Overall assessment of the aspect area 'follow-up, actions and feedback'

In the overall assessment, the aspect area 'follow-up, actions and feedback' is deemed to be satisfactory.

The systematic follow-up is generally robust when it comes to ensuring supervisory competency, the quality of the third-cycle programme environment, and students' achievement of qualitative targets. There are clear examples when issues have arisen with students' supervision that have been translated into actions for improvement. However, the depth and rigour of the follow-up of individual study plans vary and the panel recommends a more systematic approach be taken.

When it comes to giving feedback to relevant stakeholders, a clearer understanding and definition of relevant stakeholders (which may not just be doctoral students, or partners in research, but also funders and others who facilitate in some way the pursuit of the research) would help clarify just how effective and meaningful follow-up and feedback is. For example, it is not very clear from the higher education institution's reporting how feedback operates in relation to non-academic stakeholders.

Regarding the 'working life perspective', the assessment panel sees potential areas of improvement in developing and maintaining contact with alumni and feeding their knowledge and experiences back into the programme.

In terms of actions, the panel would like to see doctoral student concerns regarding the availability of appropriate methodological courses and the coherence of some research groups addressed. The panel appreciates that these points may have staffing implications and that time to conduct this kind of work has to be reserved.

When it comes to gender equality, the panel notes the will to improve – for example, by formulating a clear policy. The panel recommends that such a policy should deal with follow-up on recruitment and equality of numbers, promotional possibilities, etc., as well as follow-up on content of courses, directions of scholarship, and everyday practice from a gender perspective.