The Royal Institute of Technology, KTH, has undertaken an Administration Assessment Exercice, after having conducted an RAE and an EAE earlier. One part related to the internal administrative routines for providing pedagogical support to the teachers at KTH, through teacher training and individual consultations. We investigated how the routines for teacher support worked and how it was perceived by participants and course managers at KTH.   15 interviews and two focus groups were carried out with slightly different respondent groups. The investigation pointed out a significant potential for improvement of the teacher training. Not least did the teachers express the view that the existing administrative system was a burden.

Johanna Enberg