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Havtun, Hans, Associate ProfessorORCID iD iconorcid.org/0000-0001-6139-4400
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Publications (10 of 44) Show all publications
Rosén, A., Havtun, H. & Lennholm, H. (2019). Framework for bottom-up integration of sustainable development in engineering educations. In: : . Paper presented at Symposium “Accelerating the Implementation of Sustainable Development in the Curriculum”, Stockholm, Sweden, 10th-11th September, 2019.
Open this publication in new window or tab >>Framework for bottom-up integration of sustainable development in engineering educations
2019 (English)Conference paper, Poster (with or without abstract) (Other academic)
National Category
Engineering and Technology Learning
Research subject
Technology and Learning
Identifiers
urn:nbn:se:kth:diva-264989 (URN)
Conference
Symposium “Accelerating the Implementation of Sustainable Development in the Curriculum”, Stockholm, Sweden, 10th-11th September, 2019
Note

QC 20191210

Available from: 2019-12-09 Created: 2019-12-09 Last updated: 2019-12-16Bibliographically approved
Kjellgren, B., Havtun, H., Wingård, L., Andersson, M., Hedin, B., Hjelm, N. & Berglund, A. (2018). The Pedagogical Developers Initiative – Sustainable Impact of Falling into Oblivion?. In: Bean Bennedsen, Edström, Hugo, Roslöf, Songer & Yamamoto (Ed.), Proceedings of the 14th International CDIO Conference: . Paper presented at The 14th International CDIO Conference (pp. 738-747). Kanazawa: Kanazawa Institute of Technology
Open this publication in new window or tab >>The Pedagogical Developers Initiative – Sustainable Impact of Falling into Oblivion?
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2018 (English)In: Proceedings of the 14th International CDIO Conference / [ed] Bean Bennedsen, Edström, Hugo, Roslöf, Songer & Yamamoto, Kanazawa: Kanazawa Institute of Technology , 2018, p. 738-747Conference paper, Published paper (Refereed)
Abstract [en]

Between 2014-16, KTH Royal Institute of Technology set aside considerable resources in its biggest pedagogical project to date, the Pedagogical Developers Initiative. The project has been continuously reported on at recent CDIO conferences. While aimed primarily at CDIO Standard 10, enhancement of faculty teaching competence, the project managed, by design as much as through accident, to strengthen many CDIO standards and syllabus items. With the conclusion of the project, the constructive practices and ideas that emerged from the initiative were meant to be incorporated into the regular operations of the university, a task that was delegated to each of KTH’s ten schools. However, even though KTH officially labelled the project a success, the schools have taken a non-uniform approach to this endeavour, as they indeed had done to the project as a whole during its duration. Following up on our earlier reports, and primarily using data from interviews and our own observations, the paper looks at which of the initiative’s ideas and practices have survived the end of the project, in what forms, by what means, and what insights and lessons one can draw from this when designing mechanisms for continuous and sustainable improvement of pedagogical practices at a technical university.

Place, publisher, year, edition, pages
Kanazawa: Kanazawa Institute of Technology, 2018
Series
Proceedings of the International CDIO Conference, ISSN 2002-1593
National Category
Engineering and Technology
Research subject
Education and Communication in the Technological Sciences
Identifiers
urn:nbn:se:kth:diva-235509 (URN)
Conference
The 14th International CDIO Conference
Note

QC 20181008

Available from: 2018-09-27 Created: 2018-09-27 Last updated: 2018-10-08Bibliographically approved
Berglund, A., Havtun, H., Jerbrant, A., Wingård, L., Andersson, M., Hedin, B. & Kjellgren, B. (2017). THE PEDAGOGICAL DEVELOPERS INITIATIVE: SYSTEMATIC SHIFTS, SERENDIPITIES, AND SETBACKS. In: 13th International CDIO Conference in Calgary, Canada, June 18-22, 2017: . Paper presented at 13th International CDIO Conference.
Open this publication in new window or tab >>THE PEDAGOGICAL DEVELOPERS INITIATIVE: SYSTEMATIC SHIFTS, SERENDIPITIES, AND SETBACKS
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2017 (English)In: 13th International CDIO Conference in Calgary, Canada, June 18-22, 2017, 2017Conference paper, Published paper (Refereed)
Abstract [en]

Pedagogical projects have often, at KTH Royal Institute of Technology, as well as elsewhere, been initiated and managed by individual enthusiasts rather than dedicated teams. This generally decreases the possibility of successful implementation of more ambitious ideas, e.g., changing educational programs, implementing the CDIO syllabus, or strengthening the pedagogical development of larger parts of the faculty. To enable wider and more effective change, KTH top management therefore launched a universityencompassing three-year project in 2014, in which a group of highly motivated teachers from all schools at KTH were appointed part-time pedagogical developers (PDs). The PDs were given the task of promoting pedagogical development and facilitate cooperation and knowledge exchange among faculty members, as described in two previous papers at CDIO conferences. From 2017, the outcomes of this project are supposed to be integrated parts of the KTH line organization. The project has led to numerous actions, which would have been difficult to set in motion unless given the freedom in time to explore and to develop into a collective effort rather than a myriad of individual “stand-alone” examples. By addressing key areas for pedagogical development, our group of dedicated faculty have tried to surpass the suboptimal "lock-in" of strict individual reasoning and to deal with surfaced questions and relevant issues in a broader collective manner. A major insight confirmed by the project and its many sub-projects has indeed been the fundamental importance of collegial discussions and the creation of processes that facilitate and support teacher cooperation. We have also, through discussions with faculty at KTH, confirmed the need for clearly defined, tangible incentives for teachers, motivating them to participate in pedagogical development activities, even if this means less time left for the traditional pathway to rewards within academia, i.e. research. In this paper, we chart changes that have occurred in the educational practices at KTH by describing and discussing the project’s focus on pedagogical development of faculty, actual execution of changes in the engineering educations, lessons learned along the way, and visions yet to be realised.

Keywords
pedagogical developers, educational change, change agents, faculty development, CDIO standards
National Category
Pedagogical Work
Identifiers
urn:nbn:se:kth:diva-213962 (URN)
Conference
13th International CDIO Conference
Note

QC 20170919

Available from: 2017-09-07 Created: 2017-09-07 Last updated: 2017-11-10Bibliographically approved
Berglund, A., Havtun, H., Jerbrant, A., Wingård, L., Andersson, M., Hedin, B., . . . Kjellgren, B. (2016). The pedagogical developers initiative - development, implementation and lessons learned from a systematic approach to faculty development. In: Proceedings of the 12th International CDIO Conference, Turku University of Applied Sciences, Turku, Finland, June 12-16, 2016: . Paper presented at 12th International CDIO Conference, Turku University of Applied Sciences, Turku, Finland, June 12-16, 2016 (pp. 497-508). Turku University
Open this publication in new window or tab >>The pedagogical developers initiative - development, implementation and lessons learned from a systematic approach to faculty development
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2016 (English)In: Proceedings of the 12th International CDIO Conference, Turku University of Applied Sciences, Turku, Finland, June 12-16, 2016, Turku University , 2016, p. 497-508Conference paper, Published paper (Refereed)
Abstract [en]

This paper presents a systematic, university--wide approach to creating an encompassing movement towards faculty development. In 2014, KTH Royal Institute of Technology launched the pedagogical developers initiative, appointing part--time pedagogical developers among teachers from all schools of KTH, to implement and strengthen good teaching and learning practices among faculty and students. They are teachers active in different educational programmes, with experience of, and interest in, pedagogical issues. In line with CDIO standard 10, the purpose of the pedagogical developers’ initiative is to facilitate cooperation and knowledge exchange between faculty members, and to establish communities of practice. The paper presents the activities, processes for developing these activities and preliminary results from the initiative’s second year, which focused much on supporting faculty development by putting into place a series of workshops, a format chosen for its combination of active community-building learning and time efficiency. The topics of the workshops emerged to meet faculty needs identified by the pedagogical developers during the first year. The workshops were created by smaller teams of pedagogical developers from different schools of KTH. This enabled a wide array of experiences and perspectives to be incorporated into the workshops. Main focuses of the workshops have been on creating internal discussions in dynamic communities of practice on specific subjects of interest, and on creating forums for exchange of ideas, open to the whole faculty. During Autumn 2015, the workshops have been offered as voluntary add-on parts of the basic course in teaching and learning offered to faculty at KTH. This first round of workshops generated a positive interest from teachers, and participant feedback indicates that they particularly appreciated the opportunity to work directly with their own courses and the opportunity to discuss pedagogical aspects with peers. 

Place, publisher, year, edition, pages
Turku University, 2016
Keywords
Pedagogic development
National Category
Pedagogical Work
Identifiers
urn:nbn:se:kth:diva-202516 (URN)978-952-216-610-4 (ISBN)
Conference
12th International CDIO Conference, Turku University of Applied Sciences, Turku, Finland, June 12-16, 2016
Note

QC 20170306

Available from: 2017-02-24 Created: 2017-02-24 Last updated: 2017-06-29Bibliographically approved
Chen, J., Jarall, S., Havtun, H. & Palm, B. (2015). A review on versatile ejector applications in refrigeration systems. Renewable & sustainable energy reviews, 49, 67-90
Open this publication in new window or tab >>A review on versatile ejector applications in refrigeration systems
2015 (English)In: Renewable & sustainable energy reviews, ISSN 1364-0321, E-ISSN 1879-0690, Vol. 49, p. 67-90Article, review/survey (Refereed) Published
Abstract [en]

This paper presents a useful knowledge of ejector working principles and the versatility and diversity of its applications in refrigeration technologies. Various ejector refrigeration systems are described with the associated studies, and categorized as conventional ejector refrigeration system, advanced ejector refrigeration systems, combined refrigeration systems and ejector enhanced vapor compression systems. This paper also presents the important elements that affect the optimum performance of the ejector system, and the results of studies that have generally confirmed their energy saving, great potential for large refrigerating temperature scales and performance enhancement.

Keywords
Ejector, Refrigeration system, COP, Performance, Improvement
National Category
Energy Engineering
Identifiers
urn:nbn:se:kth:diva-172476 (URN)10.1016/j.rser.2015.04.073 (DOI)000357141900008 ()2-s2.0-84938387413 (Scopus ID)
Note

QC 20150826

Available from: 2015-08-26 Created: 2015-08-25 Last updated: 2020-03-10Bibliographically approved
Chen, J., Havtun, H. & Palm, B. E. (2015). Conventional and advanced exergy analysis of an ejector refrigeration system. Applied Energy, 144, 139-151
Open this publication in new window or tab >>Conventional and advanced exergy analysis of an ejector refrigeration system
2015 (English)In: Applied Energy, ISSN 0306-2619, E-ISSN 1872-9118, Vol. 144, p. 139-151Article in journal (Refereed) Published
Abstract [en]

This paper presents a comprehensive investigation of an ejector refrigeration system using conventional and advanced exergy analysis. Splitting the exergy destruction within each system component into endogenous/exogenous and avoidable/unavoidable parts provides additional useful information and improves the quality of the exergy analysis. Detailed calculations of the exergy destruction parts are schematically illustrated. Conventional exergy analysis indicates that about half of the total exergy destruction is caused by the ejector and about one quarter occurs in the generator. The advanced exergy analysis reflects the strong interactions between system components. The ejector has the highest priority to be improved, followed by the condenser and then the generator. The temperature difference in the condenser has the largest influence on the exergy destruction compared to that in the generator and the evaporator, and the ejector efficiencies are also very crucial for the exergy destruction. The system performance can be largely enhanced through improvements of the ejector and the condenser as well as the generator.

Keywords
Ejector refrigeration system, Exergy analysis, Exergy destruction, Improvement, Ejectors (pumps), Exergy, Refrigeration, Ejector efficiency, Ejector refrigeration systems, Exergy destructions, Strong interaction, System components, Temperature differences, Quality control, condensation, cooling, energy efficiency, evaporation, performance assessment
National Category
Energy Engineering
Identifiers
urn:nbn:se:kth:diva-167750 (URN)10.1016/j.apenergy.2015.01.139 (DOI)000353008300012 ()2-s2.0-84923635422 (Scopus ID)
Note

QC 20150601

Available from: 2015-06-01 Created: 2015-05-22 Last updated: 2017-12-04Bibliographically approved
Berglund, A., El Gaidi, K., Havtun, H., Hedin, B. & Kjellgren, B. (2015). Kommer det på tentan?: Uppfattningar om motivation och demotivation bland studenter på ingenjörsutbildningar. In: : . Paper presented at 5:e Utvecklingskonferensen för Sveriges ingenjörsutbildningar, Uppsala universitet, 18–19 november 2015.
Open this publication in new window or tab >>Kommer det på tentan?: Uppfattningar om motivation och demotivation bland studenter på ingenjörsutbildningar
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2015 (Swedish)Conference paper, Published paper (Other academic)
Abstract [en]

Motivation är en av de viktigaste drivkrafterna bakom människors handlingar. Hur en student klarar sina studier beror till stor del på graden av motivation, men också på graden av demotivation. Vi har i den här studien valt att utforska upplevda källor till studenters motivation och demotivation i ingenjörskurser. Dessa har kodats och kategoriserats i termer av kontext, struktur och lärare, och resultatet har jämförts med en liknande omfattande undersökning från USA. Resultaten visar att frågor rörande kurs ens struktur i högre grad anges som viktiga både för motivation och demotivation för våra studentgrupper, jämfört med den andra undersökningen. Vidare förekommer synpunkter kring lärarens förmåga att förklara och lärarens attityd till studenterna i betydligt högre omfattning än lärarens ämneskompetens i sig, vilket kan ses som stöd för att pedagogisk och didaktisk skicklighet bör vara starkt meriterande för undervisande personal. En slutsats är att lärare har mycket stora möjligheter att påverka studenternas motivation både positivt och negativt, och att det är av stor vikt att lärare är både medvetna om, och har verktyg för att hantera, detta.

 

National Category
Educational Sciences
Identifiers
urn:nbn:se:kth:diva-177792 (URN)
Conference
5:e Utvecklingskonferensen för Sveriges ingenjörsutbildningar, Uppsala universitet, 18–19 november 2015
Note

QC 20151210

Available from: 2015-11-26 Created: 2015-11-26 Last updated: 2015-12-10Bibliographically approved
Berglund, A., Havtun, H., Johansson, H. B., Jerbrant, A., Andersson, M., Hedin, B., . . . Kjellgren, B. (2015). The Pedagogical Developers Initiative – Changing Educational Practices and Strengthening CDIO skills. In: Proceedings of the 11th International CDIO Conference, Chengdu, China, June 8-11 2015: . Paper presented at 11th International CDIO Conference, Chengdu, China, June 8-11 2015.
Open this publication in new window or tab >>The Pedagogical Developers Initiative – Changing Educational Practices and Strengthening CDIO skills
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2015 (English)In: Proceedings of the 11th International CDIO Conference, Chengdu, China, June 8-11 2015, 2015Conference paper, Published paper (Refereed)
Abstract [en]

This paper put emphasis on change agents within the universities and how local initiatives can be systematically approached and ramped up. Rooted in the challenges and constraints that have been addressed in past educational program initiatives, the case consists of specific focus areas to leverage impact. Universities continuously strives to provide the best conditions for an inspiring and prosperous learning environment, and to provide educational programs with teaching of excellent educational quality. KTH is no exception and therefore the university management has initiated a pedagogical program starting in 2014. One of the first thing initiated within the framework of this pedagogical program is the creation of a group of 24 pedagogical developers.

The focus for the pedagogical developers is to facilitate the opportunities for KTHs faculty to work together and create consensus on educational development in different teaching teams. This paper presents the University's pedagogical developers' initiative as a whole and how this has been outlined in detail to reach specific redesign targets. The School of Industrial Engineering and Management pedagogical group consists of five practicing teachers that besides this new role also engage heavily in various courses of the School's departments. Since the pedagogical initiative is aligned with several important CDIO aspects, e.g. the learning environment, formats of formative feedback, assessment and examination there is also importance to reassure this in the existing Master level programs.

At KTH the five-year comprehensive Master of Science in Engineering programs concern distinct vocational educations in which the CDIO aspects are very important. At the same time the programs has been divided in a basic level (B.Sc. in Engineering) of three years and a advanced level (M.Sc.) of two years. This has for instance made it harder to align the progression between first cycle level and second cycle level regarding for instance the CDIO efforts (e.g. oral and written communication, teamwork). This paper will therefore discuss and enhance how the pedagogical programme, we as pedagogical developers, can support and strengthen the initiation and implementation of the CDIO aspects in the education.

National Category
Educational Sciences
Identifiers
urn:nbn:se:kth:diva-177787 (URN)
Conference
11th International CDIO Conference, Chengdu, China, June 8-11 2015
Note

QC 20151210

Available from: 2015-11-26 Created: 2015-11-26 Last updated: 2016-07-04Bibliographically approved
Havtun, H. (2014). Arbetsmaterial till Tillämpad termodynamik (1ed.). Lund: Studentlitteratur AB
Open this publication in new window or tab >>Arbetsmaterial till Tillämpad termodynamik
2014 (Swedish)Book (Other academic)
Alternative title[en]
Problems in Applied Thermodynamics
Place, publisher, year, edition, pages
Lund: Studentlitteratur AB, 2014. p. 172 Edition: 1
National Category
Energy Engineering
Identifiers
urn:nbn:se:kth:diva-141273 (URN)978-91-44-10576-5 (ISBN)
Note

QC 20140829

Available from: 2014-02-12 Created: 2014-02-12 Last updated: 2019-04-12Bibliographically approved
Chen, J., Havtun, H. & Palm, B. (2014). Investigation of ejectors in refrigeration system: Optimum performance evaluation and ejector area ratios perspectives. Applied Thermal Engineering, 64(1-2), 182-191
Open this publication in new window or tab >>Investigation of ejectors in refrigeration system: Optimum performance evaluation and ejector area ratios perspectives
2014 (English)In: Applied Thermal Engineering, ISSN 1359-4311, E-ISSN 1873-5606, Vol. 64, no 1-2, p. 182-191Article in journal (Refereed) Published
Abstract [en]

This paper presents an ejector model to determine the optimum performance as well as obtaining the design area ratio of an ejector in a refrigeration system. Working fluid properties and auxiliary dynamic equations are used to model the processes in the ejector. The normal compression shock in the mixing chamber is considered. Experimental data from literature are used to validate the model, and the agreement with the model at optimum operating conditions is very good. The deviation between the model and the experimental data at non-optimum conditions is slightly larger. A study of working conditions for refrigerants R123 and R141b indicates that the condenser temperature has more influence than the generator and evaporator temperatures on the area ratio and the entrainment ratio in the ejector. Furthermore, area ratios need to keep up the pace with the variation of entrainment ratio as operating conditions are changed. A variable-geometry ejector seems a very promising alternative to ensure that the ejector refrigeration system operates at its optimum conditions. Ejector efficiencies play a very important role in the present model, and the influence of the efficiencies on the ejector performance is investigated. This ejector model may be used for parametric analysis and optimum performance evaluation as well as ejector design.

Keywords
Area ratio, Ejector, Entrainment ratio, Optimum performance, Refrigeration system
National Category
Energy Engineering
Identifiers
urn:nbn:se:kth:diva-140794 (URN)10.1016/j.applthermaleng.2013.12.034 (DOI)000333777000019 ()2-s2.0-84891786583 (Scopus ID)
Note

QC 20140203

Available from: 2014-02-03 Created: 2014-01-31 Last updated: 2017-12-06Bibliographically approved
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ORCID iD: ORCID iD iconorcid.org/0000-0001-6139-4400

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