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The Postgraduate Students Mirror

Gunilla Jacobsson, Swedish National Agency for Higher Education
The postgraduate students mirror 2008 is a survey answered by 10,175 randomly selected doctoral students, with at least one year's experience of doctoral studies. These students were enrolled at higher education institutions in Sweden that offer third cycle (doctoral) programmes. They represented about 75 percent of the whole target population.
 

Purpose of the survey


The conditions in which doctoral students conduct their studies and the way in which these are organised have a major impact on their quality. Gathering information from those directly concerned is one way of highlighting the issue of quality. The purpose of the survey was to highlight the quality of doctoral studies from the perspective of doctoral students and compare the results with those of a previous survey conducted in 2003.

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Design of the survey


The questionnaire contained 100 questions and 66 percent of the doctoral students responded to the survey. The survey also offered a questionnaire in English for foreign students.

The results are based on a statistical analysis of the responses to the questionnaire using exploratory factorial analysis. This analysis has yielded seven different dimensions that encapsulate the issues raised by the survey.
These dimensions are the following:

  1. Introduction to postgraduate studies;
  2. Professional development;
  3. Dialogue with supervisors;
  4. Supervision in action;
  5. Taught courses;
  6. Reflection and values;
  7. Study environment.
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Doctoral students


There is an equal number of men and women enrolled in doctoral studies programmes. The average age of doctoral students is thirty-three. About 50 percent of doctoral students can be found in Medicine and Technological Sciences and 33 percent in the Social Sciences and Natural Sciences. The most common type of doctoral thesis is a compilation thesis and 80 percent of these are written in English.
Diagram, postgraduate students in the study.

Overall assessment


By and large the doctoral students rate their programmes highly. 80 percent of doctoral students stated that their programme was 'good' or 'very good', but there are a number of critical responses to how the programmes function.

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1. Introduction to postgraduate studies


A satisfactory and sound introduction to postgraduate studies can provide many benefits in terms of study techniques and from a social perspective.

A good introduction can also enable the students to become part of the organisation more rapidly and get on with their studies and other duties.

Knowing that they are doing the right thing at the right time provides a more secure environment and makes it possible for them to avoid potential problems.

Social introductions mean that postgraduate students feel welcome and find it easier to take their place in their environment.

Introductions are also important for the departments. A postgraduate student who feels welcome and who knows the department's activities is an asset and an affirmation that the recruitment was successful.

Diagram, introduction to postgraduate studies.
Despite some improvement since the previous survey in 2003, the induction to doctoral studies still does not work satisfactorily. As many as 70 percent are dissatisfied with their departmental introductions for newly-enrolled students, information on the rights and obligations of doctoral students and advance information on the programme. Fewer women than men are satisfied with their induction.

The results in each dimension have also been transformed to a standardised scale (see Appendix). In this figure, it is possible to compare different subject fields and see the changes over time.

The explicit criticism of the introductions offered by the institutions should be noted and taken seriously. In view of the shortage of time that many students experience, it is particularly important, for instance, to get them started on their studies without delay. This could be made easier by offering them a better introduction to their programmes.

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2. Professional development


This dimension relates to the professional content of a career in research. Knowledge about scientific methodology and scientific theories constitutes the core of postgraduate study and is a necessary requirement for independent research. Awareness of research ethics is regarded as a quality issue both by the research community and elsewhere and the application of ethical standards is central to research.
Diagram, professional development.
The responses about professional development are very similar to those of 2003. Doctoral students are able to conduct independent research, and to acquire skills in research theories and methods. However, some doctoral students feel they have not acquired the required skills in theory and methods even at the end of their programmes. More than half of the doctoral students state that they have acquired deeper insight into research ethics to a small degree/very small degree/not at all.

Research ethics deals with problems and issues related to the conduct of research. For instance, how far may one jeopardise the integrity and safety of other people in order to attain the knowledge that is sought? Research ethics also involves the researcher's own rectitude and candour. There is justification for the inclusion of these quality aspects of research in postgraduate programmes.

It is important for doctoral students to understand the value of good research ethics, not least in their future careers. Lack of knowledge and the failure to apply ethical standards could in the long run impair the confidence of fellow-researchers, the general public and the commercial sector in the research undertaken. It is disturbing that more than half of the postgraduate students do not consider that they have enhanced their awareness of research ethics.

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3. Dialogue with supervisors  


During their studies, postgraduate students are often highly dependent on their supervisors. Supervisor commitment to the student's progress and future career plans and supervision that takes the form of a dialogue provide support.

The role of the supervisor varies from subject to subject and according to the individual student's needs. But all postgraduate students need someone who can offer guidance and help to create a good environment for their work and research.

Diagram, dialogue with supervisors.
A complex picture is provided by the responses to questions about supervision. The majority of postgraduate students describe their supervision as satisfactory. But responses also reveal that a large proportion of postgraduate students report only limited interest from their supervisors in their studies, and the same applies to constructive criticism of their research activities or discussions of methodological or theoretical issues.

One of the cornerstones of higher education, constructive criticism, should for instance help students to make progress in their work. Support of this kind seems to be lacking for about one-third of the postgraduate students. More than 40 percent of the students report that they do not get the support often provided by discussion of methodological and theoretical issues either. This situation can erode the quality of their theses and may possibly lead to a reduction of the efficiency of postgraduate programmes.

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4. Supervision in action  


Shortcomings in their supervision may be the breaking point for some postgraduate students. To be effective, for instance, an adequate amount of supervision must be provided. Opinions about where the limit should be drawn can, of course, differ between postgraduate students and their supervisors.

Frequent contacts are most intensive early in the programme when the thesis subject has to be chosen, studies planned and the student initiated into research procedures. Contacts intensify again towards the end of the programme, when the thesis has to be completed. There are no rules that lay down how much supervision a postgraduate student is entitled to.

Diagram, supervision in action.
In Supervision in action the responses show that a very large proportion, 40 percent, have not received supervision to the extent that they desired and that more than one in four students have felt that inadequate supervision has created obstacles for their research work. The fact that one out of every four postgraduate students has either switched supervisor or seriously considered doing so provides food for thought. Postgraduate students are in a situation in which they are dependent upon one or two supervisors and the closeness of these relationships adds to their vulnerability.

The pattern revealed is yet the most positive of the seven different dimensions.

It is worth bearing in mind that, even though they constitute a minority, every fourth postgraduate student has experienced shortcomings in the supervision thus affecting the research results. This is probably not merely a question of the volume of supervision. However, the volume of supervision is an interesting area in itself. Are the major differences between subject areas justifiable? What is the optimal amount of supervision? What are the consequences of more or less than average supervision in postgraduate education?

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5. Relevance of taught courses


Postgraduate programmes in Sweden consist of both taught courses and thesis work. The proportion of time allocated for courses and thesis work varies from subject field to subject field, and even within the same subject field in different higher education institutions. The aim of the taught courses in postgraduate programmes is both to provide students with more advanced expertise in their subject and also to give them sufficient specialised knowledge to enable completion of their thesis.
Diagram, relevance of taught courses
Even though many postgraduate students are satisfied, there are large proportions who feel that the range of courses offered does not apply to their programme goals. The solution to this problem may seem expensive as many research settings are small and it could appear unreasonable to provide a wide range of courses. More cooperation between different higher education institutions and different subjects, for instance on courses in methodology, could be tested more extensively.

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6. Reflection and values


Personal development also forms part of the aim of higher education and this applies to both undergraduate and postgraduate studies. One element in personal development involves increasing the capacity for reflection over one's own values; another element is greater educational breadth. The overarching social goals for higher education also include the expectation that education will contribute to the development of democracy and greater understanding between people from different cultural or ethnic background.
Diagram, reflection and values.
With regard to reflection and evaluation, the responses are almost identical with the 2003 survey. The variation in responses is largely dependent on subject area. Many doctoral students feel that their programme provides an opportunity to consider their own values.
 
According to the majority of the doctoral students, however, the programmes do not encourage involvement with the community, increase understanding of social, cultural or gender differences nor do the programmes lead to greater understanding of individuals from other cultural backgrounds.

On the whole, the Reflections and values dimension reveals great differences between subject areas. This may be an expression of differences in the way the various programmes involve questions relating to values and human interaction. Postgraduate study in mathematical, scientific, technological and medical subject areas are felt to contribute far less to the development of the students' own values when compared with programmes in other subjects. It may be that issues relating to values have traditionally played a less important role in these disciplines. In a career oriented world, however, it may be important for both undergraduate and postgraduate programmes to offer both personal and professional development — not least in view of the goals of the Bologna Process.

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7. Study environment


The relationships between individuals sharing the same environment have a strong influence on how creative the environment will be considered as a workplace. A creative environment can, in its turn, provide a fertile and stimulating setting for postgraduate study. Influence can be a quality factor in many operational areas.
Diagram, study environments.
The responses with regard to study environment are virtually identical with the results of 2003. The majority of doctoral students consider their programmes to be positive and stimulating. However, over half feel the environment at their department is less creative. Two out of three doctoral students feel they have no means of influencing matters within their department.

Even if the length of time students have been pursuing their postgraduate studies is taken into account, the same image emerges — the degree of influence they exert is felt to be low. Is this due to lack of opportunity? Is this due to lack of interest from the students, or is their position as students a real obstacle to genuine participation in the academic community? Altogether the picture of the conditions in which postgraduate students work gives rise to the feeling that their environment is demanding and that they are to some extent marginalised.

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Final remarks


The number of research students has risen considerably during the last decade. This is a major joint commitment, both by the community and by the students themselves. Not least from the point of view of the community, there are great hopes of enhanced innovation and growth. On the whole, the postgraduate students grade their programmes well. On the other hand, there is a definite and observable scope for improvement.

More information is available on the National Agency for Higher Education's website, and each university can access its own results. The Postgraduate Students Mirror Report is published only in Swedish but the survey also offered a questionnaire in English for foreign students.

Link to the Postgraduate Students Mirror Report (new window) »

The International Postgraduate Students Mirror published in 2006, was based on the same core of questions and was conducted in Catalonia, Finland, Ireland and Sweden. More information about Study Design, Questionnaire and Method can be found on our swedish website, see link above.

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APPENDIX

Introduction to postgraduate studies by subject area. Standardized scale with mean value 100 and confidence interval.

Diagram, introduction to postgraduate studies by subject area.
Last updated: 2010-08-26
Contact: Gunilla Jacobsson, Email: firstname.lastname@hsv.se
Swedish National Agency for Higher Education  Visting address: Luntmakargatan 13  Box 7851, 103 99 Stockholm
Phone: 08-563 085 00  Fax: 08-563 085 50  Email: hsv@hsv.se