2004:11 R
Evaluation of Undergraduate and Postgraduate Education in Psychology at Swedish Universities and Colleges
Specific findings
The assessor group maintains in its report that all the courses meet the requirements for higher education. At two institutions, Dalarna University and Jönköping University, slightly less favourable conditions in the form of vulnerable study environments are noted. These two, and also Kalmar University and Växjö University, are recommended to consolidate their activities by, for example, appointing more teachers before they develop their education at higher levels. At Kristianstad University, the assessor group carried out a special follow-up study of the Agency´s 1999 review of the institution´s right to award MSc degrees in Psychology. The group finds that the study programme is now of consistently high quality, thanks to the measures taken by the University following the review.
The assessor group´s report shows that both single-subject courses in Psychology and Psychology Degree Study Programmes are oversubscribed and have expanded sharply over the past ten years. Between 1993 and 2003, Psychology acquired the status of a main subject in BSc or MSc degrees at 13 higher education institutions, bringing the total to 20. Two new Psychology programmes have been initiated: one at Linköping University in 1995 and one at Örebro University in 2002. At the latter, there are also two relatively new postgraduate study programmes. Judging from the assessor group´s report, this rapid expansion has not caused any deterioration in quality.
General discussion
In its report, the assessor group discusses various issues of general relevance. These include teacher capacity, which is described as good on the whole. However, one common problem is that the teachers are short of time for skills development and their own research, which can impair the links between their teaching and research. Another issue touched upon is the uneven gender distribution. At most higher education institutions, men are in the majority among teachers, especially the most highly qualified ones.
In the student group the opposite is true, with women making up some 70-75 per cent. The assessors also raise the issue of integration of the gender perspective into teaching: their opinion is that this integration is weak as a rule. Student influence is also discussed, and this requirement is deemed to be amply fulfilled, although involvement on the part of students attending single-subject courses is relatively limited.
Regarding undergraduate education in Psychology in the form of single-subject courses, the assessors observe that the numbers of students are large at the first-year and second-year levels, but substantially smaller in subsequent two (third and fourth years). Performance rates also fall at the higher levels, and this is seen as problematical. At some institutions, Psychology is very much a subordinate subject of study. Many students read it as part of such study programmes as personnel or workplace management and teacher training.
To enhance their attractiveness, some institutions have developed a local specialised profile for the subject. All the higher education institutions emphasise their methodology teaching as one of their strengths. The assessor group has noted the focus on quantitative methods, and although the group understands this focus it urges the institutions to be more open to different scientific methods.
As for the Psychology Degree Study Programmes, the assessor group emphasises that these are equivalent and, in every case, of good quality. However, they have developed in somewhat different directions and this has caused uncertainty among the students with respect to future specialist education and professional practice. The assessor group therefore urges the higher education institutions to provide clear information to the students on institutional specialisation, if any. Moreover, the group is of the view that the programmes show clear links with the profession but that their association with research should, as a rule, be strengthened. Furthermore, the group notes that Psychology students may have problems in obtaining credits for their studies aboad, and urge the institutions to treat such studies more generously.
When it comes to postgraduate education in Psychology, the assessor group finds that PhD students are, as a rule, well integrated in the higher education institutions´ activities and that they are seen there as a major resource. However, one problem identified is that postgraduate studentships are seldom advertised publicly, and this counteracts the objective of national mobility. Another problem is that the PhD students´ vary within individual institutions, depending on the funding they are offered and the projects to which they are linked.
No higher education institution is identified by the group as having such deficiencies as to prompt the National Agency for Higher Education to question its right to confer diplomas and degrees.
Structure of the report
The report comprises two parts. The first part, containing a summary, reflections and decisions, is the Agency´s part. The second is that of the assessor group, consisting of the group´s terms of reference; its general impressions and recommendations; and its specific impressions of, and recommendations issued to, the individual higher education institutions included in the evaluation.
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