The guidelines – more about the new things

1. The guidelines – moreabout the new things • Integratingdegree and learningoutcomes in the wholedoctoraleducation • An university-common ISP-template and ISP-portal • Planning and followupof the education • Procedurewhen it doesn´twork– who is responsibleto do what?

2. Degreeoutcomesfor a degree of Doctor doctoral students must Knowledge and understanding • demonstrate broad knowledge in and a systematic understanding of the field of research, together with deep and up-to-date specialist knowledge in a defined part of the field of research; and • demonstrate familiarity with scholarly methods in general and with methods in the specific field of research in particular. Skills and abilities • demonstrate an ability to engage in scholarly analysis and synthesis and in independent, critical examination and assessment of new and complex phenomena, issues and situations; • demonstrate an ability to identify and formulate issues, critically, independently and creatively, and proceeding with scientific precision, and to plan and, using appropriate methods, conduct research and other advanced tasks within specified time limits, and to scrutinise and evaluate such work; • demonstrate, in a dissertation, their ability to make a substantial contribution to the development of knowledge by their own research; • demonstrate an ability to present and discuss research and research results with authority, in dialogue with the scholarly community and society in general, orally and in writing, in both national and international contexts; • demonstrate an ability to identify their need of further knowledge; and • demonstrate a potential to contribute to the development of society and support other people’s learning, both in the field of research and education and in other advanced professional contexts. Judgement and approach • demonstrate intellectual independence and scholarly integrity and an ability to make ethical assessments relating to research; and • demonstrate deeper insight into the potential and limitations of scholarship, its role in society and people’s responsibility for how it is used.

3. Generallyformulated and overall aimsof the third-cycleprogramme Degreeoutcomes under HEO Individuallearningoutcomes Adaptedto the individual situation of the doctoral student and the natureof the thesis Othersaredevelped via activities in the thesiswork and are examined via the thesis and itsdefence Somelearningoutcomesareachievedwholly or partlywith the helpofcourses and are examined there Activitiestoachieve the learningoutcomes. Concrete and cantherefore be followedup Thesisdefense Degree Examination of the doctoralstudent’s oral and writtenperformance

4. Degree outcomes stated in HEO: For a degree of Doctor the research students must demonstrate

5. Recommendedcourses • Philosophyof science • Research ethics • Takethesecourses!!

6. The useofindividuallearningoutcomes gives • A clearstructure so that all parts of the educationareconsidered at planning and follow-ups • A pedogogicallymoreadvancedrole for the supervisor – the tacidknowledge must be formulated and communicated • A moreactiverole for the doctoral student – ifyou understand the goalyoucanfind the road yourself

7. Template for the Individualstudy plan (ISP) • Information from Ladokabout the doctoral student • Planing • Research plan for the thesiswork • Timeplan for the wholeeducation (tidsplan) • Plan for financing • Comittments for doctoral student and supervisor 3. Follow-up

8. About the commitments Inform the supervisor in timeifthe planning doesn´twork Plan and prepare experiment x for a testrun in september Givefeed back accordingtoagreement Form an agreementwithlab x so the doctoral student canstay for 2 months

9. The follow-up is documented in the ISP by answering the following questions: ☐ We have discussed the individual learning outcomes ☐ We have discussed the research plan ☐ We have discussed the time plan ☐ We have discussed forms of cooperation  

10. ISP portal • Everybodywith a SLU-emailaddresscan make a preliminary ISP • Youcanonlysee ISP:s ifyouareautherized • Easy to communicate with those involved • Final ISP:s are archived centrally so thattheyareeasilyavailableif the faculty board etc. needsto do some sort offollowup • It looks like this

11. Compulsory For monographtheses 45 48 39 0 36 12 24 3 months Thesisdefense Preliminary ISP and admission Signed and activated ISP Application for the thesisdefence Final seminar Annual ISP follow-up Introductory essay and annual ISP follow-up Half-timeseminar and half-timefollow-up • Final seminar for monographtheses: • present, answer questions and discuss comments • The quality of the doctoral student and the thesis in relation to the • degree outcomes are assessed; • The prospects of completing the thesis according to timetableis evaluated • In the Introductory essay (2 – 6 pages) the doctoral student : • demonstrates his/her ability to independently present and discuss the issues • and/or hypotheses involved in the thesis work • - gives some examples of the implications of scientific probity and the ethical assessments • that may be required by the thesis work. • At the half-time seminar the doctoral student displays sufficient ability to • - orally present his/her thesis work • - discuss and analyse general and specific methods in the subject area • - independently discuss and analyse the results achieved

12. Signsthatsomething is not working as expected • serious shortcomings in the knowledge and proficiency of the doctoral student • supervision has repeatedly and to a large extent failed to meet the quality policy requirements for doctoral education; • one of the parties has repeatedly failed to meet his/her commitments under the ISP without valid reason; • there have been repeated failures to follow up the education according to the guidelines without valid reason.

13. Whatto do? • a new and more detailed individual study plan • followed up regularly at short intervals; • the result of the follow-ups must be reported to the faculty board. • If the principal supervisor has not met his/her commitments, a change of • supervisor must be decided. • If the doctoral student has not met his/her commitments, further investigation • will be necessary • Assessment by the chief legal officer • Decision by the Vice-Chancellor of withdrawal of the right to supervision

14. In caseyouhaven´tnoticed – the doctoraleducation has nowitsownprofilecolour! • The discussion after the coffee break: • How do we create the most professional supervisor groups? Guidelines = Quality!? • Guidelines are just a quality assurance • High quality can only be achieved if practices and values, ​​that parties of the doctoral education perceive as credible and authentic, are implemented!