Linkoping University-Hospital Campus

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Linköping University will never rest on its laurels. In close collaboration with the business world and society, Linköping University (LiU) conducts world-leading, boundarycrossing research in fields including materials science, IT and hearing. In the same spirit, the university offers many innovative educational programmes, many of them with a clear vocational focus, leading to qualification... as, for example, doctors, teachers, economists and engineers. The university has 27,000 students and 4,000 employees on four campuses. Together we seek answers to the complex questions facing us today. Our students are among the most desirable in the labour market and international rankings consistently place LiU as a leading global university.
The organisation of Linköping University (LiU) differs from the typical organisational model used at most European universities. At LiU there are multidisciplinary departments, reporting directly to the vice-chancellor and covering several adjacent academic disciplines, with the aim of facilitating contact across boundaries.
Some research at LiU is not organised within the framework of traditional disciplines, but in thematic studies units, institutes and centres. Thematic studies units are formed around a multidisciplinary field, such as child studies or environmental change, and gather researchers from several disciplines. An institute is also built around a field of research, but the area studied in an institute is significantly narrower than that studied in a thematic studies unit. A centre is established for a shorter period than an institute or thematic studies unit. A major part of the financing for a centre often comes from other sources than LiU.
The University Library and University Services support LiU’s core business: education and research. The library offers extensive collections and information services via four libraries, one on each campus. University Services is headed by the university director and handles central services within finance, IT, human resources, press contacts, educational information, etc.
Linköping University has four faculties: the Faculty of Arts and Sciences, the Faculty of Educational Sciences, the Faculty of Medicine and Health Sciences and the Faculty of Science and Engineering (sometimes known as the Institute of Technology). Formally, Educational Sciences is an “area”, but in most cases it functions as a faculty. In some ceremonial contexts, LiU is considered to have three faculties, with Educational Sciences falling under Arts and Sciences.
The actual education and research is conducted at the departments. LiU’s organisation differs from the typical organisational model used at most European universities. LiU has large multidisciplinary departments that incorporate several adjacent disciplines, with the aim of facilitating contact across disciplinary boundaries. For example the Department of Management and Engineering encompasses fields such as economics, business administration and business law, as well as industrial economics, solid mechanics and logistics. There are 14 multidisciplinary departments at Linköping University. Many companies have their roots in LiU research or are founded by alumni. They span from big world-leading companies like Sectra and IFS to small new niche businesses.
Studying at Linköping University (LiU) means student-centred learning, an interdisciplinary approach and close collaboration with the business world.
LiU is home to several world-class research environments, for instance in materials science, bioelectronics and information technology.
We want our students to take an active role in learning and aim to stimulate independent and critical thinking by nurturing problem-solving abilities.
We seek to implement an innovative educational approach grounded in real-world systems and products. We offer over 25 international master"s programmes taught in English, in various subject areas. In 2018, we will also open our first international bachelor programme. Applications are open mid-October to mid-January annually.
Today, all the teacher training programmes at LiU use simulation. The reactions are positive; a typical comment is “Every teacher should get to do this”. Practising teachers have also shown interest, and the tool is being spread to more and more people and organisations. Because there is no doubt that pupils deserve teachers who have practiced and explored their own reactions to provocations – just as airline passengers expect the pilot to have spent many, many hours in a flight simulator before it’s time to take off in a real plane.