Review of study programmes in ethnology
This report records the results of the review of study programmes in ethnology at first, second and third cycle conducted by Högskoleverket (Swedish National Agency for Higher Education) in 2008. Two external experts, one from Sweden and one from Norway, were appointed.
The report comprises two parts. The first part is the Agency´s reflections on the external experts´ views. The second part is the external experts´ report. This includes a national overview of the main fields of study, a description of the subject, and a description of the subject at every higher education institution.
The external experts confirm that the study programmes (from first to third cycle) demonstrate a clear progression between the cycles and good links to research. However, they would encourage greater collaboration particularly in order to strengthen the doctoral study environments. The Swedish National Agency of Higher Education (Agency) is also of the view that there should be more international input into the study programmes, for example by introducing more Nordic and other international literature.
Key indicators demonstrate that teaching capacity, teaching competency and supervision competency are at a satisfactory to good level. Between 2003 and 2007, certain variations are discernable. For instance, there is a trend at the University of Gothenburg and Lund University for the indicator for teaching capacity (the number of full-time students per full-time lecturer) to fall. This indicates a ´better´ value. This is mainly because the number of students has fallen. With regard to supervision capacity, Stockholm University has an indicator (the number of doctoral students per supervisor) over 50 for 2005 and over 60 for 2006. The value for 2007 is 20.1, which must be considered as reasonable. The performance indicator varies between 44 and 82 per cent. The lowest figure is at Gotland University College: between 2004 and 2007, the performance indicator is 50 per cent, at the highest. This can be explained by a large number of students studying by distance learning. These students often take breaks from their studies.