FMF3038 Team-building for a Collaborative and Inclusive Culture in Large Research Projects/Centers 4.5 credits

In addressing socio-technical challenges, KTH often becomes part (or a leader) of large academia/industry collaborations in terms of projects or research centers. The success of these efforts depends largely on establishing a constructive collaboration!

It is known that successful organisations are characterised by a high level of psychological safety, which is needed to create a culture where one shares criticisms, has open minds, listen to each other, and show social sensitivity. All these aspects are essential in building collective intelligence and leveraging diversity

 The course is organized as a number of interactive sessions with homework preparations for the  sessions. Topical keywords include psychological  safety, collective intelligence, communication, team building, multidisciplinary collaboration, and various related supporting techniques and theory.

 The course is intented for PhD students, postdocs, faculty and industry as participants (and may be relevant to other stakeholders too).

The course has the overall goal to support centers/projects in developing a collaborative and inclusive culture, and to provide tools to enhance research and innovation skills. The course is intented for PhD students, postdocs, faculty and industry as participants (may be relevant to other stakeholders too).

Specific learning goals for participants include to:

1. be able to describe key ingredients needed to build a research and innovation culture for high collective intelligence
2. be able to explain how the brain absorbs information and builds knowledge, and how to  communicate in a way that meets the brain’s ability to learn and engage.
3. be able to describe and make use of supporting methods such as the Innovators DNA skill guide for enhancement of research questions, and microtrends analysis and personal time management techniques.

Admitted to PhD Studies

If the course is discontinued, students may request to be examined during the following two academic years.

• INL1 - Assignments, 4.5 credits, grading scale: P, F

Based on recommendation from KTH’s coordinator for disabilities, the examiner will decide how to adapt an examination for students with documented disability.

The examiner may apply another examination format when re-examining individual students.

• Active participation required in at least 75% of the interactive sessions
• Recorded pitch and feedback to others
• Preparations / homework completed

Martin Törngren

• All members of a group are responsible for the group's work.
• In any assessment, every student shall honestly disclose any help received and sources used.
• In an oral assessment, every student shall be able to present and answer questions about the entire assignment and solution.