/fileadmin/Content/Downloads/PDF/Designated_KICs/Colocation_plan.pdf 5 For an overview of InnoEnergy partners:

http://eit.europa.eu/fileadmin/Content/Downloads/PDF/Designated_KICs/KIC_InnoEnergy_Partners.pdf 6 For the definition of double and joint degree:

http://eacea.ec.europa.eu/erasmus_mundus/tools/glossary_en.php



Not from the beginning due to limitations in national legislation

5. Participation of industry and other actors external to the university.

Please explain how industry will participate in your programme (design,

teaching, internships, governance, other) In which way are the InnoEnergy industry partners (core, associate or network partners) involved:7

E.g. EDF: teaching in course X; yearly workshop on site for students; design of the programme.

InnoEnergy industrial partners are strongly involved in the education programs:

Letter of intents are provided from the following partners (see appendix 3):

ABB (CC Sweden, Power and automation engineering )

EDF (CC AlpsValley, Power production and distribution)

EnBW - Energie Baden-Württemberg (CC Germany, Electricity generation and distribution)

IREC (CC Iberia, Energy research institute)

Vattenfall (CC Sweden, Power production and distribution)

The industry will participate in the following way:

• Particpation in the steering board of the programme and has there an influence on the

general design and development of the programme.

• Providing lectures on selected topics in courses, in particular in the SENSE-course that

will be the course during the first year that will be a common meeting point for industry

and academy. The SENSE course will also be a course that industrial people will return

to, as a way to achieve a comprehensive view of the progress in the field of smart grids

and as a life-long-learning activity

• Providing ideas to mini-projects in the first year and participate in the short summer-school where these mini-projects will be presented

• Providing master thesis work in the second year

• Providing interesting study tours

• Providing internship during second year for those courses that so require. Summer

internship between year 1 and year 2 will be reduced due to the planned business and

entrepreneurship activities.

These companies will in reality also with a high probability become an employer of those students that

do not create own business or become dedicated to deeper research activities within research projects

connected to the innovation projects.

7 For an overview of InnoEnergy partners:

http://eit.europa.eu/fileadmin/Content/Downloads/PDF/Designated_KICs/KIC_InnoEnergy_Partners.pdf



The main place where state-of-the art knowledge from industry can be transferred to the students is in

the participation of experts in individual courses, but the main interaction will be in the SENSE-course

which will bring industrial partners together in concentrated activities four times during the first year.

The SENSE-EIT in its development process is intended to be a centre also for ‘life-long-learning’

activities, thus providing industrial people with ‘up-to-date’ knowledge that will strengthen their

competitiveness.

Which other industry partners are involved and in what way:

The following non-InnoEnergy companies have shown strong interest as documented by enclosed

letters of intent: (appendix xx)

Alliander (CC Benelux, Power distribution network company)

Alstom Power WIND (CC Iberia, R & D center for wind power within Alstom)

Endesa (CC Iberia, Electric utility company)

Enexis (CC Benelux, Power distribution network company)

Schneider Electric (CC AlpsValley, Energy management, products, services)

SvK - Swedish National Grid Company (CC Sweden, Electric power transmission company)

The only difference in the activities among the non-Innergy partners and the InnoEnergy partners is that

only InnoEnergy partners will have a position in the coordinating board.

If you have an endorsement letter by industry, please include this as an appendix.

6. Market orientation of the educational programme Has any market analysis been done? If so, please include this as an appendix.



The endorsement letters supplied and the text in these letters clearly shows a strong need for Smart

Grids engineers.

Some investigations of the need for engineers with the proposed competence has been performed by

branch organisations as IEEE8 All large companies around Europe like ABB, Vattenfall, (Siemens) etc have clear web-pages with clear

descriptions of the Smart Grids and also titles with smart grids in their job opportunities.

Which are the career opportunities?

The existing electric power grid is ageing and at the same time many leading experts are retiring in the

forthcoming years. The environmental demands and the routes to achieve the targets set by strategic

energy technology (SET) platforms will require a high number of skilled electric power engineers with

special focus on Smart Grid aspects.

The strong involvement of industrial partners is a clear indication on their need to be visible towards the

future labour market, that can ensure that industrial partners will keep their competitiveness.

Does the programme have any Career Forum or event to promote job placement?

The strong industrial enrolment is initially supposed to be sufficient. The programme website will have a

forum to announce the available positions within Smart Grids area.

Other

8 http://spectrum.ieee.org/energywise/energy/the-smarter-grid/smart-grid-employment



7. Promotion and Selection. How will the programme be promoted? How

will you select students? The InnoEnergy programmes should strive for attracting the best students in their fields. All

programmes should have:

- Minimum qualifying criteria, such as Previous studies (programme, courses, university?); GPA

(Will there be a minimum GPA and if so, what will it be?); English test (Which tests such as

TOEFL, IELTS, University of Cambridge/Oxford certificates, etc are accepted, which level is

required?); Industrial background

- Minimum requirements, such as: Test/interview, Extracurricular activities/CV, Reference letter,

Motivation letter

Promotion of the programme: where, how, when?

Most of the students are using Internet as their primary source to search for information currently.

Research that had been made among KTH International master students in autumn 2010 shows that

majority of master students found KTH through Internet and above all through KTH homepage. For that

reason Internet based channels will be actively used for the promotion of the SENSE programme.

A website for the programme will be prepared in the first place in this direction. Students will be able to

find all necessary information such as “programme description”, “how to apply” “fees and scholarships”

and much more on the programme website. Taking into consideration that %93 of all internet traffic is

generated from search engines (Forrester Research), search engine optimization (SEO) methods have

been implemented to increase the visibility of the programme by making easy to be found by search

engines. Currently the website is not ready, but will be set up and made official on short notice after

approval.

Furthermore to enhance the awareness about the programme, it will be registered on websites about

education in Europe Top 5 master portals are identified in line with this objective according to daily

visitor statistics.

Already existing information and promotion channels within partner universities will also be actively

used. For this purpose a brochure with information about SENSE programme will be prepared primarily.

This brochure will be sent to relevant contact persons (both academics and administrative people) at

several partner universities within Europe, Asia, Africa and America. This brochure will be distributed to

the prospective applicants during fairs where participant institutions are represented. The educational

networks such as CLUSTER, BALTECH, CESAER, NORDTEK will be used to reach more students as well as

Nordic Centre located in Fudan University is also a good opportunity to attract talented Chinese



students. The program will create a group on facebook, advertise in relevant magazines and perhaps by buying

Google Ads on internet.

An Erasmus Mundus application has been submitted in order to promote the program to a larger public

(if successful). An EMMC program (SENSE-EMMC) would also increase the visibility of the SENSE –EIT

program.

How will the selection of students take place? Please explain in detail which of the above criteria you

will use for the selection of students and explain how. The selection procedure may be added as an

Appendix

Admission requirements and selection

General admission requirements

1. Previous studies A completed Bachelor's degree.

A completed Bachelor's degree in Science or Engineering corresponding to a Swedish Bachelor's degree

(180 ECTS), or equivalent academic qualifications from an internationally recognised university is

required.

Conditional acceptance

Students in their final year of undergraduate education may also apply to the programme and if

qualified, receive a conditional acceptance. If you have not completed your studies, please include a

written statement from the degree administration office (or equivalent department), giving your

expected completion date. A completed Bachelor’s degree, or equivalent, is required in order to be

awarded a Master’s degree.

This applies to all applicants, even if you are already studying at KTH or another Swedish

university/university college. Applicants following longer technical programmes and who have

completed courses equivalent to an amount of 180 ECTS, will be considered on a case-by-case basis.

2. Language requirements

Applicants must provide proof of their English language proficiency which is most commonly established

through an internationally recognised test.

TOEFL

• Paper-based test: total result of 575 (written test, grade 4.5)



• Internet-based test: total result of 90 (written test, grade 20)

English test results from TOEFL should be sent directly from the ETS test centre to University Studies in

Sweden (code 9520). Examinee score reports, photocopies, TOEIC or institutional TOEFL are not

accepted as sufficient proof of English proficiency.

www.toefl.org

IELTS

• A minimum overall mark of 6.5, with no section lower than 5.5 (only Academic Training

accepted)

A copy should be sent to University Studies in Sweden, they will then verify the result online.

www.ielts.org

University of Cambridge/ University of Oxford Certificates

• Certificate of Advanced English

• Certificate of Proficiency

• Diploma of English Studies

• GCE O-level

Minimum grade C.

Upper secondary education:

In some cases English proficiency can be fulfilled from upper secondary education, for example a

German Abitur with English as first foreign language "Grundstufe" (ausreichend at least 5/15) or

"Leistungsfach" or French students who have taken English as LV 1 in Série L (littéraire) Langue Vivante

or Sèrie ES, Langue Vivante.

In most cases the requirement of English proficiency is fulfilled if you have studied English for eight years

up to upper secondary education. Proof thereof must be enclosed in your application.

English proficiency tests are waived for the following:

• Students with a Bachelor's degree from a university where English is the only language of

instruction, in accordance with the recommendations in the edition of the International Handbook of

Universities that was current the year the degree was awarded.

• Students with a Bachelor's degree (equivalent to a Swedish Kandidatexamen) where English is

the main subject.

• Students with a Bachelor's degree (equivalent to a Swedish Kandidatexamen) in Engineering,



Computer Science, Computer Applications, Medicine, Pharmacy, Science or Technology from India or

Pakistan.

• Students with 30 higher education (HE) credits from an EU/EEA country or Switzerland where

the language of instruction of the course is English. The language of instruction must be clearly stated

on official documents.

• Students with 30 higher education (HE) credits from Great Britain, Ireland, Malta, USA, Australia,

New Zealand, Jamaica, or English speaking parts of Canada. The language of instruction must be

clearly stated on official documents.

• Students with a formal transcript or degree certificate where it is clearly stated that the

language of instruction was English. Other documentation regarding language of instruction will not

be accepted.

3. Documentation Your application must be supported by the following documentation, sorted in the same order as this list. Put all documents in the same envelope and send it to University Studies in Sweden together with a signed cover sheet. Please note that incomplete applications or applications not supported by officially certified documentation will not be processed.

1. Cover sheet (generated from the web-based application)

2. Certified copies of certificates and diplomas from previous education at an internationally

recognised university

3. Certified copies of transcripts of records (including course list). All courses taken must be

included. Sort them in reverse chronological order, i.e. put the last received document on top.

4. Proof of English proficiency.

5. Proof that you meet the specific requirements of the programme(s) chosen, see information in

the programme descriptions.

6. A copy of your passport or some other document of identification.

Requirements for documents

• Please avoid staples, paper clips and documents printed on both sides.

• Please only send the documents required, sending additional documents will not increase your

chances of being accepted.

• The diploma/degree certificate and transcripts should be in the original language, and in

officially certified translations into Swedish, English, French or German, if the documents are

issued in any other language than the Scandinavian languages.



• The copies of diploma/degree certificate and transcripts, in original language and translation,

must be stamped and signed by the issuing institution, or a notary public.

• If you are from an EU/EEA country or Switzerland and are required to document your citizenship

status in order to be considered exempt from paying application and tuition fees, your passport

copy must be certified.

• If you are not a citizen of an EU/EEA country or Switzerland, certification of your passport copy

is not required.

• Do not apply using original documents unless you are requested to do so. As all documents are

scanned the Admissions Officers are unable to tell whether a document is original or a copy,

therefore please only submit certified copies.

• No documents will be returned.

• Please note that the documentation requirements may differ between countries, see below.

• English test results from TOEFL (code 9520) should be sent directly from the test centre to the

address stated on the cover sheet.

• Please note that we check the authenticity of your documents with the issuing institution.

Applications with fraudulent documents will invariably be rejected.

• The application package should be sent to University Studies in Sweden (the address given on

the cover sheet) and it should arrive no later than 28 January, 2011.

• Please note that KTH does not accept any documents by email or fax, any documents sent to

KTH by post will be forwarded to University Studies in Sweden.

•

Country specific requirements

If your degree was awarded in Cameroon, Canada, Eritrea, Ethiopia, Ghana, Nigeria, or the USA, your

transcript of records must be sent directly from your university. If you send it yourself it will not be

accepted. Also, do not send your cover sheet to the university/universities you have previously attended

and requested transcripts from. If they send your transcripts to University Studies in Sweden with your

cover sheet, your documents will be rejected. For Cameroon and Nigeria, the majority of all degrees will

also have to be confirmed by the issuing institution before the applicant can be considered eligible.

If your degree was awarded in Pakistan, your degree certificate/diploma and transcripts have to be

attested by the Higher Education Commission in Pakistan. Please note that a faster verification process

will be applied for academic documents certified by the HEC after February 2009. We therefore urge

everyone with older attestations to arrange for new ones.

If you received your degree from Bangladesh, Cameroon, China, France, Great Britain, Germany, India,

Iran, Ireland, Nigeria, Nepal, Pakistan, the Phillipines, Rwanda, Sudan, Taiwan or the United States you

will find more information on acceptable qualifications and document requirements via the link below.

- Country specific requirements



DIRECTIONS FOR SUPPORTING DOCUMENTS

LETTER OF MOTIVATION/ AUTOBIOGRAPHICAL STATEMENT

Enclose a letter of motivation for the chosen programme. The letter of motivation is an important

document, and is intended to explain the reasons you have chosen the programme at KTH, and what

you

hope to gain from it. Include a short autobiographical statement covering the development of your

academic and professional pursuits, your current activities, and the relevance of your academic,

professional, and other related experience to your proposed study at KTH. A well written letter of

motivation will focus on yourself, and describe points that explain, in your own words, why you want to

further your studies in your chosen programme, and how your interests and skills will contribute to your

success in the programme, and to your future career. For example, why are you interested in your

chosen

programme? What are your career intentions and why are you interested in pursuing those career

choices?

What accomplishments in your academic, professional, or other related experience are you most proud

of

and why? How would a Master’s Degree in your chosen programme help you fulfil your future plans?

Your letter of motivation should not exceed 500 words (no more than one page), and must be written in

English.

CURRICULUM VITAE (C.V.)

Your C.V. is intended to clearly and concisely outline your educational and professional history. The C.V.

must be written in English, and should provide information about your own academic background,

including upper secondary education, work experience, computer literacy, activities, and other facts that

list important achievements and attributes, such as degrees, awards, special knowledge and skills, or

publications. Please list the most recent events first. Your C.V. should also list the contact information of

your references. There are many excellent guides to writing a good C.V. available on the internet that

can

help when deciding what information is appropriate to include on your own C.V., and how to organize it

and state it clearly.

LETTERS OF RECOMMENDATION

Two letters of recommendation may be required to be submitted with your application. Please ask your

referees to be specific and detailed in their explanation of why you would be a good choice for

admission

into the Master’s Degree programme, and if possible to describe facts about you that support their



view.

If possible, one letter should be from an academic referee who knows you well, and the other from a

person who has known you in a working environment. The letters should include full contact details for

the referee, including post address, e-mail address, telephone and fax numbers, as well as an indication

of

their relation to you. Please attach both letters to this application. If the letters are in a language other

than

English, a translation is required.

THESIS PROPOSAL

Carefully formulate a brief preliminary thesis proposal based on your interests and view on your subject

field. If you are admitted to a programme you will have the opportunity to choose another thesis topic.

Your statement should not exceed 500 words (no more than one page). The thesis proposal must be

written in English.

SELECTION PROCESS:

The selection of students to the SENSE programme will be made in 4 steps:

1- General eligibility control (by The Swedish National Admissions Office)

2- Program specific eligibility control (by KTH Admission office)

3- First selection phase (by SENSE Coordination Committee)

4- Final selection phase (by SENSE Coordination Committee)

KTH as programme coordinator will be responsible for receiving and pre-screening the applications.

Applications to programme will be handled within a system coordinated by the Swedish National

Admissions Office (Swedish Agency for Higher Education Services) and their website www.studera.nu.

the Swedish National Admissions Office will evaluate the general eligibility of applicants such as

language requirements, previous bachelor degree.

Afterwards KTH Admission Office will check if they meet the programme specific requirement such as

right education background, minimum GPA etc.



Information about suitable applicants will be stored in KIC InnoEnergy internal ICT system. Each

programme coordination committee member will rate students according to the criteria in the system.

According to their total scores, a group of students with the highest scores will be selected and invited

for the online interview.

The ICT system which will be used by KIC InnoEnergy allows video conferencing which enables to make

online interviews. The aim of the interview is assess students’ social skills and entrepreneurial

characteristic. Final selection will be done after the interviews and the list of candidates selected by the

coordination committee then will be submitted to KIC InnoEnergy Exec. Committee.

ISSUES TO BE SORTED OUT IN NEAR FUTURE:

• Will there be a minimum GPA?

• Is there any specific education background required? Would it be BSc or BSc in Electrical

Engineering etc?

• Will there be any quantitative formula for selection of studies?

Example:

% 40 Academic records

%20 CV

%10 Language

%10 Letter of recommendations & Letter of motivation

%20 Interview to assess social and entrepreneurial skills

8. Internships. What is expected of students and what can you offer your

students? As explained recurrently, all programs should have “hands on” modules, which could be

implemented in industries and/or specialized research centers. Those internships have to be

designed as an integral part of the program in the beginning, not waiting half way down the

road.

Is an internship elective or mandatory? During what part of the programme? If internship becomes

mandatory in a later year, please indicate what year.

The summer between the first and second year is already quite occupied with two summer schools. If

the ESADE business school becomes short, then we will assist in the preparation of elective summer



internships at industry in first hand and in academy on second hand. Furthermore, the thesis work is

intended to be hosted by industrial partners. As a thesis work consumes 25% of the efforts in the

program this is supposed to be sufficient.

Please explain the content of the internship (scope –foreseeable projects where the “student/LLL” will

be involved, where, when, …) and expected outcome.

There will be no mandatory internship in SENSE

The following industrial partners estimate to, on the average, offer xx summer internships of yy weeks

length per student intake:

Industrial partner 1:



How many internships are foreseen at educational partners? At which partners?

Educational partner 1:



.

9. For MSc programs: Thesis project/internship. What is expected of

students and what can you offer the students? Please explain briefly what the thesis project entails. What are the intended learning outcomes of the

thesis project/internship?

The thesis work is intended to be hosted by industrial partners. The aim of the thesis work is to base it

on an innovative idea and then explore the possibilities of the idea. The projects will be oriented

towards a receiving market and should have a clear intention of its contribution and added value to a

Smart Grid. All thesis work are 30 credits and takes 20 weeks to perform.



The following industrial partners estimate to, on the average, offer xx thesis internships of 20 weeks

length per student intake:



All theses will have a duration of 20 weeks.

The associate industrial partners are large companies and should have no problem to provide the

sufficient number of thesis internships.

Thesis internships/larger company when running on full volume

ABB : 20 Vattenfall: 10

EDF: 10

IREC: 10

etc

.

.

Thesis work will also be provided at universities and then in relation to the innovation projects.

As an example, the CIPOWER project launched in the beginning of 2011 a list of 20 industry sponsored

MSc projects as demonstrated below. A complete description of each MSc project can be found on the homepage9.

• 001: Pre-study: solid-state power transformer

• 002: Inventory and assessment of existing devices for protection against geomagnetic induced

currents (GIC) in power transformers

• 003: Computational Fluid Dynamic (CFD) simulations of electric arcs in electrical apparatus

• 004: Structural mechanical analysis of repulsion actuators

• 005: Analysis of testing procedures for characterization of charge propagation in solid-liquid

insulation

• 006: Marine substations: Overloadability, maintainability, reliability and controllability

• 007: Non-contact high voltage and high current measurements

• 008: Energizing sensors and actuators using high electric or magnetic fields

9 http://www.etk.ee.kth.se/cipower/msc_projects/all



• 009: Integration of a novel sensor design within a power component

• 010: Automation and sensor networking using industrial buses

• 011: Microwave antennas for diagnostics of power transformers: study of wave propagation

• 012: Frequency response analysis (FRA) on generators

• 013: Economic value of dynamic rating of components

• 014: Short-time overloading of power transformers

• 015: Risk and reliability optimization with storage and distributed generation

• 016: Fast short-circuit handling

• 017: High-speed EM interaction between components

• 018: EMC challenges posed by distributed generation on protection

• 019: Impact of solar storms on power grid (other than transformers)

• 020: Protection methodologies against HEMP and IEMI

How many thesis projects/internships at educational partners foreseen?



First year (2013-): 3-4 thesis per partner (1-7)

Is writing a business plan part of the thesis project? Please explain.

Yes, if the outcome of the project is supposed to generate something that can have a direct economic

impact. Otherwise it will at least deliver a result dissemination plan.

10. Entrepreneurship component



As explained recurrently, all programmes should have the entrepreneurship component, not as an add-

on but as an integrated part of the programme. Please describe how the entrepreneurship component

will be part of the programme. Among others, the items to address in the design and implementation of

the programs are (as examples):

- What are the intended learning outcomes (on program level) specifically related to entrepreneurship?

Give some examples of how they will be assessed.

- How does the program deliver the entrepreneurship component?

- Which courses, how many ECTS, elective or not.

- Who is in charge of the business component (e.g. ESADE or another business school) and what does

your business component look like?

- How do the students work on entrepreneurship in the programme after they have completed the first

basic Entrepreneurship/Innovation module?

- Will students need to write a business plan at some point during the programme? Please explain.

- What support is going to be given to the student for the preparation of the business plan?

- Which KIC partners are involved?

- Which other actors of the entrepreneur ecosystem are going to participate and how? (e.g. investors,

service providers, etc.)

- Which practical contents or access to practice are the students going to have (e.g. simulation, real

experiences etc.)?

- What other elements are you going to consider to foster entrepreneurship (e.g. student club, etc.)

- Which is the relation of the educational programme to the business incubator of the CC and its

activities? How are linkages going to be established?

- How are Business creation activities/objectives foreseen in the program?

Description of entrepreneurship components:

A key component in the entrepreneurship development will be taken care of by a 1-4 weeks module on ‘Business and entrepreneurships’ organized by ESADE in Barcleona. Beside this, within the SENSE-course

that is running during the first year, students will on regular basis be offered key activities related to

entrepreneurship and business.

Course information provided by ESADE, see Appendix 2.

11. Student Mobility What kind of student mobility is foreseen/required:

There will be a compuslory change of country and university between the first and the second year.



Students will participate in the ESADE business school, see point 10.

12. Staff mobility What kind of staff mobility is foreseen/required (both physical and virtual):

The mobility of teachers in the SENSE-EIT program is illustrated by the figure below:

SENSE

SUMMER SCHOOL

ESADE Business & Entrepreneurship Module

KTH+

All partners

YEAR 1

Course:SENSE

7,5 ECTS

Act1

Act2Act3

Act4

Act1

Act2Act3Act4

Associateand

supporting

Industrialpartners

KTH

Stockholm

TU/e

Eindhoven

UPC

Barcelona

INP

Grenoble

KUL

Leuven

KIT

Karlsruhe

Master

thesis

Master

thesisMasterthesis

Masterthesis

Master

thesisMasterthesis

KTH

Stockholm

TU/e

Eindhoven

UPC

Barcelona

INP KUL

Leuven

KIT

Karlsruhe

Master

thesis

Master

thesisMasterthesis

Masterthesis

Master

thesis

KTH

Stockholm

TU/e

Eindhoven

UPC

Barcelona

KUL

Leuven

KIT

Karlsruhe

YEAR 2

Master

thesis

Master

thesisMasterthesis

Masterthesis

Master

thesis

UUUppsala

Master

thesis

SENSE

SUMMER SCHOOL

SENSE

SUMMER SCHOOL

ESADE Business & Entrepreneurship Module

KTH+

All partners

YEAR 1

KTH+

All partners

YEAR 1

Course:SENSE

7,5 ECTS

Act1

Act2Act3

Act4

Act1

Act2Act3Act4

Associateand

supporting

Industrialpartners

Associateand

supporting

Industrialpartners

KTH

Stockholm

TU/e

Eindhoven

UPC

Barcelona

INP

Grenoble

KUL

Leuven

KIT

Karlsruhe

Master

thesis

Master

thesisMasterthesis

Masterthesis

Master

thesisMasterthesis

KTH

Stockholm

TU/e

Eindhoven

UPC

Barcelona

INP KUL

Leuven

KIT

Karlsruhe

Master

thesis

Master

thesisMasterthesis

Masterthesis

Master

thesis

KTH

Stockholm

TU/e

Eindhoven

UPC

Barcelona

KUL

Leuven

KIT

Karlsruhe

YEAR 2

Master

thesis

Master

thesisMasterthesis

Masterthesis

Master

thesis

UUUppsala

Master

thesis

KTH

Stockholm

TU/e

Eindhoven

UPC

Barcelona

INP

Grenoble

KUL

Leuven

KIT

Karlsruhe

Master

thesis

Master

thesisMasterthesis

Masterthesis

Master

thesisMasterthesis

KTH

Stockholm

TU/e

Eindhoven

UPC

Barcelona

INP KUL

Leuven

KIT

Karlsruhe

Master

thesis

Master

thesisMasterthesis

Masterthesis

Master

thesis

KTH

Stockholm

TU/e

Eindhoven

UPC

Barcelona

KUL

Leuven

KIT

Karlsruhe

YEAR 2

Master

thesis

Master

thesisMasterthesis

Masterthesis

Master

thesis

UUUppsala

Master

thesis

Figure 2 Flow of teacher with specialised competence, first year solid line, second year (dashed

line),

The central meeting point is the SENSE course organized in year 1 at four concentrated activities. A

module in this course can be provided at any partner. However, initially it will guaranteed by CC Sweden. In the second year there will be teachers involved from partner universities in the Master

thesis work.

How many and in which way are teachers from other partners involved in the courses:



See above figure. The numbers of teachers are not yet specified.

13. Quality assurance Has the programme already been accredited by your national accreditation agency? If not, please

indicate how far in the process you are.

The nature of the internal evaluation

All members of the Consortium have acquired a good experience in academic quality control systems. In

general, tools like the Lisbon Recognition Convention, the European Credit Transfer and Accumulation

System (ECTS), European Higher Education Qualification Framework and Diploma Supplement will be

used as complements to the programme quality assurance methodology.

Each university of the consortium will carry out its own regular academic assessments of the mobile

students and staff according to the local/national procedures and will submit reports to the programme

Steering Committee. The Steering Committee will integrate these tools with a parallel monitoring based

on surveys addressed to the students and faculties directly concerned by the project activities.

All partners will adopt an internal academic quality control, based on a quality assurance plan which will

be revised and validated at the beginning of each academic year. The Steering Committee will include

these plans in the wider evaluation of the quality of the project, including all the administrative,

financial, policy and technical aspects that contribute to the achievement of the activities and goals.

The internal academic quality control may be summarized by the following points:

A) Identification of priorities: at the beginning of the project, the partner universities have defined

their priorities in terms of targeted disciplines, their expectations in terms of impact; this will be

re-evaluated during the lifetime of the project.

B) Evaluation process: the proposed methodology will focus on the following aspects mentioned by

the ENQUA European Standards and Guidelines for QA in HE: 1. Setting up of policies and procedures for quality assurance.

2. Approval, monitoring and periodic review of the programme and related awards.

3. Assessment of students.

4. Quality assurance of teaching staff.

5. Learning resources and student support.

6. Information systems.



7. Public information.

In order to ensure the achievement of the objectives, the rentable use of the funding and an efficient

performance in the planned activities, the consortium is aware of the importance of setting up a shared

and coherent quality assurance internal system. This will be created specifically for the needs of the

project exploiting the local experiences and will be used as a complementary tool that will integrate the

existing local academic quality assurance methodologies.

On the level of courses, all institutions have systems for anonymous student feed-back, which will be

used throughout the program. The response to the interactive questionnaire will be discussed in a

course evaluation meeting in the end of the course. The lecturer will report the results and the actions

for improvement to be taken to the Program Coordinator.

The integrated course Smart Electrical Networks and Systems will be self evaluating by measuring the

number of attending people from industry and utility.

The Steering Committee of the Consortium will also act as Quality Assurance Board with the inclusion of

representatives of the students, academic staff and at least one external expert to be appointed by the

Steering Committee during the kick off meeting of the Consortium. The QA Board will then be in charge

of taking care of the project set-up, monitoring and review for the duration of the project and beyond,

ensuring coherence with the European policies and provisions in terms of a Lifelong Learning approach.

In particular, the centralized Quality Assurance issues managed directly by the Steering Committee will

be related to the continuous monitoring of activities such as:

- Regular meetings for the quantitative and qualitative evaluation of the use of the available

resources in terms of progressive achievement of the expected short, medium and long term

results,

- Availability and performance of the front desks for the solution of on-the-spot problems

(administrative staff),

- Regular and scheduled meetings of the participants of the project with responsible academic

staff, with the aim of monitoring the participants’ progress in the project,

- Final review and reporting: at the end of each year and of each mobility period, a final review of the participants (student and staff) progression and achievements will be made, through an

“impact” questionnaire and specific files covering both the academic and functional aspects of

the cooperation.



The nature and extent of the external quality assurance

In line with the Bologna process, all the members of the consortium recognize the importance of

completing the different national and internal quality assurance provisions with an external

contribution. According to the ENQUA European Standards and Guidelines for QA in HE, this

contribution will be structured as follows:

1. Use of internal quality assurance procedures,

2. Development of external quality assurance processes,

3. Criteria for decisions,

4. Processes fit for purpose,

5. Reporting,

6. Follow-up procedures,

7. Periodic reviews,

8. System-wide analyses.

An external expert will be invited to the yearly meeting of the Steering Committee in which time the QA

evaluation will be on the agenda. The expert will be appointed by the Steering Committee during the

kick off meeting of the programme.

Please include your quality assurance plan as an appendix or include a reference to the university

website where the system is described.

See above

How will course evaluations be performed? What will happen after the evaluations? How will the

different course evaluations be aggregated? What will the follow-up be?



See above

14. How will the students be taken care of in the programme? What services will you provide students? Write max 1 page.

The nature and quality of the services provided by the SENSE-EIT program

The participating universities in this program offer an extensive and well organized service programme

in order to help the students adjust to the new social and study environment. This transmission

programme focuses on practical, academic, cultural and social issues, described as below.

The services of the consortium partners are of equal standard and may be summarized as follows,

available to all EIT students irrespective of nationality and mobility scheme:

• There is an administrative officer at both local and central level for the EIT programme, who assists the students with practical issues such as bank accounts, visa and residence permits and

with the application for the visa / residence permit to the country of the next host university.

This person is also responsible for all issues related to credit transfer and academic records.

• Assistance with arranging accommodation, either on or off campus.

• Academic coaching is the responsibility of the professors responsible for the programme.

o A best practice for the consortium is the IST tutoring programme, which is essentially

run by professors who support students during the first semesters of their degree programme. The main goals are:

1. To provide students with support during their studies,

2. To promote students’ academic capacities,

3. To early identify situations of academic under-achievement,

4. To contribute to the improvement of the level of tuition,

5. To support all activities related to courses and course development.

The consortium will strive to implement this at all partner institutions.

• Introduction programmes are arranged for international students in August and January. There

is extensive information on the respective websites for international students. Social activities

are arranged throughout the year, including student clubs and sport associations.



15. Budget Please include the budget breakdown for the activities planned in the Program. In the second table, please detail the sources of funding planned, including contribution in kind, from EIT and from others. It is suggested you use the excel sheets provided with this application form.

A. BUDGET BREAKDOWN. WE HIGHLY ADVISE TO BUILD THIS EXCEL SHEET (DOUBLE CLICK) BOTTOM UP, STARTING

WITH THE WORKLOADS PER TASK PER PARTNER, THEN COSTS, THEN AGGREGATE INTO WP, THEN THE BUDGET

THE BUDGET IS SUBMITTED IN A SPECIAL XL-FILE



16. Other How will the EXPLORE House contribute to the programme?10

This has so far not been considered in detail.

How are the innovation projects included in the proposed educational programme?

The innovation projects have a strong input to the SENSE-EIT in the following ways.

1) The teachers in the individual courses are project leaders in the innovation project. Therefore, on

course level, the up-to-date knowledge will be provided by the teachers.

2) The special SENSE-course which has a specific aim to bring the novel aspects on the Smart Grid

together in order to provide a coherent picture of the subject. This course is the key forum for

knowledge transfer from innovation projects to education. 3) The thesis work are initiated from the innovation projects, either as parts of a larger project or as self-

standing projects with a tentative commercial product/service or method as target.

How is the programme related to present or future entrepreneurial and innovative InnoEnergy R&T

projects?

See above section.

Is there anything you want to add?

10

The Explore House: is the real laboratory and meeting-place for business, entrepreneurs, students, professors, and researchers from all fields. The real meeting-places at CCs are extended into the virtual space by the online WEB portal comprising an open learning tool as a major

entrance to the KIC knowledge base (lectures, case studies, filmed experiments, databases, a real and virtual business Lab integrated with the innovation centre, a learning laboratory for the continuous improvement of education).



17. Declaration I hereby declare that the information provided on this form is correct and complete to the best of my

knowledge.

Name Date

Assoc. Prof. Hans Edin 2011-06-22 Signature of programme responsible

Name Date

Prof. Stefan Östlund 2011-06-22

Signature of CC Educational manager

18. Appendixes

Time line/Planning: Yes, but embedded in text Schematic programme overview: Yes, but embedded in text

Description of courses: Appendix 1. Description of application procedure: Yes, but embedded in text Endorsement letter by industry: Appendix 3

Market analysis for the programme: A small one, embedded in text

Entrepreneurship component: Appendix 2:

Budget: In document

Quality assurance plan: Yes, but embedded in text

Other:

Documents

Programme Title: Smart Electrical Networks and Systems