Doctoral student perspective

The programme allows the doctoral students to play an active part in the work of improving the programme and learning processes.

Based on the self-evaluation, the individual study plans and the general study plan provide a framework for working with doctoral student input, individual development dialogues, formal and informal meetings, and a clear structure of where the doctoral student can turn for help. This was also confirmed in the interviews.

According to the self-evaluation, the individual study plans function as a valuable planning tool for the doctoral students. Doctoral students have ample opportunity to make their voices heard in various forums at the department and institution level and this is also verified in some of the individual study plans.

The programme is systematically followed up to ensure that doctoral student input is used in quality assurance and improvement of the programme. The results of the follow-up are translated, when necessary, into actions for quality improvement, and feedback is given to relevant stakeholders.

According to the self-evaluation and the individual study plans, the follow-up of doctoral student ideas and concerns is systematic and translated into action when needed. There are examples given of changes made as a result of doctoral student input, and this was also confirmed in the interviews, e.g., regarding possibilities to change supervisors if needed. In general, the doctoral students seem pleased with their environment and the possibilities of making their voices heard on matters relevant to their education.

The assessment panel notes the following weaknesses regarding the systematic follow-up of the doctoral student perspective. Questionnaires could more systematically be used to evaluate what doctoral students want and need, giving an even better foundation for developing the programme further. Although there are opportunities for doctoral students to be members of various committees and boards at the department and institution level, the panel notes confusion whether there is compensation for this, an issue that needs to be addressed by the department and/or faculty to make sure that the rules for compensation are clear and fair.

Additionally, the importance of the ResArc courses providing the doctoral students with a broad range of influences and perspectives became clear through the interviews, and the panel wants to note the importance of maintaining this when ResArc funding ends.

In the overall assessment, the doctoral student perspective is deemed to be satisfactory.