Education planning and administration handbook

Click on the heading you want to read more about, this will take you to the corresponding chapter further down the page. At the bottom of the page, there are annexes.

The most important changes in the handbook are described in Section 1.4. Where there are official translations of laws, these are cited, in other cases, the translation of legal texts is SLU's own.

Please note that the English version is for information only, the Swedish version is the official version. 

1. Introduction

1.1 Purpose of the handbook, target group and scope
1.2 Content and outline
1.3 Abbreviations and recurring concepts
1.4 Changes since the previous version

2. Educational framework

2.1 Legal aspects
2.2 Financial aspects
2.3 Organisational aspects
2.4 Academic year and semester dates
2.5 Subject, main field of study, disciplinary domain

3. Students and student support

3.1 Starting points
3.2 Learning environments
3.3 Equal opportunities
3.4 Study and career guidance
3.5 Studying with a disability
3.6 Student copyright
3.7 Student insurance
3.8 Student costs and reimbursements
3.9 Tuition fees
3.10 Tuition fee refunds
3.11 Student debt
3.12 Scholarships
3.13 Approved leave from studies and non-completion
3.14 Student influence
3.15 Complaint procedures
3.16 Appealing a decision

4. Teachers and examiners

4.1 Starting points
4.2 Educational development
4.3 University teacher with merit-based salary increment ('Distinguished University Teacher')
4.4 Degree-awarding powers at department level
4.5 Examiners
4.6 Competence requirements for examiners
4.7 Change of examiner
4.8 Teacher copyright
4.9 Staff liability issues

5. Quality assurance

5.1 Starting points
5.2 Course evaluations
5.3 Programme evaluations
5.4. Student welfare follow-up
5.5 Quality dialogues

6. Course syllabuses and course instances

6.1 Starting points
6.2 Course syllabuses
6.3 Grading system
6.4 Course instances
6.5 Cancelling a course instance
6.6 Course modules
6.7 Discontinuing a course

7. Before and when a course starts

7.1 Early course information
7.2 Course application
7.3 Course admission
7.4 Start of a course
7.5 Course registration
7.6 Non-completion of a course

8. Assessment (exams) and compulsory components

8.1 Starting points
8.2 Assessments and grading
8.3 Exam procedures
8.4 Compulsory components
8.5 Special reasons
8.6 Reporting results and documentation
8.7 Feedback and disclosing exam material
8.8 Alternative exam session
8.9 Resits

9. Independent projects (degree projects)

9.1 Starting points
9.2 Course syllabus
9.3 Work plan
9.4 Implementing independent/degree project courses

10. Cheating and disciplinary measures

10.1 Cheating and plagiarism
10.2 Informing and preventing
10.3 Discovering and intervening
10.4 Disciplinary measures

11. Programme offering

11.1 Degree programme objectives and requirements at SLU
11.2 Dimensioning of degree programmes
11.3 Proposing a new degree programme
11.4 Principles for naming degree programmes
11.5 Joint programmes and degrees
11.6 Phasing out a degree programme (when the programme syllabus is not replaced by a new syllabus with a new programme code)

12. Programme syllabuses and programme instances

12.1 Programme syllabuses
12.2 Programme instancees
12.3 Temporary freeze on admissions
12.4 Withdrawing a programme syllabus

13. Programme studies

13.1 Programme application (programme instance)
13.2 Programme admission (programme instance)
13.3 Programme registration (programme instance)
13.4 Admission to latter parts of a programme
13.5 Approved leave from studies and non-completion of a programme
13.6 Changes to the courses offered within a programme
13.7 Programme director of studies

14. Credit transfer system

15. External collaboration

15.1 External collaboration
15.2 Purpose and objectives
15.3 Education planning – external collaboration
15.4 External collaboration and student progression
15.5 External collaboration for professional networking for teachers
15.6 Follow-up

16. Sustainable development in teaching

16.1 Starting points
16.2 Procedures at first-cycle and second-cycle level

Annexes

Annex 1: Education organisation at SLU
Annex 2: Annual cycle for course and programme planning
Annex 3a: First-cycle and second-cycle subjects at SLU
Annex 3b: Main fields of study with subject descriptions
Annex 5: Joint course evaluation questions (Evald)
Annex 6: Joint course evaluation questions (Evald) for independent projects (degree projects)
Annex 7: Joint programme evaluation questions (Evald)
Annex 8: Information to include on the cover and title page of independent projects (degree projects) at SLU
Annex 9: Depublishing a pdf file already published in Epsilon
Annex 10: Changing a pdf file already published in Epsilon

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1. Introduction

1.1 Purpose of the handbook, target group and scope
1.2 Content and outline
1.3 Abbreviations and recurring concepts
1.4 Changes since the previous version version

1.1 Purpose of the handbook, target group and scope

The general purpose of the handbook is to clarify the rights and obligations of students, teachers and other staff at SLU.

The handbook covers most issues concerning first-cycle and second-cycle education at SLU. Certain parts of SLU education are governed elsewhere, but described here. In other parts, the handbook acts as the governing document for SLU.

In addition, the handbook provides the reader with instructions and references.

However, please remember that the handbook does not apply to:

• contract education or contract education students
• doctoral or research education.

To the start of the chapter

1.2 Content and outline

The chapters correspond to various aspects of SLU education, and each chapter’s subsections generally include a number of recurring subheadings: 

Important concepts
Terms and concepts which may need to be defined and explained.

Policy
SLU’s intention and ambition. Sometimes, other documents describing SLU objectives and strategies are referenced.

National regulations
Regulations that govern SLU operations and which apply to both students and employees. Statutes decided by the Riksdag and government (e.g. acts) take precedence over SLU’s internal rules. Therefore, these statutes are frequently referenced, both through direct quotes and comprehensive explanations of the legislative texts. If a statute is changed, it applies even if SLU’s internal documents have not been updated. If necessary, go to the source to check the latest version.

SLU rules
The handbook constitutes a governing document with internal rules for first-cycle and second-cycle education at SLU. In some cases, these rules were adopted in another document, which will then be referenced. If necessary, go to the source to check the latest version. At SLU, the term guidelines means the same as rules.

Who is responsible for what?
Division of responsibility for the work described in the section. SLU’s delegations of authority take precedence over the handbook in regard to delegated powers and division of responsibility between various bodies and functionaries. If a delegation of authority is changed, it applies even if the handbook has not been updated. If necessary, go to the source to check the latest version. In addition to the university- and faculty-wide delegations of authority, the departments normally have internal divisions of responsibility for issues related to education.

Instructions
Information on how to carry out a task, step or measure. SLU normally follows recommendations from SUHF (the Association of Swedish Higher Education Institutions). However, these recommendations do not govern our operations; they must be part adopted through an SLU decision in order to apply.

Links
Where applicable, we recommend additional information and in-depth reading in the form of links. These links often go to the SLU web pages.

The subheadings above cannot be found in every section, which may also include other headings specific to a certain section. But this is the general structure.

Exceptions

The information in the handbook normally applies, but exceptions may be allowed if necessary. The body that adopted the original regulation decides on any exceptions; this can also be done by other bodies, in particular if there are circumstances beyond SLU’s control.

Links

Laws and other statutes (only in Swedish)
Rules for doctoral education
Rules for contract education (only in Swedish)

To the start of the chapter

1.3 Abbreviations and recurring concepts

Abbreviations and concepts that occur in the handbook and in other contexts related to education at SLU:

Annual cycle – SLU applies joint time frames for planning and deciding on the course and programme offering. See Annex 2: Annual cycle for course and programme planning.

Board of Education (UN) – part of SLU's organisation for education.

Canvas* – SLU's teaching and learning platform.

Conditions – a decision made with certain conditions only applies if the listed conditions are met.

Dean – the head of an SLU faculty.

Delegation of authority – see Section 2.3 Organisational aspects.

Department – education, research and environmental monitoring and assessment are carried out at a number of departments (or equivalent). The head of department is responsible for operations. A department belongs to at least one faculty.

ISR – Swedish for institutionsstudierektor, department director of studies

Director of studies – the handbook uses the term department director of studies (or equivalent), see Section 2.3 Organisational aspects, to avoid confusion with programme director of studies, see Section 13.7 Programme director of studies.

Division of Educational Affairs – part of the university administration at SLU which supports and provides service for students and teachers, see the division's web pages.

Division of Learning, Media and Digitalisation – part of SLU’s university administration, the division offers support in teaching in higher education, learning technology, media and education systems.

Entry requirements – prior knowledge and other requirements necessary for a student to be eligible for a certain programme or course.

Equivalence assessment – a person who does not meet the formal entry requirements may have other qualifications deemed to correspond to the formal requirements.

Evald* – SLU’s system for electronic course evaluations at first-cycle and second-cycle level.

EVL – Swedish for elitidrottsvänligt lärosäte, elite-sports-friendly university. 

Exchange student – student who takes part in an exchange programme. An incoming exchange student comes to SLU to carry out their exchange studies (at first- or second-cycle level) and counts as a programme student. Incoming students have access to programme courses during their exchange period. An outgoing exchange student is an SLU student who travels abroad to do their exchange studies in another country.

Exemption – individual exceptions to rules that generally apply.

Faculty – an organisational units led by a faculty board/dean. The faculties are responsible for the departments.

Faculty office – part of the university administration at SLU which supports and provides service for the faculties.

Faculty board – the highest decision-making body within a faculty.

Head of department – head of an SLU department. The vice-chancellor and faculty board/dean both assign tasks and powers to the head of department.

Non-programme student – student who is not studying a programme.

Ladok* – a national system for student records that includes registration, exam results and other compulsory information. As of 1 June 2022, Ladok also replaces Slukurs as SLU's course and programme database.

Moveon* – used for agreements, applications and administration concerning student exchange (at first- and second-cycle level) and teacher mobility.

NyA* – a national admissions system used for course and programme admissions at both first- and second-cycle level.

Ouriginal – a plagiarism checker available to SLU teachers, where all kinds of exam papers and assignments can be checked against several sources to discover possible plagiarism.

Programme board (PN) – part of SLU’s educational organisation. See Section 2.3 Organisational aspects and the SLU web pages on educational organisation.

Programme director of studies (PSR) – part of SLU’s educational organisation. See Section 13.7 Programme director of studies and the SLU web page on programme directors of studies.

Programme student – student admitted to or who has begun studying a degree programme.

Slukurs* – replaced by Ladok as of 1 June 2022.

Slunik and course pages* – database all first- and second-cycle courses have their own section. Slunik information is displayed on the course page on the student web and the external web. 

Student web* – SLU's web pages for students, with information and support regarding their studies.

SUHF – the Association of Swedish Higher Education Institutions.

TimeEdit* - system for booking rooms such as lecture halls, computer rooms and group rooms.

UHR – the Swedish Council for Higher Education is a public authority nationally tasked with promoting higher education. Among other things, UHR is responsible for admission and study information, including universityadmissions.se for course and programme applications.

UKÄ – the Swedish Higher Education Authority is a public authority which, among other things, reviews the quality of higher education and research and monitors higher education institutions regarding compliance with laws and regulations.

*Authorisation is required to use SLU's educational support systems. Authorisation is given by the Division of Educational Affairs.

To the start of the chapter

1.4 Changes since the previous version

The first version of the handbook was approved in a decision by the chair of the Board of Education on 18 June 2018 (SLU ID: SLU.ua.2018.1.1.1-2343) for the academic year 2018/19. The decision states which previous decisions and governing documents were repealed and which changes were made when the handbook entered into force.

The following changes have been made to the 2023 edition of the Education Planning and Administration Handbook:

• The word ‘guidelines’ was removed from the introductory sentence. ‘Guidelines’ is no longer a category of governing document at SLU.
• In Section 6.6 Course modules, and Annex 2: Annual cycle for course and programme planning, the deadline for registering modules for the spring semester was moved from 30 November to 30 September. This change is needed to fit the version management of courses and syllabuses in the course and programme database.
• In Section 7.1 Early course information, the subheading has changed from Timetable to Overall timetable.
• In Section 7.3 Course admission, Late admission, the text has been edited to reflect that admission is done within two weeks of the course start.
• Chapter 8 has been shortened from 12 to 9 sections. Parts that were instructions rather than rules have been moved, e.g. to the Exam Services web pages. Other parts have been combined. Changes and clarifications have been made.
• Section 8.1 Starting points. This is a new section, defining the most important concepts used in Chapter 8.
• Section 8.2 Assessments and grading. Previously Section 8.1. Combined with Section 8.7 Grading decisions.
• Section 8.3 Exam procedures. Previously Section 8.3 Rules for written examinations. Combined with former Section 8.2 Examination times, locations and registration and Section 8.4 Other types of exams. New wordings under the headings Policy, Exam time and venue, Submitting an exam, Adapted assessment, Incidents during exams and Moderated written examinations at another location. New heading Who is responsible for what? added.
• Section 8.5 Special reasons. Previously Section 8.6. New definition of special reasons. Medical appointments added to the list. Text on students’ union commissions edited.
• Section 8.6 Reporting results and documentation. Previously Section 8.8. Added text about a decision on credit transfer not constituting a new assessment and therefore no grade is reported. If study performance counts as part of a course, the examiner needs to weigh this in when grading the course as a whole.
• Section 8.9 Resits. Previously Section 8.11. Under the heading Terminated course, text has been added explaining that students who wish to sit an exam for a course that has been terminated – in addition to what is stated in the transitional provisions – must submit a written and justified request to the programme director of studies or the department director of studies at the responsible faculty.
• Section 9.1 Starting points. Under the heading Important concepts, Master’s project 60 credits (A1E) has been added. Under the heading SLU rules, the text ... programme- and degree-specific intended learning outcomes ... has been added. The previous decision by the UN (12 October 2016, §80/16) not to offer Master's (60 credits) independent projects 60 is repealed.
• Section 9.2 Course syllabuses. Under the heading Level and scope, A1E 15 credits (Master’s, 60 credits) has been added. Under the heading Entry requirements, text about A1E has been added. New text about each programme board being able to adjust the entry requirements for independent projects for professional qualifications. This option must be exercised sparingly. Under the heading Language, text edited to cover professional and general qualifications. Under the heading Who is responsible for what?, text has been added about the possibility to add degree- or programme-specific entry requirements and intended learning outcomes, and that the examiner may decide that students can write their degree project in another language than the langue of instruction.
• Section 9.3 Work plan. The word ‘theory’ added to the project description.
• Section 9.4 Implementing independent/degree project courses. Text ‘Each programme board decides whether to use the SLU-wide grading criteria for independent projects’ deleted.
• Section 10.2 Informing and preventing. Clarification that information about plagiarism must be given continually as of year 1. Text ‘Course coordinators are responsible for ensuring that written exams always contain information on cheating and plagiarism’ added.
• Annex 11 on study fees has been moved to the staff web.

The following changes have been made in the 2022 edition of the handbook:

• Changes to Sections 3.9 Tuition fees and 3.10 Tuition fee refunds following the decision by the chair of the Board of Education (SLU.ua.2022.1.1.1-947). Added text about the possibility to complete courses even if there is a decision on approved leave from studies (3.13 Approved leave from studies and non-completion).
• Clarification on exemptions for examiners (4.6 Competence requirements for examiners).
• SLU’s joint programme evaluation questions have been added as Annex 7 (decision of the Board of Education, 17 February 2022, Section 10/22).
• All of Chapter 6, Course syllabuses and course instances, has been revised to match the updated instructions for course syllabuses.
• The term discontinue when used about a syllabus is replaced by withdraw.
• Added text on grading systems (6.3 Grading system) where the last item about SLU following the SUHF recommendation on implementation of the ECTS Grading Table is replaced by two new items and the last item under Who is responsible for what? is deleted.
• Clarifying that registering for an exam must be done at least 10 working days before the exam date (8.2 Examination times, locations and registration).
• Added text stating that an application for alternative exam arrangements must be submitted before the registration in Ladok closes (8.2 Examination times, locations and registration).
• Clarifying that exams can only exceptionally be offered on another campus and only provided fairness can be ensured. It is a requirement that for a given exam, all students must sit the same exam at the same time (8.2 Examination times, locations and registration).
• Removed wording about breaks during exams (8.3 Rules for written examinations).
• The columns for Module and Course, the row Degree project, in the table in Section 8.8 Reporting results and documentation have been adjusted. G has been replaced by “Nothing is reported”. It is also clarified that the grade U is only reported by module, not for the entire course.
• Clarifying that hardcopy originals of exams will be disposed of after two years, and that a student who wants to save their exam is responsible for downloading it before the two years are up (8.9 Feedback and disclosing exam material).
• New subheading Fixed resit dates with accompanying text added under the heading General information (8.11 Resit opportunities). Under the heading Who is responsible for what?, text has been added explaining that Exam Services decides on and publishes resit dates at least 6 months before the start of the academic year.
• New wording about resits being offered, at the earliest, 10 working days after the results from the original exam have been released, but no later than the 6th Wednesday of the following study period (8.11 Resit opportunities).
• In Section 9.1 Starting points, subheading Policy, the sentence “Course coordinators can make exceptions” is deleted.
• Added text explaining that supervision time includes the supervisor’s preparations and follow-up work, as per the UN decision on 14 October 2021, Section 81/21 b (9.4 Implementation organisation).
• The UN decision (6 September 2017, Section 47/17) on extended embargos has been clarified. Putting off the publication of an independent project is only possible if the student agrees to it. The supervisor or an external partner cannot decide when an independent project is published, as this is in contradiction of the Freedom of the Press Act and the Public Access to Information and Secrecy Act (9.4 Implementation organisation).
• The sentence about programme boards deciding on technically admitting more students than there are places is deleted (11.2 Dimensioning of degree programmes).
• General revision of Section 11.6 Phasing out a degree programme.
• Change made to Section 12.1 Programme syllabus as per the UN decision of 14 October 2021, Section 81/21 a.
• General revision of Section 12.3 Temporary freeze on admissions to align it with the new instructions for programme syllabuses (SLU.ua.2021.1.1-3776).
• A new Section 12.4 Withdrawing a programme syllabus has been added as a result of the new instructions for programme syllabuses (SLU.ua.2021.1.1-3776).
• The annual cycle is changed as per the UN decision of 17 February 2022 (Section 09/22) that all programme instances must be registered in Ladok immediately after the SLU Board’s decision on the programme offering, but no later than 30 June. This means that the UN must take a decision on all programme syllabuses (Swedish and English) in May.
• Text is added to the annual cycle stating that the vice-chancellor decides on new places on programmes.
• The Swedish translation of food studies is added to annexes 3a and 3b as per the UN decision of 9 December 2021 (Section 100/21).
• A new Annex 7 has been added with SLU’s joint programme evaluation questions as per the UN decision of 17 February 2022 (Section 10/22).

To the start of the chapter
To the top of the page

2. Educational framework

2.1 Legal aspects
2.2 Financial aspects
2.3 Organisational aspects
2.4 Academic year and semester dates
2.5 Subject, main field of study, disciplinary domain

2.1 Legal aspects

National regulations

SLU is a public authority and operations are regulated by acts and ordinances adopted at national level. Below is a link to a list of some of the acts and ordinances most important to SLU.

'As the accountable authority, the Government shall establish higher education institutions for the provision of courses and study programmes based on scholarship or artistic practice and on proven experience [...]' (Higher Education Act (1992:1434), Chapter 1).

Courses and study programmes must be provided at:

• first-cycle/undergraduate level
• second–cycle/Master's level
• third-cycle/doctoral level.

Links

Laws and other statutes (only in Swedish)

To the start of the chapter

2.2 Financial aspects

SLU rules at university level (step 1)

Reimbursement for the faculties

The SLU Board has decided on principles for the allocation of direct government funding to the faculties for courses and programmes at first- and second-cycle level. The model is based on the following basic principles:

• All programmes are classified in one of seven different categories based on subject.
• Templates are used to divide each category into disciplinary domains.
• Reimbursement for the various disciplinary domains is based on the increase of reimbursement levels for higher education institutions under the Ministry of Education and Research.
• Student volume is based on the number of FTEs (full-time equivalents) and predicted performance in APEs (annual performance equivalents).
• Until further notice, decisions on resource allocation is made at programme group level.
• A programme board may decide do reduce or increase reimbursement for a programme group by a maximum of 10 per cent.
• Settlement will occur later based on the number of FTEs and APEs, see below.

Categories at this level:

• Social science programmes
• Mixed programmes focusing on social sciences
• Mixed programmes focusing on natural sciences
• Natural science/technology programmes
• Design programmes
• Veterinary Nursing programme
• Veterinary Medicine programme

Settlement 

Settlement is based on the principle that a programme group gets paid for what it actually produces. This is regulated at the end of the year in the form of a settlement based on the actual number of FTEs and APEs during the year.

The example below shows how the programme groups are paid in 2018 based on the following calculation:

(Assignment FTE 2018 + APE forecast 2018)/2

The APE forecast is set to the APEs during the last 12 months. However, in certain cases, an estimate will be made for e.g. new programmes, programmes being developed or being phased out.

Settlement occurs at programme group level and in relation to the results for the year in question. The following calculation is used:

(Outcome FTE 2018 + Outcome APE HPR 2018)/2 - (Assignment FTE 2018 + Forecast APE 2018)/2

If a programme group’s actual number of students (based on the outcome data) is fewer than the number of students they have been paid for, they will have to pay back funds corresponding to the difference. A programme group with an actual number of students larger than the number they were paid for will be given funding to cover the difference, if possible.

Since study administrative costs have already been paid for the FTE assignment, an amount corresponding to these costs will be excepted from the settlement amount.

Joint objectives

Joint funds at university level can be used to fund certain shared resources, primarily infrastructure that is available to all SLU students. The funding will normally be strategic development funds and reimbursement for teaching premises in cases where these are not paid for with user fees.

Who is responsible for what?

• The Board of Education proposes an allocation of funds for the programme boards as well as for joint objectives.
• The board decides on the allocation of funds for joint objectives and for the faculties. The faculty boards are then tasked with allocating funds further as per the proposals from the programme boards.

SLU rules at faculty level (step 2)

Reimbursement for the departments

• Reimbursement for courses consists of the following:
• basic reimbursement (SEK/credit) – the same for all courses;
• variable, performance-based reimbursement (SEK/FTE) dependent on the reimbursement category.
  
  
• Reimbursement categories are based on the type of teaching. The objectives in the course syllabus act as starting points. The programme board must take an active standpoint and make a qualified assessment. Resource-based categorisation is ultimately an expression of the programme board’s ambitions for each course within the given resource frame.
  
  
• The programme boards decide the number of reimbursement levels as well as the reimbursement for each level.
  
  
• The number of students is calculated based on the number of planned and assigned FTEs, which refers to a combination of the forecast and allocation for the budget year in question. To level out differences between years, the forecast may have to be based on up to three years of history.
  
  
• The programme boards may create incentives and make other adjustments to course reimbursement.
  
  
• Each programme board must stay within the resource framework stated in the SLU Board’s decision on funding allocation. Within this framework, the programme boards are allowed to make certain redistributions between their programme groups. After a decision by the programme board, reimbursement for a programme group may be reduced or increased by a maximum of 10 per cent.
  
  
• For courses bought from another higher education institution, allocation must be at the same level as the costs SLU is paying the contractor. This applies provided that the programme board has decided to purchase the course.
  
  
• Reimbursement for independent projects (degree projects) is managed outside the joint model. It is possible to partly fund supervision of degree projects at second–cycle level with funds from the reporting area research and third-cycle education.
  
  
• The Equine Science programme and the supplementary training for veterinarians with degrees from countries outside the EU/EEA and Switzerland (Tu-vet) are not included in the joint model for calculating course reimbursement. SLU receives targeted funding for these programmes.
  
  

Component	Calculating reimbursement for courses
Basic reimbursement	Number of credits * X SEK.
Performance reimbursement	The number of full-time equivalents (FTEs) * variable reimbursement in accordance with the course’s resource-based categorisation described below. The level is decided by the programme board.
Incentive payments	Supplements, or, in certain cases, deductions, as described below. Where appropriate, the programme board decides on the appropriate measure.

Reimbursement category	Qualitative description for resource-based categorisation of courses. The programme board decides the numberof reimbursement levels as well as the reimbursement for each level.
1	Typical courses can be described as 'self-study courses' with a minimal amount of exercises led by teachers. Most teaching is done as whole-class teaching. The course includes general skills training.
2	Typical courses can be described as 'seminar courses' with a relatively high number of lectures** and a moderate amount of teacher-led exercises*. Most teaching is a combination of whole-class teaching and relatively large groups. As stated in the course syllabus, the course includes general skills training.
3	Typical courses combine theory and application through lectures** and teacher-led exercises*. Study visits and field exercises may also be included. Most teaching is done as whole-class teaching and various exercise groups. As stated in the course syllabus, general skills training is an important part of the course.
4	Typical courses can be described as 'lab courses' with a relatively high number of teacher-led exercises*. Study visits and field exercises may also be included. Most teaching is done with whole lab groups, but lectures** and other whole-class or large group activities are also included. As stated in the course syllabus, general skills training makes up a considerable part of the course, and is important for the students’ future professional life.
5	Typical courses can be described as intensive with mostly teacher-led exercises*, e.g. studio courses. Field exercises and study visits may also be included. Most teaching is done with small groups, but lectures** and other whole-class or large group activities are also included. As stated in the course syllabus, general skills training makes up the biggest part of the course, and is important for the students’ future professional life.
6	Typical courses can be described as intensive with the maximum number of teacher-led exercises. Field exercises and study visits may also be included. Most teaching is done in very small groups, but large group activities are also included. As stated in the course syllabus, general skills training makes up the biggest part of the course, and is important for the students’ future professional life.
7	The programme board proportions resource allocation for specific courses not included in the replacement categories listed above. Exceptions must be reported to the Board of Education and be justified in the same manner as the programme boards do. This normally includes so-called clinic rotation courses within the Veterinary Medicine programme.

* Exercise time or 'module activity' are used as umbrella terms for teaching dependent on the number of students taking a course, i.e. the number of groups normally increase if the number of students increases. Here, the concepts are used to include a number of various forms of teaching with a high degree of student-teacher interactivity. 'Module activities' include exercises, seminars, excursions, field exercises, laboratory sessions, workshops, design studios and clinical training.

** Lectures or 'whole-class activity' are used as umbrella terms for teaching not dependent on the number of students taking a course. Lectures, lessons and similar are considered whole-class activities.

Distance learning courses are included in the joint allocation model, even if the category descriptions above have their starting point in campus-based courses.

Incentive payments

Incentive payments and other specific supplements or deductions can ge granted for the following:

• Courses year 1 (at first-cycle level) – recurring supplements
• New course or changed design of an existing course – temporary supplement
• Increased joint studies between programmes or department cooperation – temporary supplement
• Changed resource categorisation or discontinuation of a course – temporary supplement
• Structure support at course level – temporary supplement
• Course with several course instances per academic year – recurring deduction
• Course carried out in parallel with and sharing important components with another course – recurring deduction
• Course with a decision to cancel a course instance – temporary deduction.

Continual evaluation and development regarding single courses must be covered by the department's regular course reimbursement. They do not warrant incentive payments.

Joint objectives

Funding of certain specific resources can be done using joint funds at faculty level. This mostly applies to fixed infrastructure that will be used short- or mid-term by several degree programmes/student groups, but not by all SLU students. In
certain cases, allocation must be shared by two or several programme boards. This mostly concerns reimbursement for programme directors of studies, exercise laboratories, drafting rooms, clinical training centres and other specially designed teaching premises, cultivation facilities, field courses, stables, animal hospitals.

Who is responsible for what?

• The Board of Education decides on the joint allocation model and basic reimbursement levels.
• The programme boards decide on the reimbursement category for single courses, variable reimbursement levels and any incentive payments, other specific supplements or deductions – all within the given resource framework.
• The programme boards propose an allocation of funds for the departments and joint objectives.
• The faculty boards decide on the allocation of funds for joint objectives and the departments 

SLU rules at department level (step 3)

Between departments

A faculty’s resource allocation includes distributing tasks and funds between departments that run courses jointly.

Within the department

The department decides how to use the funds allocated to them within the framework described in the budget and course syllabuses. Even if reimbursement is calculated per course, each department must decide how to use its resources to fulfil their assignment in the best way. However, when several departments are jointly responsible for a course, redistributing resources is limited to the specific funds allocated to each department.

The course syllabus objectives govern how a course is to be run at general level. The resource allocation model should not hinder desirable development dynamics, but provide incentives to reconsider how to carry out and implement new types of teaching. Most importantly, the course coordinator designs the schedule and therefore decides on teaching methods, group sizes, practice intensity, etc.

Who is responsible for what?

The head of department or the person(s) appointed by them decides on redistribution between and within single courses.

When allocating duties within the department, the head of department must consider the working hour agreement for teachers and researchers.

Joint objectives

The vice-chancellor decides on the basis for reimbursement for university- and faculty-wide costs when the SLU Board decides on the allocation of funds. Reimbursement for university-wide study administration and study infrastructure, as well as the course or programme’s share of the library, is based on the predicted number of full-time equivalents and is paid from by the course and programme funds at department level. The course or programme’s share of reimbursement for other university- and faculty-wide objectives, such as staff and financial administration, as well as university and faculty management, is based on a percentage of staff salaries added as a supplement.

The course or programme share of reimbursement for department objectives is decided at department level and based on a percentage of staff salaries added as a supplement.

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2.3 Organisational aspects

SLU’s educational organisation is schematically described in Annex 1: SLU's education organisation.

Important concepts 

Dean – the head of an SLU faculty.

Delegation of authority – sets out the responsibilities and powers of bodies and decision-makers within the university. It also lists the composition of deciding and advisory bodies as well as their mandate periods. The departments normally have an internal division of responsibility for education issues. Student influence is described in Section 3.14 Student influence.

Faculty – an organisational unit led by a faculty board/dean at SLU. The faculties are responsible for the departments.

Department – education, research and environmental monitoring and assessment are carried out at a number of departments (or equivalent). A department belongs to at least one faculty.

Head of department – head of an SLU department.

Programme board (PN) – part of SLU’s educational organisation. See Annex 1: SLU's education organisation.

Programme director of studies (PSR) – part of SLU’s educational organisation. See Annex 1: SLU's education organisation.

Director of studies – normally, a department has one (or several) employees with a coordinating responsibility for education at first-cycle and second-cycle level. These are often called director of studies, department director of studies, person responsible for undergraduate studies, deputy head of department responsible for education or equivalent. The handbook includes the term department director of studies (or equivalent) to avoid confusion with programme director of studies (see Section 13.7 Programme director of studies).

University administration – supports and provides services for the university’s education, research and environmental monitoring and assessment (see the delegation of authority for the university administration).

Board of Education (UN) – part of SLU’s educational organisation. See Annex 1: SLU's educational organisation.

Annual cycle – SLU applies joint time frames for planning and deciding on the course and programme offering. See Annex 2: Annual cycle for course and programme planning.

Who is responsible for what?

The SLU Board and vice-chancellor decide on the general organisation and division of responsibility within the university. Each faculty decides on their internal division of responsibility. The departments normally have an internal division of responsibility for education issues. The Board of Education decides on the joint annual cycle for course and programme planning.

Links

Delegations of authority:

• the SLU Board’s delegation of authority
• the vice-chancellor’s delegation of authority
• the university administration’s delegation of authority
• the faculties’ delegations of authority

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2.4 Academic year and semester dates

Important concepts 

The academic year is divided into an autumn, spring and summer semester. The academic year begins on the first day of the autumn semester and is concluded on the last day before the next autumn semester begins.

Monday–Friday count as weekdays, excluding holidays.

National regulations

“The extent of a course or study programme shall be denoted by credits, with full-time study during a normal academic year of 40 weeks corresponding to 60 credits.”

SLU rules

SLU follows SUHF’s recommendation on how to divide semesters.

Semester dates including periods of 15 credits must be published on the SLU web at least one academic year in advance. Teaching-free days and site-specific semester information such as course and programme information and joint resit dates must be listed on the SLU web in good time before the coming semester’s courses are scheduled.

Normally, there is no teaching on Wednesday afternoons. Exceptions may be granted by the programme board in question.

The following semester dates apply at SLU:

• The autumn semester begins on the Monday which falls between 28 August and 3 September, and lasts for 20 weeks.
• The spring semester begins on the first Monday after the end of the autumn semester, and also lasts for 20 weeks.
• The summer semester begins on the first Monday after the end of the spring semester and lasts until the beginning of the next autumn semester.
• The autumn and spring semester are both divided into two periods of 15 credits each.

Who is responsible for what?

The Division of Learning, Media and Digitalisation publishes semester dates, including period divisions, on the SLU web.

Site-specific information is decided by the programme board(s) responsible for education on the campus in question.

Links

Semester dates

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2.5 Subject, main field of study, disciplinary domain

Important concepts

Education at first-cycle and second-cycle level is classified into subjects. Some subjects are main fields of study at SLU. Within these, SLU can offer progressive specialisation which enables the students to also be awarded general qualifications.

Every subject/main field of study is part of a disciplinary domain.

SLU’s subjects, main fields of study and disciplinary domains are listed in Annex 3: First cycle and second cycle subjects at SLU. See also Annex 3b Main fields of study with subject descriptions.

Policy 

A subject/main field of study can be broad and focus on synthesis, or narrow and involve specialisation. This division is not always the same at first-, second- and third-cycle level.

The main fields of study can be viewed as strategic standpoints and should also be viewed in relation to SLU’s mission statement, role and profile. Our main fields of study are important for student recruitment since they contribute to communicating course and programme content and their distinctive character; they also govern possible qualifications.

SLU rules

Subject

Course content decides subject classification. See Section 6.2 Course syllabuses.

When proposing a new subject at SLU which will not act as a main field of study, the following must be specified:

• The proposed subject and its relation to existing subjects.
• Justification for the proposed subject.
• The teaching and examination competence available for the proposed subject.

Main field of study

When proposing a new main field of study at SLU, the following must be specified:

• The proposed main field of study (subject description, including definition, disciplinary foundation and boundaries as well as international viability).
• Justification for the proposed main field of study.
• Description and justification of the field's durability over time in relation to education and research.
• Relation to existing main fields of study (how they are affected by possible new main fields of study).
• If the proposed main field of study will be taught at first-cycle and second-cycle level, or just at one level. Any need for extending an existing main field of study to include first- or second-cycle level must be justified.
• The teaching and examination competence available for the proposed main field of study.
• The range of courses offered, or possible new courses, as well as degree projects (independent projects) for the proposed main field of study.

Proposals for new main fields of study must consider opinions from all programme boards and faculty boards.

When proposing to withdraw a main field of study at SLU, the following must be specified:

• Justification for the proposed withdrawal.
• Relation to remaining main fields of study (how they will be affected by withdrawing the main field of study).
• The effect on students already admitted to a course or programme which includes the main field of study.
• Proposed transitional provisions, including a timeframe for when courses and degree projects (independent projects) within the affected main field of study will be discontinued.

Qualification specialisation

A qualification specialisation can be used to:

1. separate a certain main field of study specialisation;
2. showcase a certain combination of different types of expertise/skills. 

The following must be specified in proposals for new SLU specialisations:

• the proposed specialisation title and justification for creating it;
• relation to existing specialisations;
• description of the proposed specialisation’s durability over time in relation to education and research;
• specialisation requirements in relation to the specified course offering;
• relation to the main field of study (where applicable) as well as international viability.

Who is responsible for what?

• The SLU Board decides, following proposals from the Board of Education, on main fields of study for general qualifications at first- and second-cycle level at SLU.

• The Board of Education decides what main fields of study for general qualifications at first- and second-cycle levels are offered at SLU.

Activity	Main field of study
Proposal	Department, programme board or faculty board
Approve/reject	Programme board, faculty board and Board of Education
Decision to establish	Board of Education
Decision on subject description	Board of Education

Instructions

Annex 2: Annual cycle for course and programme planning lists, among other things, joint timeframes for planning and deciding on the course and programme offering. Any changes to subjects/main fields of study must be made in good time to enable adjustments to e.g. course and programme syllabuses.

The following range of courses should be available, or be possible, to justify a new main field of study at first-cycle level:

• at least 75 credits in courses with progressive specialisation (G1N, G1F, G2F);
• 15 degree-project credits (Bachelor’s project/G2E).

The following range of courses should be available, or be possible, to justify a new main field of study at second-cycle level:

• at least 30 credits in courses with progressive specialisation (A1N, A1F);
• 30 degree-project credits at second cycle level (Master’s project/A2E).

Terms relating to course level and specialisation within a main field of study are listed in an annex to Lokal examensordning – regler för examina på grundnivå och avancerad nivå vid SLU (SLU’s local system of qualifications for first-cycle and second-cycle level, only in Swedish).

Links

Lokal examensordning – regler för examina på grundnivå och avancerad nivå vid SLU

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3. Students and student support

3.1 Starting points
3.2 Learning environments
3.3 Equal opportunities
3.4 Study and career guidance
3.5 Study with a disability
3.6 Student copyright
3.7 Student insurance
3.8 Student costs and reimbursements
3.9 Tuition fees
3.10 Tuition fee refunds
3.11 Student debt
3.12 Scholarships
3.13 Approved leave from studies and non-completion
3.14 Student influence
3.15 Complaint procedures
3.16 Appealing a decision

3.1 Starting points

National regulations

'In this ordinance "student" refers to those who have been admitted to and pursue higher education studies…'

SLU rules

• Only admitted and registered students are eligible to participate in a course or programme.
• A person admitted to a programme is not automatically admitted to all courses within the programme. All students must meet the specific entry requirements that apply for each individual course. Entry requirements are listed in the course syllabuses.
• An incoming exchange student at SLU (at first-cycle or second-cycle level) counts as a degree programme student. Incoming students have access to programme courses during their exchange period.

Links

Student web

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3.2 Learning environments

Important concepts

A learning environment is a physical or virtual space for learning. It can be indoors, outdoors or online.

Formal (physical) learning environments consist of auditoriums, classrooms, laboratories and group rooms (etc.). All are bookable for teacher-led learning.

Informal (physical) learning environments are public spaces (often in connection to formal teaching environments) used by students for individual work or group assignments.

Learning management systems are a large part of the virtual learning environment.

Policy

SLU’s learning environments should

• be available to everyone;
• offer teachers and students a good work environment;
• promote various forms of student learning;
• meet social and intellectual needs;
• facilitate dialogue between teachers and students;
• support dialogue and cooperation between students, and
• be flexible in the short- and long-term.

SLU management of learning environments should be characterised by the following:

• teaching-oriented visions;
• long-term and multiannual planning;
• uniform management, regardless of faculty or site;
• controllable and transparent finances, and
• a rational support organisation.

SLU rules

• Teaching, tests or other activities relating to education may not be disturbed.

• Normally, students may not have children or pets with them in connection with educational activities. The teacher (for individual classes) or the course coordinator (for an entire course) determines what applies for each case.

• Special regulations, and (occasional) safety ordinances, apply to certain premises and activities related to education, e.g. laboratories, libraries, stables, clinics, excursions, study visits and examinations. See Chapter 8. Assessment (exams) and compulsory components.

Who is responsible for what?

The Division of Educational Affairs, the Division of Facility Management and the Division of IT, all part of the university administration, coordinate issues related to the learning environment.

Links

Division of Real Estate Management, Facilities and Projects Unit (only in Swedish)

Division of Learning, Media and Digitalisation

Division of IT

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3.3 Equal opportunities

Important concepts

Harassment constitutes conduct that violates a person’s dignity and is associated with one of the seven grounds of discrimination. It may take the form of comments, gestures or freezing someone out. The victim of harassment decides what they consider harassing.

Harassment can also be of a sexual nature. It is then called sexual harassment. In addition to comments and words, it can take the form of groping or intrusive looks. Unwelcome compliments, invitations and innuendos also count as sexual harassment.

Discrimination is when someone is treated unfairly or violated. In order to be constituted as discrimination, unfair treatment or violation should be connected to the seven grounds of discrimination (see below).

Policy

Gender equality and equal opportunities work at SLU should result in equal opportunities and equal rights for staff and students in their work and studies respectively. This work is specified and documented in annual action plans at the university and faculty levels.

National regulations

SLU’s equal opportunities work for all employees and students is based on the Discrimination Act. The purpose of this act is to combat discrimination and harassment and in other ways promote equal rights and opportunities regardless of

• sex
• transgender identity or expression
• ethnicity
• religion or other belief
• disability
• sexual orientation
• or age.

An education provider may not discriminate against any child, pupil or student participating in or applying for activities.

Gender equality and equal opportunities work also includes measures for increased accessibility.

Who is responsible for what?

SLU’s responsibility

The university must use active measures to counteract discrimination and promote equal rights and opportunities for students and employees. SLU has an equal opportunities organisation to support this work. The university is also obligated to investigate and take measures against harassment.

Staff and student responsibility

Both staff and students at SLU must play their part in achieving a healthy work and study environment from an equal opportunities perspective.

Instructions

A student who has been the victim of sexual harassment or other forms of harassment can receive support from various persons at the university. On the SLU web, there is more information on where to turn as well as advice for students who have been victims of harassment. There are also guidelines for how suspicions of harassment are taken care of at SLU.

Links 

Harassment and equal treatment

Gender equality and equal opportunities at SLU

Guidelines for cases of suspected harassment of a student

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3.4 Study and career guidance

Policy

Study and career guidance at SLU contributes to

• Give students and prospective students access to enough information to enable them to make well-founded decisions regarding their studies and careers.
• Support students and prospective students to view their personal resources and possibilities in relation to their studies and careers as well as to provide them with disciplinary domain rules.
• Enable students and prospective students to make study and career decisions based on their own requests and conditions, free from limiting norms.

National regulations

Student support

'Students shall be provided with study and career guidance. Higher education institutions shall ensure that those intending to begin a course or study programme have access to the information about it that is required.'

'The higher education institution shall also be responsible for other student welfare activities to support students in their studies or facilitate their transition to the labour market as well as otherwise providing students with a sound environment in which to study.'

Secrecy

Among other things, secrecy applies to higher education institutions’ activities relating to “information connected to a psychological examination or treatment, and for information regarding an individual’s personal relationships with a psychologist, counsellor or study and career guidance, unless it is clear that the information can be deleted without harming the individual or their next of kin”.

SLU rules

All guidance functions at SLU must maintain secrecy regarding the individual student’s personal conditions.

Who is responsible for what?

Students are always responsible to make their own decisions. Therefore, guidance means providing them with enough information and support to enable them to take a personal standpoint.

Study and career guidance for SLU students is provided by study counsellors and programme directors of studies. 

General study counsellors at the Division of Educational Affairs

Our general study counsellors are impartial and do not have any form of teacher role. The study counsellors’ operational model supports students coming to SLU, their actual studies and the transition from studying to working. They use a joint discussion model, which contributes to equal, high-quality guidance for the student.

Primary target groups:

• prospective students
• upper-secondary school counsellors, etc.
• students at first-cycle, second-cycle and third-cycle level
• alumni.

Study guidance should concern

• general issues, e.g. questions regarding student welfare or education;
• careers and the labour market, post-studies;
• other student services at the university.

Study counsellors are competent at guiding students.

Programme directors of studies

Programme directors of studies primarily provide subject- and programme-specific information and guidance, and reference other student services at the university. Programme directors of studies must follow secrecy rules when counselling students.

Their main target group is students studying the programme they are responsible for.

Study guidance should concern

• programme subject and studies;
• referencing other student services at the university.

Programme directors of studies focus on the programme and subject in question.

Links

Study and career guidance

Contact information for the programme directors of studies can be found at the respective programme pages on the student web.

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3.5 Studying with a disability

Important concepts

Permanent disabilities that can limit studies include the following:

• reading and writing difficulties/dyslexia;
• psychological disabilities such as prolonged depression or bipolar disease;
• neuropsychiatric disorders such as ADHD or Asperger syndrome;
• visual or hearing impairment;
• physical disability;
• chronic illness such as rheumatism;
• lingering complications following illness or injury, such as whiplash.

A broken arm, etc. is not considered a lasting disability.

Policy

The same intended learning outcomes apply to all students, regardless of any disability. By offering targeted study support and adjusting study situations, SLU tries to create the same opportunities to enable all students to complete their studies. The aim of targeted study support is to help the student overcome study obstacles caused by permanent disabilities. However, targeted study support can never replace the personal responsibility of the student.

National regulations

The course and programme provider must follow the Discrimination Act, which aims to counteract discrimination and in other ways promote equal rights and opportunities regardless of, among other things, disabilities.

SLU rules

Students with a permanent (not temporary) disability which limit their studies are allowed learning support. This support should be individually designed based on the student’s disability and study situation.

Who is responsible for what?

SLU’s responsibility

• A coordinator at the Division of Educational Affairs advises on how to apply for targeted study support, decides on the support to be granted and recommends adjustments.
• The course coordinator decides which of the recommended adjustments are possible account the course syllabus as well as what is practically possible.
• The examiner decides which of the recommended adjustments are possible for examinations, taking into account the course syllabus and grading criteria as well as what is practically possible.

Student responsibility

The student is always personally responsible for their studies and study results.

Students must apply for targeted study support on the SLU web. They must provide a certificate that confirms that they have a disability. Processing time can vary over the year, but may take up to three weeks.

The student decides who they want to inform about their disability. However, a course coordinator needs to be told about any special needs before the course starts.

Students who have been granted targeted study support and who wish to use their right to alternative exam arrangements must contact the course coordinator or course administration in good time, preferably when the course starts, but at least 15 working days before the exam takes place. They must always submit their recommendation for alternative arrangements.

Instructions

Contact information for coordinators can be found on the SLU web. There are also instructions for targeted study support applications, information on what support is available as well as what applies for alternative exam arrangements.

Links

Studying with a disability

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3.6 Student copyright

Important concepts

Intellectual property rights involve rights that have been or can be protected as intellectual property in accordance with current legislation, e.g. patents, copyright, trademark, design protection and plant variety rights.

Policy

According to SLU’s intellectual property rights policy, the starting point is that intellectual property rights created in relation to university education and research is given to the originator. Both students and employees at SLU can be originators (i.e. have copyright) of literary and artistic works. Everyone is treated equally in this sense. SLU has no right to any inventions or similar that are created in combination with student works, regardless of whether they are patentable or not.

National regulations

Reproducing other people’s texts, tables, images and other illustrations can be a violation of copyright. This applies even if a quote is marked and the source is given.

SLU rules

For student work published at SLU, it is required that permission from the copyright holder is granted for the use of

• others’ tables and figures (images, diagrams, etc.);
• longer text quotes (> 250 words) from the same source.

Teaching

Audio/video recordings or photography relating to teaching is only allowed if this is stated in the course syllabus, or following agreement with the teacher in question. This applies to all types of teaching, including excursions, study visits, etc. It is not allowed to publish or spread photos, film or audio relating to teaching through e.g. social media without the teacher’s approval. Students are also not allowed to publish or spread teaching material without the teacher’s permission.

Students with disabilities may receive learning support, which can include, for example, audio or video recordings relating to teaching. See Section 3.5 Studying with a disability. The recordings are only meant for personal use, and they too require the teacher’s permission.

Students’ collected data

Data that the student has compiled is, as a rule, not the object of copyrighted material. During ongoing studies, all collected data must always be available for review by the supervisor and examiner.

If the student chooses to write an independent project (degree project) within the framework of an ongoing research project, the project manager of the research project is responsible to store necessary collected data.

Moreover, the student is not generally obligated to submit their personal data to the department when the course has concluded.

Student copyright

The student owns the copyright to their independent project and equivalent work. The supervisor’s participation does not lead to joint copyright.

However, information about the supervisor must be listed when depositing and publishing an independent project. See Chapter 9. Independent projects (degree projects). In the event that the results from the degree project are used for publication in another context, the later publication must either refer to the degree project or the student and supervisor must be listed as co-authors.

Links

Intellectual property rights policy

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3.7 Student insurance

Important concepts

VFU = clinical training.

The Legal, Financial and Administrative Services Agency is responsible for insurance at all public authorities. Public authorities are only allowed take out insurance with the Legal, Financial and Administrative Services Agency.

Policy

It is important that students have access to relevant insurance information.

National regulations

Students at Swedish higher education institutions are insured through the Legal, Financial and Administrative Services Agency’s personal injury insurance for students. According to its’ regulations, insurance applies in Sweden when students are on university premises or travelling directly between their homes and university premises.

Insurance does not apply during their leisure time.

Complete insurance conditions can be found on the Legal, Financial and Administrative Services Agency’s web.

Förordning (1982:1077) om ersättning av allmänna medel för skador orsakade av studerande vid statliga högskoleenheter under praktik på icke- statliga arbetsplatser (ordinance for reimbursement of public funds for injuries caused by students from public higher education institutions during placement at non-governmental workplaces – only in Swedish) regulates personal injury or damage to property caused by students during VFU/placement. However, VFU/placement must be included in the course syllabus, and the student must be registered to the course in Ladok.

SLU rules

The student must be registered to a course in Ladok to be sure that they are covered by the Legal, Financial and Administrative Services Agency’s personal injury insurance for students. However, students do not need to re-register in Ladok to resit an examination, but they must register for the examination as usual.

Special rules apply for students who travel abroad for a course or degree project. Incoming students must also follow special rules – see below.

Any injuries to animals or equipment caused by a student during VFU/placement counts as damage to property.

SLU’s operational insurance covers SLU operations. It can include damages caused by a student working with the animal ambulance service or the University Animal Hospital. The course-coordinating department is responsible.

Who is responsible for what?

Insurance for incoming students

• The Division of Educational Affairs administrates insurance for students who travel to Sweden using one of the exchange agreements that the division is responsible for. The Division of Educational Affairs also administrates insurance for students who pay tuition fees.
• Foreign exchange students who do not pay tuition fees are covered by insurance for foreign visitors as well as personal injury insurance.
• Foreign people who are not SLU students but who have a placement at SLU for a shorter period than a year are covered by insurance for foreign visitors.
• The Division of Educational Affairs administrates insurance for students who travel from Sweden using one of the exchange agreements that the division is responsible for. The Division of Educational Affairs issues insurance certificates and/or Medical Insurance Cards (MICs) to all students travelling through such agreements.
• The responsible department must insure other students who travel abroad through a course, including placements and degree projects (independent projects). This can occur in two different ways – both ways imply that the department has approved that the student can study abroad within the framework of a course. See instructions below.

Insurance for outgoing students

Instructions

There are two ways to manage insurance for students who travel abroad through a course or programme:

• The collective insurance Student UT applies if there is a written agreement regarding exchange or reception between SLU and the receiving party. The receiving party can for example be a university, placement, company or organisation. The Legal, Financial and Administrative Services Agency have no specific requirements for the department’s written agreement. The responsible department issues Medical Insurance Card (MICs) and/or insurance certificates to students taking part of the course/course component. The MIC and insurance certificate templates can be ordered from the Legal, Financial and Administrative Services Agency.
• If there is no written agreement between SLU and the receiving party, the responsible department must take out and pay individual Student UT insurance for every outgoing student. This normally applies if a course or course component is taught abroad, for example through an international study trip. The department orders the insurance on the Legal, Financial and Administrative Services Agency’s web. The Legal, Financial and Administrative Services Agency issues MICs and/or insurance certificates to every student taking part of the course/course component. The documents are sent to the department, which then passes them on the each student.

This also applies if a department approves a student’s request to study abroad within the framework of a course, even if the course is not included in any exchange agreements within the Division of Educational Affairs.

Links

Student insurance and notifications of damage

Förordning (1982:1077) om ersättning av allmänna medel för skador orsakade av studerande vid statliga högskoleenheter under praktik på icke-statliga arbetsplatser (ordinance on reimbursement of public funds for injuries caused by students from public higher education institutions during placement at non-governmental workplaces – only in Swedish).

Operational insurance

To the start of the chapter

3.8 Student costs and reimbursements

Policy

It is important to provide early and clear information to students regarding who pays for what. SLU must strive, as far as possible, to minimise students’ educational costs.

Students normally pay for their personal material. This also applies to students who do not pay tuition fees.

When travelling within a course or programme, public transport should, if possible, be prioritised.

National regulations

In general, the following applies:

• SLU is allowed to charge a standard amount for literature, materials, equipment, food and accommodations for study trips, but it is important that the connection between the cost and what the student actually receives is clear.
• The basic principle is that SLU may never charge more than the prime cost.
• The student should always be free to obtain the equivalent product or service elsewhere.
• In certain cases, SLU can reimburse the student for expenses that cover (some)
  student costs. It is allowed to use a standard amount, but it is important that the connection between the reimbursement and the cost is clear.

SLU rules

Literature, copying

• Students must pay for their course literature (including compendiums and larger amounts of copied material).
• The student must pay for copies, print-outs and memory cards (or equivalent). Academic papers and degree projects (independent projects), e.g. print-outs of self-produced material, are considered study material which the student must pay for. Students that participate in seminars must pay for their copies, i.e. print-outs of other students’ material.
• When a certain amount of copies of a student’s academic works and degree projects must be available for archiving reasons, the responsible department must provide the amount of copies in question.
• Students with a disability may have the right to free copying, for example if there is a need for enlarged copies.
• The responsible department may charge a fee (cost price) to make a copy of a public document. However, the first nine A4 pages are free of charge to the student. For example, this applies to questions and the student’s answers to written examinations.

Material, equipment

• The student must pay for certain study materials, for example, consumables (such as textile materials, clay, paints, etc.), if they are to have disposition of the result.
• Consumables in laboratory premises are paid for by SLU.
• The responsible department or faculty must provide protective equipment necessary to protect against illness and accidents at no cost or through a deposit fee. If the faculty assesses that personal protective equipment is preferable, the faculty must reimburse the student for the costs of such equipment. However, the student must pay for their clothes and other personal equipment.
• Deposit fees for keys and/or cards for access to libraries, computer rooms and similar may be charged. The first card is free for the student.

Study trips in the immediate area

In general, the student must pay for travel costs within the site and its immediate area. Here, immediate area refers to an area that can be reached with local transport within a reasonable amount of time.

Study trips with personal cars

Students may be reimbursed for personal car expenses paid in connection with a study trip, excursion or equivalent. In those cases, SLU applies the Swedish Tax Office’s standard for tax-exempt car reimbursement per every ten kilometres. The responsible department decides if any reimbursement will be paid, and must provide this information before the trip.

Compulsory study trips

If a course includes costs for study trips, this must be stated in the course information on the course page at least four weeks before the course starts.

For study trips outside the site area, the responsible department must reimburse the student with at least 50 per cent of the student’s costs for travel and accommodation. The student must normally pay for other costs.

If the department cannot pay at least 50 percent of the student’s costs for travel and accommodation, they must provide a cost-free alternative to the study trip.

Non-compulsory study trips

If a course is expected to include great costs for the student (e.g. for international study trips), this must be stated in the course syllabus under additional information. If travel costs are lower (e.g. for domestic study trips) this must be stated in the course information on the course page at least four weeks before the course starts.

Placement

The student must normally pay for all additional costs for education that consists of, or includes, workplace-based placement or clinical training. However, SLU may reimburse the student for increased living expenses. The responsible programme board funds such reimbursements.

Students taking courses or programmes with required placements must be given clear information early on. Course or programme presentations must include such information prior to application.

Instructions

In order to assess necessary protective equipment for students, the same working conditions that apply to employees also apply to students. Examples of protective equipment are protective eyewear, hearing protectors, breathing protectors, protective gloves and protective shoes. Protective coats (“lab coats”) can also be viewed as protective equipment in work with animal material, chemicals and microorganisms.

Links

The car expenses and payment form can be found under 2. Payments. See Blanketter för ekonomihantering (only in Swedish).

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3.9 Tuition fees

National regulations

Study fees are fees charged for first- and second-cycle courses and programmes of students who are not citizens of an EEA country or Switzerland (third-country citizens), who do not have a Swedish residence permit for reasons other than studies, and who are deemed eligible to pay according to the ordinance (2010:543) on application fees and tuition fees at higher education institutions. The higher education institution 'shall calculate the tuition fees so that full coverage of costs is provided for the activities funded by fees in their entirety'.

SLU rules

SLU follows the SUHF recommendations for managing study fees.

General information about tuition fees

• Tuition fees are comprised of three components:

1. 1. A basic fee that depends on the type of course or programme, see below.
   2. A study administrative fee intended to cover reception and service costs, scholarship and fee management, accommodation administration and marketing for fee-paying students.
   3. A central appropriation fee aimed to cover, among other things, jointly funded teaching premises, strategic funds and costs related to the Board of Education.

• The central appropriation fee and the study administrative fee are removed before the remaining part of the tuition fee is distributed to the departments concerned via the faculties, in the same way as direct funding.
• The tuition fee amount can be found on the SLU web and is listed per course, programme semester and complete degree programme.
• Every three years, tuition fees are reviewed and, when necessary, updated in accordance with current reimbursement levels.
• The handling of tuition fees between SLU and other higher education institutions is regulated in agreements and under separate arrangements.

Tuition fees for degree programmes

• The basic fee is based on each programme’s division into disciplinary domains and the reimbursement levels for each disciplinary domain listed in the faculties’ allocations of funds at the time when tuition fees were established. This means that programmes within the same category have the same fee.
• The total fee for a degree programme is communicated on admission to the programme.
• A programme student pays the tuition fee for the programme they have been admitted to, divided by semester. Fees are calculated assuming the student takes courses corresponding to 30 credits per semester.
• A programme student may take other courses than programme courses, up to 30 credits, either at SLU or a partner university with an exchange agreement, without this affecting the tuition fee.
• Programme students on exchange programmes arranged by SLU must still pay their tuition fees to SLU during their exchange studies.
• A programme student who wishes to take more than 30 credits during a semester will, in addition to the tuition fee for the programme, pay the regular tuition fee for the freestanding course(s) they are taking. If the additional courses are only programme courses, the student will pay, in addition to the regular semester tuition fee, a percentage of this fee corresponding to the number of credits in excess of 30.
• If the student has received credits from another higher education institution and these are used for fulfilling the qualification requirements, the student can request a corresponding reduction of the tuition fee. The same applies if the student has taken courses at other Swedish higher education institutions and credits for these courses can be used to fulfil the qualification requirements, even if there is no decision on credit transfer. The deduction will be made from the last instalment. This does not apply to courses that are part of exchange studies at one of SLU’s partner universities with an exchange agreement.

Tuition fees for courses

• The basic fee for individual courses is based on the reimbursement levels for each disciplinary domain listed in the faculties’ allocations of funds at the time when tuition fees were established.
• Classifying courses into disciplinary domains is based on each course’s subject classification in Ladok. If a course is classified in two subjects, the subject listed first (the one determining the course code) is used for calculating the tuition fee. How subjects are linked to disciplinary domains is explained in Annex 3a: First-cycle and second-cycle subjects at SLU.
• A student taking a freestanding course must pay a tuition fee based on the number of credits they have been admitted to.

When must tuition fees be paid?

Students on degree programmes must pay their tuition fees before the start of each semester. SLU decides on the exact time for payment as per SUHF recommendations. For a student to take up studies, they must normally have paid the tuition fee in full to SLU in advance.

A student who has applied for a freestanding course and has been admitted late or from the waiting list must pay the tuition fee within a week of receiving the payment instructions.

The tuition fee includes an offer of accommodation, but not rent or other costs connected to admission or studies at SLU, see 3.8 Student costs and reimbursements.

In accordance with Section 8.4 Compulsory components and 8.9 Resits, students who have not completed their courses may do so at a later date without being charged extra tuition fees. Provided there are places, a student may re-register for a course without paying fees again. Renewed registration is managed the same way as for students funded by grants.

If the tuition fee is not paid within the stipulated time, SLU must remind the student to pay the fee within a stated time limit. If the fee in its entirety is not paid within the time limit given in the reminder, SLU will suspend the student from studies until the fee has been paid. However, there are limits as to how late a student can join a course in progress. The student must be informed of this in the reminder. Decisions on suspension are taken by the head of the Division of Educational Affairs. Such decisions can be appealed, for instructions see Section 3.16.

Links

FAQ on the suspension of students (student web)

Tuition fees 

 

Who is responsible for what?

General information

• The SLU Board decides on the basic fee, which in turn is based on the reimbursement levels per disciplinary domain used in the allocation of funds to the faculties.
• The chief operating officer decides on the administrative fee and the central appropriation fee.
• The Division of Educational Affairs calculates and updates, as needed, the fee levels every three years.

Individual students

• The Division of Educational Affairs decides how much a student must pay for the coming semester.
• The Division of Educational Affairs takes all decisions on tuition fees for individual students.

 

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3.10 Tuition fee refunds

Pursuant to Section 12 of the ordinance (2010:543) on application fees and tuition fees at higher education institutions, the university may repay tuition fees, either in part or in their entirety, if a student, for special reasons, is prevented from taking up studies. At SLU, a refund may be paid in the following cases:

Reason	Refund
The student is not granted a residence permit in Sweden.	The admissions process is cancelled and the tuition fee is refunded.
The student has been conditionally accepted to a programme, but still does not fulfil the requirement three weeks after the start of the semester and therefore is not allowed to take up studies.	The admissions process is cancelled and the tuition fee is refunded.
The student’s fee status changes, for example through citizenship.	The tuition fee is refunded as of the day the residence permit for reasons other than study starts to apply.
The student applies for deferment of studies before the course or programme starts. (Being denied a residence permit is not a reason for deferment.)	No refunding of tuition fees if deferment is approved. SLU will retain the tuition fee until the student takes up studies again.
The student is suspended by the SLU disciplinary board, or expelled from studies by the Higher Education Expulsions Board.	Tuition fee is not refunded.
The admission decision is revoked because the student was admitted using false qualifications.	Tuition fee is not refunded.
The student’s residence permit is revoked.	Tuition fee is not refunded.

The tuition fee may also be refunded if there are other special reasons why the student is prevented from taking up studies. Official documentation must be provided as support. The tuition fee will be refunded as of the day the student is prevented from studying.

Refunded amounts are not subject to interest, and refunds will normally only be paid to the same account the payment was made from. A student who has received a refund for a particular course, or the first semester of a programme, will lose their place on that course or programme.

Who is responsible for what?

To request a refund, the student must personally provide evidence in support of the reason they give. The student must send their refund request to the Division of Educational Affairs.

The head of the Division of Educational Affairs decides whether to refund prepaid tuition fees.

Section 3.11 Student debt describes what happens if the tuition fees are not paid.

Links

• Learn more about application and tuition fees at www.universityadmissions.se
• There are tuition fee exceptions for foreign citizens from outside the EU/EEA/Switzerland.

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3.11 Student debt

This section contains information about debt caused by unpaid tuition fees as well as other types of debt where the student owes SLU money.

National regulations

A student who is liable to pay tuition fees and who fails to pay by the due date, and has received a reminder from the university, will be excluded from the programme or course until the fee has been paid. A decision to exclude the student from studies means that the student may not participate in teaching, examination or any other activity pertaining to study at the university. In special cases, the university may also decide that degree or course certificates will not be issued until the fees have been paid.

Students exempted from paying tuition fees

Any debt conditions between a student exempt from paying tuition fees and the responsible department do not affect the student’s right to teaching, examination, reporting of study results or the right to obtain a course or degree certificate.

Students liable to pay tuition fees

Tuition fees must be paid for one semester in advance. If a student still has not paid their tuition fees in full for a degree programme or course that they have been registered to, they must pay the remaining amount before a course or degree certificate can be issued.

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3.12 Scholarships

Important concepts

SLU may, to the extent that funds are available, award scholarships to students liable to pay tuition fees. These scholarships can consist of the whole or parts of the tuition fee and should be given to specially qualified students liable to pay tuition fees.

Rules

The following applies to the awarding of such scholarships at SLU:

• The scholarship amount is not paid directly to the student. Instead, the scholarship holder’s tuition fee is paid for every semester that the student studies a programme during its regular length, which is normally 4 semesters (120 credits) for a Master’s programme.
• In order to keep their scholarship, the student must have received at least 20 credits per semester during previous semesters within the programme. The student must also carry out their Master’s programme studies during regular programme length, i.e. 4 semesters (120 credits). If the pace of study is a minimum of 20 credits one semester, it is presupposed that they pace is higher than 30 credits during another semester(s).
• A scholarship offer only applies for the number of years and the programme listed in the scholarship decision. If the student is granted deferment of studies until the next academic year, the decision to award a scholarship may be re-evaluated.
• The decision to award a scholarship may also change if the student changes course or programme.
• If the decision to award a scholarship only includes part of the tuition fee, the student must pay the remaining amount before a given date.

There are specific provisions for scholarships awarded by foundations and endowment foundations managed by SLU.

Who is responsible for what?

At SLU, the Division of Educational Affairs manages scholarships for students liable to pay tuition fees. The head of the Division of Educational Affairs decides on specific principles and criteria for awarding SLU scholarships funded by UHR. Following proposals from the head of the Division of Educational Affairs, the vice-chancellor decides which students will receive scholarships.

Links

• Scholarships

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3.13 Approved leave from studies and non-completion

Important concepts

Deferment of studies – the student keeps their place, but is allowed to postpone the start of their study period.

Approved leave under specific circumstances – the student takes leave from their studies and is guaranteed a place within the course or programme when their leave is over.

Approved leave without specific reasons – the student takes leave from their studies without submitting an application or without giving specific reasons.

Definitive non-completion of a programme – the student drops out of a programme and ceases to be a programme student.

Non-completion of a course – the student drops out of a course.

National regulations

“If special grounds exist, a higher education institution may decide that students admitted to first or second-cycle studies at the institution:

1. may defer commencement of their studies, or
2. may continue their studies after an approved leave of absence.”

Deferment of studies

Specific reasons for deferring studies may be social, medical or other circumstances such as care of a child, military or civilian service, student union assignments, military basic training in accordance with Förordningen (2015:613) om militär grundutbildning (ordinance for military basic training) or postponed holiday in accordance with the Employee’s Right to Educational Leave Act (1974:981).

Specific reasons can also be a fixed-term employment with a probationary period in accordance with Section 12 of Lagen (2012:332) om vissa försvarsmaktsanställningar eller tjänstgöring i Försvarsmakten (act on specific appointments or duties in the Swedish Armed Forces). This applies to employees who work part-time as gruppbefäl, soldat or sjöman in accordance with this act.

Unless there are particular reasons to extend the deferment, the maximum allowed time to take a leave of studies is 18 months.

Approved leave from studies

Specific reasons for a student to continue their studies following an approved leave from studies may be social, medical or other circumstances such as care of a child, military or civilian service, military basic training in accordance with Förordningen (2015:613) om militär grundutbildning (ordinance for military basic training) or student union assignments.

Specific reasons can also be a fixed-term employment with a probationary period in accordance with Section 12 of Lagen (2012:332) om vissa försvarsmaktsanställningar eller tjänstgöring i Försvarsmakten (act on specific appointments or duties in the Swedish Armed Forces). This applies to employees who work part-time as gruppbefäl, soldat or sjöman in accordance with this act.

Students who can cite specific reasons using a certificate may be granted approved leave from studies and a guaranteed right to resume their course or programme during a specific semester.

SLU rules

Approved leave from studies

• Programme students can apply for approved leave from studies as of their second semester at the earliest. If a student applies for approved leave from studies during their first programme semester, this is considered deferment of studies.
• The right to resume their studies applies if this is done within the granted period.
• Only leave granted by SLU gives students the right to resume their studies at the university.
• The student is allowed to take examinations during their leave from studies.
• Approved leave without specific reasons is unregulated and basically means that the student is not allowed to resume their studies. It does not matter if they report their leave or not.
• If there are places available, it is possible that the student may resume their studies following leave without specific reasons. However, they must be aware that the degree programme may have been altered in regard to the range of courses offered. See Section 13.6 Changes to the courses offered within a programme.
• Exchange studies carried out with SLU partners count as programme studies. A programme student who wishes to carry out exchange studies does not need to apply for approved leave from studies.

Non-completion of studies

• Definitive non-completion of a programme requires the student to submit a written document confirming this. They then cease being a programme student. Students can complete courses they have started, even if they do not intend to complete the programme.

• If a student wants to resume programme studies, they need a new admission decision. It is possible to be admitted to the latter part of a programme. When a student resumes studies, the programme syllabus at the time of their return applies.

• In order to properly drop out of a course, the student must submit a written document stating that they will not be completing the course, see Section 7.6 Non-completion of a course.

Who is responsible for what?

Where appropriate, the student must do the following:

• apply for deferment of studies;
• apply for approved leave from studies for specific reasons;
• submit a document confirming that they will not be completing their studies – it is recommended that they contact the programme director of studies or study counsellor before deciding on this;
• see Instructions and Links below;
• also see Section 7.6 Non-completion of a course.

The Division of Educational Affairs manages deferments, approved leave from programme studies and non-completion of a programme. Approved leave from studies is documented in the study documentation system Ladok, and decisions regarding leave from studies are always sent to the student.

The Division of Educational Affairs is responsible to ensure that applications concerning deferment, leave from studies and non-completion of a programme are archived together with the decisions relating to these matters.

The responsible department manages non-completion of a course. See Section 7.6 Non-completion of a course.

Instructions

The following can be found on the SLU web:

• information on how to apply for deferment of studies. However, it is important to first accept the offered place at www.universityadmissions.se;
• form used to apply for approved leave from studies for specific reasons;
• form used for definitive non-completion of a programme.

Students who wish to appeal their requests for deferment of studies or refusal of their application to take leave from studies can turn to the Higher Education Appeals Board. See Section 3.16 Appealing a decision.

Links

• Approved leave from studies and non-completion

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3.14 Student influence 

It is the opinion of SLU that all activities concerning education and its support operations must be based on mutual trust and responsibility between students and teachers. This approach is in both the students’ and university’s best interest since it is a prerequisite to achieve education of the highest possible quality.

Current legislation requires SLU to work to ensure that students play an active part in course and programme development. It is strong wording which comprise all things related to education.

The purpose of this section is to clarify how reciprocity and responsibility might look, to help assess if legal requirements are met as well as to act as a basis for discussion and a joint starting point for student influence issues at SLU. How this is implemented at SLU must vary since prerequisites vary between course and programmes as well as sites.

National regulations

• “Students shall be entitled to exert influence over the courses and study programmes at higher education institutions. Higher education institutions shall endeavour to enable students to play an active role in the continued development of courses and study programmes.”
• “The students are entitled to representation when decisions or preparations are made that have bearing on their courses or programmes or the situation of students.”
• “If decisions or preparations are to be made by one single individual, information is to be provided and consultation take place with a student representative in ample time before the decision is made or preparations concluded.”
• “If a decision is to be made by a group of individuals [...] the students are entitled to representation by at least three members. The number of student representatives in such a group may however be fewer if there are special grounds in view of the total number of members in the group.”
• “The students are entitled to be represented by three members of the board of governors.”
• “The students at the higher education institution shall be entitled to representation on the [disciplinary] board by two members.”
• “The Government or the agency nominated by the Government issues regulations on who is to appoint representatives of the students.”
• The student union(s) appoint and dismiss students from higher education institution bodies.

Formal influence through representation on SLU bodies

SLU students have the right to be represented on all decision-making and preparatory bodies which operations are important to education and student situations.

Student influence is based on the students’ unions, which represent themselves. They are in turn regulated by Studentkårsförordningen (SFS 2009:769) (the student union ordinance). Among other things, it states that the students’ unions are responsible to represent all students – even those who choose not to be a part of the union.

Students have the right to be heard, and their opinions must be the base for many decisions relating to education. Courses and programmes are meant for students, and not just the students currently taking them. The university is also responsible to ensure that the students of tomorrow receive education of the highest quality, and it must consider conflicting expectations and requests. If the university makes decisions that do not correspond to student opinion, this should not be viewed as a sign that there is not student influence.

The university must make it easier for student representatives to complete assignments related to student monitoring. Representatives can do this in parallel with their studies or through approved leave from studies for more extensive assignments.

The starting point is to process and prepare matters in good time. That way, students have plenty have time to get involved before a decision must be made. Normally, the student representatives in question should have access to relevant supporting documents and opinions five days before a decision is to be made. Complex matters require even more long-term planning than simpler and routine matters.

However, planning may have to be shorter for pressing issues. Normally, decision-making bodies consisting of student members do not meet during the summer semester.

Consultation relating to preparation and decision by a single SLU official

Legislation considerably requires students to be consulted in other matters which affect them, both in regard to course and programme content as well as the student situation in general. This includes decisions within the administration, often made by a single official. For example, these decisions can concern accessibility, equal opportunities, IT support and the library.

In addition, working groups and other preparatory bodies which must submit supporting documents on issues regarding education and the student situation must also consult the students. The obligation to consult students also applies when a single official makes a decision. The starting point is to process and prepare matters in good time. That way, students have plenty have time to get involved. Normally, the student representatives in question should have access to relevant supporting documents and opinions five days before a decision is to be made.

The right to student influence does not include decisions which affect a single student. However, student representatives can affect the principles for such decisions and follow up on how they are applied.

Who is responsible for what?

SLU

The whole of SLU, not just teachers, must aim to engage students with activities that concern education. This means that heads of department, those responsible for courses and programmes and managers at all levels must ensure that the university meets this requirement. The programme directors of studies are explicitly responsible to ensure that their programmes include student influence.

Most importantly, it is the vice-chancellor’s responsibility to ensure that there are procedures for student influence on preparatory bodies and for decisions made by a single official. The boards, programme directors of studies and managers together with student representatives must ensure that student influence is accomplished in detail within daily university work.

Students

At SLU, the Joint Committee of Student Unions at SLU, Sluss, appoints students to university-wide bodies as well as to faculty and programme boards. It stands to reason that students appoint their own representatives without the university getting involved, both in regard to the division of members as well as questions concerning personality.

Cooperation and information

In order to facilitate student influence, SLU must continually keep the Joint Committee of Student Unions at SLU (Sluss) informed of the decision-making bodies that exist at the university, and student representatives are to be offered a place on all preparatory and decision-making bodies involved in education. It can be difficult to decide which bodies are involved in education, but the starting point is that the students decide if they wish to be represented, not the university.

It is incumbent on SLU to provide collective registers on the current preparatory and decision-making bodies and their purposes, but the students’ unions prioritise which bodies they want to be part of. The students’ unions are responsible to report which bodies they will be part of and the persons they have appointed. SLU is responsible to remind students about which bodies lack representation as well as to inform the students when new bodies/working groups are established. This responsibility lies with the persons who made the decision to establish a new body or working group.

At SLU, students have not traditionally been represented on e.g. decision-making bodies relating to environmental monitoring and assessment or research issue committees. There are a few bodies that do not allow student representatives – such as the staff disciplinary board – because it manages disciplinary matters relating to employees. Each delegation of authority states the number of established bodies and their student representatives. See Section 2.3 Organisational aspects.

Instructions

SLU’s delegations of authority state which bodies include students and how many members Sluss must appoint.

Student members are given a sessional allowance. Students not employed at SLU who are regular members of a board, committee, working group, reference group or equivalent established by the vice-chancellor, deans or head of university administration, are entitled to a reimbursement of SEK 700 per meeting (Vice-Chancellor's decision SLU.ua.2022.1.1.1-3111). If requested, reimbursements can also be paid to compensate the loss of income. The reimbursement normally covers preparatory and supplementary work.

Deputies have the right to be reimbursed when they replace a regular member. Student representatives should contact the respective body’s secretary for practical management of their reimbursement.

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3.15 Complaint procedures

Important concepts

If a course or programme does not follow this handbook, a course syllabus or programme syllabus, the student must be able to submit complaints, ask questions and give opinions and proposals regarding their education. Complains can also include that SLU does not follow laws or other statutes.

Instructions

A student (or group of students) dissatisfied about anything should primarily contact the person responsible in order to find a solution to the problem. The simplest way to influence education is to participate in course and programme evaluations.

Students who feel that SLU have broken a law or regulation within the higher education institution field can report this to the Swedish Higher Education Authority (UKÄ).

If there are complaints regarding education at course level, the following actions are recommended:

	Courses	Programmes	Processing of an educational matter	Decision on an educational matter
Firstly	Contact the teacher, course coordinator or examiner in question.	Contact the programme director of studies in question.	Contact the administrative officer responsible for the matter in question.	Contact the decision-maker if the reason for the decision needs to be clarified.
Secondly	Contact the department director of studies (or equivalent) or the head of department at the department responsible for the course	Contact the faculty programme director at the respective faculty office; they can confirm which body you should turn to.	Contact the manager at the administrative officer’s division.	Certain decisions can be appealed. See below.
Contact information	Department directors of studies and heads of department are listed on the SLU web.	Programme director of studies and faculty programme directors are listed on the SLU web.	Managers within the university administration are listed on the SLU web.	See below.

Here, educational matters concern admission, credit transfer, issuing qualifications and similar decisions relating to a single student. Grades cannot be appealed.

Students can also turn to their student union, which can provide moderate support.

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3.16 Appealing a decision

National regulations

The following are examples of what can be appealed at the Higher Education Appeals Board:

• a decision that an applicant does not meet the general entry requirements for admission to first or second-cycle higher education courses and study programmes and a decision not to grant an exemption from the general entry requirements [− − −];
• a decision on the transfer of credits for courses and study programmes or professional or vocational activities;
• rejection of a student’s application for exemption from a compulsory component of a course or study programme;
• rejection of a student’s request to be issued with a degree certificate or a course certificate;
• a decision not to allow those admitted to first or second-cycle courses and study programmes to defer commencement of their studies or to continue their studies after an approved period of leave;
• a decision to suspend a student who has not paid their tuition fees on time.

Instructions

How to appeal against a decision that concerns you

If you believe a decision is wrong, you can appeal against it.

The appeal must be done in writing and be addressed to the Higher Education Appeals Board. It should, however, be sent to Registrator SLU, Box 7070, 750 07 Uppsala. It should not be sent directly to the Higher Education Appeals Board.

You must ensure that SLU receives your appeal no later than three weeks after notification of the decision against which you are appealing.

Contents of the appeal

In your appeal, state the decision you want to appeal against and how you believe it should be changed. Enclose the actual decision document as this will facilitate the handling of your appeal. If you have documents that support your point of view, enclose them as well.

Sign the appeal and also add your name in block letters. Make sure to include your postal address, email address and phone number.

When you have appealed

Provided your appeal reaches SLU before the deadline, the university will investigate whether the decision should be changed. If the decision is changed, you will be notified. Your appeal will then be seen as concerning the new decision. SLU will send the new decision to the Higher Education Appeals Board together with the previous decision to ensure that the board gets an overview of the case.

If SLU does not change the decision, your appeal will be sent to the Higher Education Appeals Board together with the decision, all documents relating to it and a statement of opinion from SLU.

A decision must appealed in writing. In the appeal, the student must state which decision is being appealed and what change they request. The appeal must address the Higher Education Appeals Board, but submitted to SLU, Box 7070, 750 07 Uppsala. The appeal must have been submitted to SLU within three weeks from the day the student was made aware of the decision.

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4. Teachers and examiners

4.1 Starting points
4.2 Educational development
4.3 University teacher with merit-based salary increment ('Distinguished University Teacher')
4.4 Degree-awarding powers at department level
4.5 Examiners
4.6 Competence requirements for examiners
4.7 Change of examiner
4.8 Teacher copyright
4.9 Staff liability issues

4.1 Starting points

Important concepts

Teachers

SLU has the following teacher categories:

• professor
• visiting professor
• adjunct professor
• senior lecturer
• associate senior lecturer
• adjunct lecturer
• lecturer
• adjunct senior lecturer.

However, in everyday speech, the term teacher is often used to describe all teaching staff, including those who do not belong to any of the above categories.

Examiner

See Section 4.5 Examiners.

Course coordinator

The course coordinator is the teacher or other SLU employee who is operationally responsible for the implementation of the course. For contracted courses, the course coordinator can be a teacher or other employee from another higher education institution. The course coordinator and examiner can be the same person.

Policy

SLU’s vision, objectives and strategy to attract, recruit and maintain teaching expertise is described in other governing documents. Among other things, see the SLU strategies and strategic direction documents.

Rules

Rules concerning employment at SLU can be found in other governing documents. Among other things, see the appointments procedure at SLU.

Who is responsible for what?

The faculty boards plan teaching appointments to give courses and programmes the prerequisites for quality based on an academic or artistic footing and on proven experience.

The responsible department must ensure that students have access to contact information for

• the course coordinator (on the course page)
• the examiner (on the course page)
• the head of department (on the department page) and
• the department director of studies (or equivalent) (on the department web).

The faculty offices are responsible to ensure that contact information for programme directors of studies can be found on the student web programme pages.

Links

• Appointment procedures for teachers at SLU
• Strategies and strategic direction documents
• My employment

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4.2 Educational development

Policy

Courses and programmes must meet high scientific and teaching quality requirements. SLU places great importance on such qualifications when employing and promoting teachers. There must be opportunities for educational and other types of professional development since they contribute to new thinking and course development as well as specialised subject knowledge and research connections.

SLU rules

The appointment procedures at SLU regulate the competence requirements for various types of employment.

Who is responsible for what?

The Educational Development Unit (EPU) at the Division of Educational Affairs works to promote higher education development at SLU. The unit is responsible for the university’s courses in higher education teaching.

Links

Unit for Educational Development (EPU)

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4.3 University teacher with merit-based salary increment ('Distinguished University Teacher')

Important concepts

The title of distinguished university teacher enables SLU to reward and highlight skilled and educationally aware teachers. Teachers awarded this title are expected to actively take part of quality assurance work relating to education and teaching within the subject area and the university.

Policy

This title enables SLU to reward and highlight skilled and educationally aware teachers. Teachers awarded this title are expected to actively take part of quality assurance work within the subject area and the university.

SLU rules

The vice-chancellor decides on specific rules and instructions regarding the appointment of distinguished teachers. Teachers (lecturers, senior lecturers and professors) or those with corresponding expertise and duties employed for an indefinite period can be appointed distinguished university teachers.

To be appointed distinguished teacher at SLU, the applicant must have broad teaching expertise. Candidates must have expertise within the following five knowledge areas:

• teaching expertise
• scientific and developing approach
• cooperation with colleagues and educational leadership
• holistic perspective and cooperation within the university and with society
• critically grounded in the subject.

Who is responsible for what?

The Board for the Appointment of Distinguished University Teachers (Nex) manages calls and applications regarding the title.

Instructions

More information and the procedure for applying is available by following the link below.

Links

Unit for Educational Development (EPU)

Distinguished university teacher

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4.4 Degree-awarding powers at department level

Important concepts

Subject

Courses at first- and second-cycle level at SLU are among other things classified according to the subject content. SLU subjects are listed in Annex 3a: First-cycle and second-cycle subjects at SLU.

Main field of study

Some subjects are main fields of study and act as a basis for general qualifications. Main fields of study at SLU are also listed in Annex 3b: Main fields of study with subject descriptions.

SLU rules

In order for a department to have the right to assess first-cycle students within one of SLU’s main fields of study, it must have teachers with a doctorate employed for an indefinite period and who have relevant subject knowledge and/or researchers employed for an indefinite period with docent expertise within a relevant field.

In order for a department to assess students at second-cycle level within one of SLU’s main fields of study, it must employ at least one professor with relevant subject knowledge.

In order for a department to assess students studying subjects other than SLU’s main fields of study, it must employ at least one teacher within a relevant subject area.

In order for a department to assess students taking courses belonging to two main fields of study or subjects (double-classed courses), the department must have degree-awarding powers within both main fields of study/subjects. Otherwise, another department that has the power to award degrees in the other main field of study or subject must award the degree together with the responsible department. The co-responsible department must be listed in the course syllabus.

For contracted courses from another higher education institution, the competence requirements from that institution apply to the examiner.

The responsible faculty can decide to grant time-limited exemptions regarding the right to award degrees to a department in relation to a subject or main field of study.

Who is responsible for what?

Each faculty must define which of SLU’s main fields of study that the faculty departments and any units are allowed to assess. This must also be done for subjects that do not constitute main fields of study at SLU.

The faculty board decides which bodies within the faculty organisation will decide on each department’s right to award degrees.

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4.5 Examiners

Important concepts

The examiner grades student performance within a course.

Grading criteria connect grades to levels of meeting a course’s intended learning outcomes. A pass grade means that the student has met the objectives in the course syllabus.

National regulations

“Unless otherwise provided by the higher education institution, a grade shall be awarded on completion of a course. [− − −] The grade shall be determined by a teacher specifically nominated by the higher education institution (the examiner).”

“The Swedish University of Agricultural Sciences may also appoint someone who does not hold a teaching post to act as examiner in first, second and third-cycle courses and study programmes.”

SLU rules

As a rule, each course must have one examiner. Information about the examiner for individual courses must be available on the course page no later than when the course begins.

There are specific rules for independent projects. See Chapter 9. Independent projects (degree projects).

For contracted courses or other forms of cooperation with another higher education institution, the examiner can be employed by the other institution. In those cases, the rules at the higher education institution in question apply to the examiner.

Who is responsible for what?

The head of department at the responsible department appoints examiners. See 4.4 Degree-awarding powers at department level, 4.6 Competence requirements for examiners and 4.7 Change of examiner.

The faculties must document and follow up examiners for each course.

The responsible department must ensure that the examiner is listed on the course page no later than when the course begins.

Examiners

• are responsible to ensure that course content and level follow the established course syllabus;
• establish grading criteria (see Section 7.1 Early course information);
• are responsible for assessing student performance;
• decide grades by authorising results in Ladok.

Other teachers may take part in the examination by co-grading in accordance with the examiner’s instructions, but it is the examiner who is ultimately responsible and makes the grading decision. There are specific rules for independent projects. See Chapter 9. Independent projects (degree projects).

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4.6 Competence requirements for examiners

SLU rules

First-cycle level

Examiners at first-cycle level:

• have (at least) a Degree of Master within a relevant field, or a professional qualification at second-cycle level within a relevant field;
• are employed at the responsible or jointly responsible department;
• have taken a course on examination and grade assessment, and
• meet one of the options below (1a, 1b or 2).

Second–cycle level

Examiners at second-cycle level:

• have (at least) a Degree of Doctor within a relevant field;
• are employed at the responsible or jointly responsible department;
• have taken a course on examination and grade assessment, and
• meet one of the options below.

Option 1a

In accordance with SLU’s current appointment procedures, the person has a teaching post as one of the following:

• professor, visiting professor, adjunct professor or
• senior lecturer, associate senior lecturer, adjunct senior lecturer
• adjunct lecturer, adjunct senior lecturer.

Option 1b

In accordance with SLU’s previous appointment procedures, the person has a teaching post as one of the following:

• professor, adjunct professor or
• senior lecturer, adjunct senior lecturer
• lecturer, adjunct lecturer
• research associate
• part-time or visiting lecturer.

Option 2

The person does not have a teaching post but does have a

• doctoral degree
• an indefinite period employment which requires a doctoral degree or corresponding expertise
• relevant educational expertise which correspond to the requirements to be employed as a senior lecturer.

Exemptions

Time-limited exemptions concerning the right to award degrees for a course or an independent project may be granted by the responsible faculty.

Equivalence assessment

For courses with considerable elements of occupational skills training, an equivalence assessment may be made of the student’s relevant professional experience. An equivalence assessment may also be made of artistic development work for courses within the artistic field.

Who is responsible for what?

The faculty board decides which faculty body that will decide on exemptions for examiners.

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4.7 Change of examiner

National regulations

“A student who has taken two examinations in a course or a part of a course without obtaining a pass grade is entitled to the nomination of another examiner, unless there are special reasons to the contrary.”

This request can also concern nominating another teacher to take part of the assessment without acting as examiner. Special reasons speaking against the student’s request can for example be that there are no examiners or teachers with the right qualifications.

Who is responsible for what?

The head of department decides whether to change examiner or participating teacher for individual students.

Instructions

The student must submit a written request to change examiner (or co-grading teacher) to the head of department or department director of studies (or equivalent) at the responsible department.

To the start of the chapter

4.8 Teacher copyright

Important concepts

Intellectual property rights involve rights that have been or can be protected as intellectual property in accordance with current legislation, e.g. patents, copyright, trademark, design protection and plant variety rights.

Policy

According to SLU’s intellectual property rights policy, the starting point is that intellectual property rights created in relation to university teaching and research is given to the originator. Both students and employees at SLU can be originators (i.e. have copyright) of literary and artistic works. Everyone is treated equally in this sense. SLU has no right to any inventions or similar that are created in connection with student works, regardless of whether they are patentable or not.

National regulations

Reproducing other people’s texts, tables, images and other illustrations can be a violation of copyright. This applies even if a citation is marked as such and the source is given.

SLU rules

Teaching materials

Teachers who, during their employment, prepare their own teaching materials own the copyright to his material, see the immaterial rights policy, Section 4 on the intellectual property rights of academic staff.

Students are not allowed to publish or spread teaching materials without the teacher’s permission.

Teaching

Audio/video recordings or photography relating to teaching is only allowed if this is stated in the course syllabus, or following agreement with the students in question. This applies to all types of teaching, including excursions, study visits, etc. It is not allowed to publish or spread photos, film or audio relating to teaching through e.g. social media without the teacher’s permission.

Students with disabilities may receive learning support, which can include, for example, audio or video recordings relating to teaching. See 3.5 Study with a disability. The recordings are only meant for personal use, and they too require the teacher’s permission.

Links

Intellectual property rights policy

To the start of the chapter

4.9 Staff liability issues

National regulations

If a staff member intentionally or through carelessness disregards their obligations, this may be regarded as neglect of duty. In certain cases this will lead to disciplinary measures in the form of a warning or salary deduction.

The staff disciplinary board deals with issues regarding the following:

• dismissal from employment due to personal conditions [− − −]
• disciplinary responsibility
• notifications of legal action
• suspension.

Who is responsible for what?

The head of department at the staff member’s department decides whether to report staff liability issues to the vice-chancellor. If the staff member works within university administration, their head of division makes the decision.

The staff disciplinary board decides whether neglect of duty will lead to measures or not. The Government Disciplinary Board for Higher Officials decides on measures for higher posts.

Instructions

If a student wants to make a complaint about a staff member at SLU, they must primarily turn to the head of department where the person in question is employed. Also see Section 3.15 Complaintprocedures. Students can also turn to their student union, which can provide moderate support on these issues.

The staff disciplinary board only handles serious staff liability cases.

To the start of the chapter
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5. Quality assurance

5.1 Starting points
5.2 Course evaluations
5.3 Programme evaluations
5.4. Student welfare follow-up
5.5 Quality dialogues

5.1 Starting points

Policy

Quality assurance procedures are systematic efforts to improve courses and programmes in every way in accordance with our values and strategy. The procedures concern educational content and academic levels, but also the conditions provided by the university to ensure that the students assimilate as much knowledge as possible when studying, i.e. both the physical and student welfare environment. For example, they can concern planning and implementing courses, access to equipment and rooms as well as an open, validating discussion climate where everyone gets to speak on their terms.

Working with quality issues gives the students the opportunity to practice developed approaches. This will benefit them in their future professional lives. From an early stage, SLU is responsible to clarify that the students are personally responsible for their education, which includes quality development.

SLU’s quality assurance system monitors quality assurance procedures at the university. See below.

National regulations

'Quality assurance procedures are the shared concern of staff and students at higher education institutions.'

A national system for quality assurance within higher education is being put into practice during 2017–2022. Within this framework, the Swedish Higher Education Authority (UKÄ) is reviewing the following: quality assurance procedures at higher education institutions, course and programme evaluations, degree-awarding powers and thematic evaluations.

SLU rules

SLU’s quality assurance procedures and quality assurance are described in the following documents:

Framework for the quality assurance of courses and study programmes at SLU (strategy document)

Anvisningar för systematisk kvalitetssäkring av utbildning vid SLU (instructions for applying the framework/strategy, only in Swedish)

SLU’s quality assurance system can be summarised in the following way:

• SLU must offer high-quality courses and programmes. A necessary condition for this is ensuring that the educational process is of high quality.
• SLU follows definitions on what constitutes high quality of the educational process listed in national and international agreements as well as requirements stipulated by law. The definitions (quality standards) are based on the university’s strategic objectives and values as well as guidelines, rules and policies relating to education.
• By using systematic quality assurance, we ensure that all aspects of the educational process meet the quality requirements listed in the quality standards.
• Quality assurance supports a culture where joint quality standards are the starting point in both educational work as well as support and control system development work.

Quality assurance consists of regularly recurring and systematic present-state analyses and dialogues on quality. The present-state analysis is carried out by the programme board in question. Quality dialogues are held between the persons responsible for education at university level (Board of Education) and the programme board in question. After the quality dialogues have been carried out, the Board of Education makes an assessment of whether the quality assurance procedures relating to courses and programmes are sufficient enough to ensure that the operation in question is of high quality. The Board of Education decides on cases where quality assurance inspires adequate measures to ensure continued high-quality development.

Course evaluations (see Section 5.2 Course evaluations) and the recurring student welfare survey (see Section 5.4. Student welfare follow-up) are important quality assurance tools. Through programme evaluations (see Section 5.3 Programme evaluations) and alumni surveys, other aspects of educational quality can be highlighted, but these methods are not used as much or as systematically as the above.

Who is responsible for what?

Different parts of the organisation are responsible for education quality at SLU. The main quality assurance procedures are the responsibility of the individual employees in their daily work: students, doctoral students and staff.

Links

Quality assurance of courses and programmes

Studiesociala enkäter (student welfare surveys, only in Swedish)

SLU alumni activities

To the start of the chapter

5.2 Course evaluations

Policy

Course evaluations must be followed up and used as a tool in the quality development of courses. They must be handled in such a way that both student and teacher integrity is preserved. Therefore, students must have the right to be anonymous when writing course evaluations.

Good higher education presupposes well-designed and implemented course evaluations. This in turn presupposes reciprocity. The course evaluation system is based on enabling students to give constructive feedback on courses and teaching. Teachers must then use the evaluations as a valuable instrument for quality development. Students should feel that their opinions are met with interest and respect.

Student feedback is part of the course, and they are not reimbursed for their time. Since course evaluations are voluntary for students, it is important that the responsible department provides information on and organises course evaluations with the aim to receive as many responses as possible. It is suitable to invite the student representative who takes part in compiling the results to also take part of the work described above as well as scheduling the course evaluation session.

National regulations

'Higher education institutions shall enable students who are participating in or have completed a course to express their experiences of and views on the course through a course evaluation to be organised by the higher education institution.'

'The higher education institution shall collate the course evaluations and provide information about their results and any actions prompted by the course evaluations. The results shall be made available to the students.'

SLU rules

Course evaluations results and conclusions must be reported in the joint electronic course evaluation system Evald. Where appropriate, information on course adjustments, and/or reasons to keep criticised content and design should be listed in the system. The results reported in the compilations are number responses for issues common to all courses, as well as summaries of student and teacher feedback.

Before the course is carried out again, the results from previous course evaluations must be presented, as well as information on any changes caused by previous course evaluations.

A student has the right to represent the student group and take part of the compilation of course evaluation feedback. This work is reimbursed with SEK 400 per course. This fee makes up some of the costs for course implementation, which means that the department in question does not receive special resources for this purpose. The amount is the same regardless of the credit amount or number of students.

Who is responsible for what?

SLU teachers and students are jointly responsible to ensure that course evaluations are carried out. The responsible department must:

• compile and follow-up their respective course evaluations unless the responsible faculty decides something else;
• report course evaluation results and conclusions in the joint electronic course evaluation system Evald;
• pay a remuneration, but only for one course instance per student.

Instructions

All answers are reported, regardless of the number. However, when assessing results, the number of answers and responders must be taken into account.

Links

Evald

Student remuneration form

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5.3 Programme evaluations

Policy

Students who participate in, or completed, a degree programme are given an opportunity to express their experiences and views on the programme. An SLU objective is to carry out continual programme evaluations in connection when students apply for a qualification. Programme evaluations must be followed up and used as a tool in the quality development of courses and programmes. In addition, there must be procedures for following up programme students (student completion and non-completion).

Students who participate in, or completed, a degree programme are given an opportunity to express their experiences and views on the programme by completing a programme evaluation. Programme evaluations must be followed up and used as a tool in the quality development of courses and programmes.

Who is responsible for what?

The programme boards are responsible to carry out degree programme evaluations. Programme directors of studies are responsible to follow up student results, both qualitatively and quantitatively. The Division of Educational Affairs and the Division of Planning must provide system support of this follow-up.

Links

• Lins (management information system) (requires login).
• Programme evaluations

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5.4. Student welfare follow-up

Policy

SLU continually carries out a student welfare survey.

Who is responsible for what?

The Student Welfare Council (Strå) is responsible for the student welfare survey.

Links

Student welfare surveys (only in Swedish)

To the start of the chapter

5.5 Quality dialogues

Important concepts

Joint quality themes and standards are specified in the framework for the quality assurance of courses and study programmes at SLU.

Who is responsible for what?

The instructions for systematic quality assurance of courses and programmes at SLU (only in Swedish) state, among other things, what is expected of all concerned parties before, during and following quality dialogues.

Instructions

The instructions for systematic quality assurance of courses and programmes at SLU (only in Swedish) list, among other things, planned annual or long-term (6 years) review cycles, working methods and documentation.

Links

Framework for the quality assurance of courses and study programmes at SLU

Instructions for systematic quality assurance of courses and programmes at SLU (only in Swedish)

To the start of the chapter
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6. Course syllabuses and course instances

6.1 Starting points
6.2 Course syllabuses
6.3 Grading system
6.4 Course instances
6.5 Cancellation of a course instance
6.6 Course modules
6.7 Discontinuing a course

6.1 Starting points

Policy

In order to give students good conditions to carry out their studies with good results, it is important to provide them with clear information early on.

SLU rules

In order to carry out a course, the following is required:

• an approved course syllabus – see Section 6.2 Course syllabuses
• an approved course instance – see Section 6.4 Course instances and
• planned implementation – see Chapter 7. Before and when a course starts.

Who is responsible for what?

The department in question is responsible to implement a course. There may be one or more departments that are jointly responsible to implement a course.

To the start of the chapter

6.2 Course syllabuses

Policy

It is important to have joint timeframes for courses (start and end dates). This enables students to choose courses more freely and to jointly study various courses.

National regulations

'A course shall have a course syllabus.'

SLU rules

SLU’s guidelines are based on the Higher Education Ordinance and the recommendations issued by SUHF. A course syllabus at SLU must include the following:

• course code
• course title
• credits
• subjects
• cycle
• specialisation
• grading scale
• language
• entry requirements
• objectives
• content
• assessment format and requirements to be awarded a pass grade
• any transitional provisions
• responsible department and any jointly responsible departments.

Some of these are described in more detail below.

The course title should relate to the content.

Credits

The scope of the course must be indicated in credits. A course normally comprises 15 credits and is taught full-time for one study period (i.e. half a semester). If justified, two courses of 7.5 credits can make up one study period. See Section 2.4, Academic year and semester dates.

For distance learning courses and freestanding courses not given full time, and summer courses, the scope may be different. Provided it is justified, the Board of Education can grant exemptions from the joint timeframes for individual programmes (The Veterinary Medicine programme and the Equine Science (BSc) are currently exempt). There are specific rules for independent projects, see Chapter 9, Independent projects (degree projects).

Subjects

Subject classification depends on the course content. Annex 3a: First- and second-cycle subjects at SLU contains a list of subjects and main fields of study. A course at SLU can be classified in one or two subjects (double classification). An independent project (degree project) can only be classified in one subject.

Double classification should not be used in a perfunctory manner; a course should only have a double classification if its content makes up a clear and important part of both subjects, and if there is substantial progression in both subjects/main fields of study. Double classification can be used when a course contains both a traditional subject discipline and a synthesis and/or sector-related application.

A course with double classification can be included in the qualification requirements for both subjects/main fields of study. If a course with double classification is divided into modules, this should not be used to divide the course into two subjects. In such cases, it is better to set up two separate courses.

Educational level

SLU has the following level classification:

• access course or programme
• first-cycle level
• second-cycle level
• third-cycle level (not included in the handbook).

Specialisation

The progressive specialisation of the course within the main field of study for general qualifications should be indicated using the codes recommended by SUHF (G1N, G1F, G2F, G2E, A1N, A1F, A1E, A2E, GXX, AXX – see the instructions for course syllabuses). A single course can only be available at one level and include one specialisation.

Grading scale

See Section 6.3 Grading system. In addition, the following standard text is automatically displayed in the course and programme database:

'The grade requirements within the course grading system are set out in specific criteria. These criteria must be available by the course start at the latest.'

Language

The course language can either be Swedish or English.

• For courses at the first-cycle level, the general entry requirements state that the student must understand both Swedish and English. This means that those courses may include content in English even though the course language is Swedish.

• For courses at the second-cycle level, the language requirements are part of the specific entry requirements. This means that second-cycle courses taught in English cannot have Swedish content unless Swedish is listed as a specific entry requirement. The same applies to courses taught in Swedish with English content.

• Unless the course syllabus states otherwise, exams are held in the course language. See also Section 8.2 Assessment and grading.

Entry requirements

Specific entry requirements must be listed, and the following applies:

• 'Any specific entry requirements imposed shall be totally essential for a student to be able to benefit from the course or study programme.'(Higher Education Ordinance (1993:100), Chapter 7, Section 8)
• To be admitted to a second-cycle course, the student must have obtained at least 120 credits.
• For courses at the second-cycle level taught in English, the entry requirements must be English 6 taught at upper secondary school in Sweden, or equivalent. According to a local SLU decision, this requirement is fulfilled by applicants who have a first-cycle degree (180 credits) or a professional qualification from a Swedish university, or who have completed 120 credits at SLU.
• For first-cycle courses taught entirely in English, Swedish as an entry requirement does not apply. This must be stated in the course syllabus.

Objectives

Objectives for a course must:

• describe the competencies the student is expected to have acquired (learning outcomes) upon completing the course; see the instructions for course syllabuses;
• clearly describe subject and general competencies, as well as any professional competencies;
• be written to match the course level, specialisation and entry requirements and be structured as bullet points;
• contribute to the overall objectives listed in each programme syllabus, if the course is included in one or several degree programmes;
• be considered when assessing student performance.

Content

The content must include a short description of both the subject content and course implementation.

Examination format and requirements to be awarded a pass grade

The forms for assessing student performance concern how to carry out examinations and what is required to be awarded a pass grade for a course. If the course contains compulsory components, this must be indicated.

In addition, the following standard text is automatically displayed in the course and programme database:

• If a student has failed an examination, the examiner has the right to issue supplementary assignments. This applies if it is possible and there are grounds to do so.
• The examiner can provide an adapted assessment to students entitled to study support for students with disabilities following a decision by the university. Examiners may also issue an adapted examination or provide an alternative way for the students to take the exam.
• If this syllabus is withdrawn, SLU may introduce transitional provisions for examining students admitted based on this syllabus and who have not yet passed the course.
• For the assessment of an independent project (degree project), the examiner may also allow a student to add supplemental information after the deadline for submission. Read more in the Education Planning and Administration Handbook.”

Transitional provisions

Transitional provisions must be established when a course syllabus is withdrawn (see Section 6.7).

Department responsible

The department coordinating the course, and any other jointly responsible departments, must be listed.

Additional information

Certain additional information, although not formally part of the course syllabus, is displayed on the course pages.

If the course is included in one or several degree programmes, this connection must be listed, but it is not part of the actual course syllabus. It should also state whether the course is offered as a freestanding course.

If another course takes the place of, is replaced by or overlaps with the course in question, this information must also be included.

Any other information not covered in other parts of the course syllabus must be included if necessary, e.g. if students can expect to have to pay for travel or accommodation. In addition, the following standard text is displayed for all courses:

1. 'The right to participate in teaching and/or supervision only applies for the course instance the student was admitted to and registered on.

2. If there are special reasons, students are entitled to participate in components with compulsory attendance when the course is given again. Read more in the Education Planning and Administration Handbook.'

Who is responsible for what?

The responsible department documents the course syllabus in both Swedish and English in the course and programme database.

For inter-faculty cooperation, the parties must be consulted in the manner agreed upon by the programme boards in question.

The programme board approves (SLU Board’s delegation of authority) course syllabuses and any programme connections. The course syllabus must include the decision date and decision-making body as well as when the course syllabus begins to apply.

The programme director of studies or the programme board decides (Vice-chancellor’s delegation of authority) on revisions of the course syllabus. When a course syllabus is revised, a new version with the same course code is created. The following remains unchanged:

• course code
• course title
• credits
• subject
• level and specialisation
• grading scale
• entry requirements
• objectives

Editorial changes clarifying entry requirements or objectives can be made as part of a revision. The programme board can decide to change the responsible department without changing the course code.

The faculty office supporting the programme board in question must submit the following for archiving:

• course syllabus as an annex to minutes
• minutes from the programme board
• decision to revise the course syllabus.

Instructions

There are instructions on how to write uniform course syllabuses. See Links.

The course syllabus must be available on the SLU web and universityadmissions.se as soon as possible – when course applications are open at the latest. SLU applies joint time frames for planning and decisions on the offered course and programmes. See 2: Annual cycle for course and programme planning.

Links

• Instructions for course syllabuses
• Course syllabus template
• Antagningsordning för tillträde till utbildning på grundnivå och avancerad nivå (admission regulations for first- and second-cycle education – only in Swedish)
• Lokal examensordning – regler för examina på grundnivå och avancerad nivå vid SLU (SLU’s local system of qualifications for first cycle and second cycle level – only in Swedish). Includes teaching and research duties for SLU’s main fields of study

To the start of the chapter

6.3 Grading system

National regulations

'Unless otherwise provided by the higher education institution, a grade shall be awarded on completion of a course. The higher education institution may determine which grading system is to be used.'

SLU rules

Grading scales

SLU uses a four-point criterion-referenced grading scale:

• 5 (Pass with special distinction)
• 4 (Pass with credit)
• 3 (Pass)
• U (fail)

If a programme, course or course module has been exempted from this rule, a two-point criterion-referenced grading scale is used:

• G (Pass)
• U (fail)

SLU follows SUHF recommendations regarding the application of the ECTS Grading Table by:

• compiling the percentage allocation of pass grades per grade for each course;
• listing, in the transcript of records, the number of students awarded each pass grade for each completed course, together with information on the grading system used;
• listing, in the transcript of records, the number of students awarded each pass grade from the date the course was set up with the current course code until the date the student completed the course;
• reporting on the distribution of grades only for courses where data is available for at least two years from the date the course was set up until the date the student completed the course.

Course exceptions

Exceptions from the four-point grading scale can for e.g. be made for introductory, short courses (so-called display courses) and practical skill training courses, excursions, etc. when assessment is primarily based on student participation.

The amount of courses with allowed exceptions:

• Up to 25 per cent of courses within a first-cycle programme, including first-cycle courses within long professional programmes (5 years) may be assessed in accordance with the two-point scale. However, this does not include independent projects.
• Up to 10 per cent of courses within a second-cycle programme, including second-cycle courses within long professional programmes (5 years) may be assessed in accordance with the two-point scale. However, this does not include independent projects.

Course module exceptions

The grading scale for course modules (previous modules or tests) may differ from the scale that applies for the course in general. See Section 6.6 Course modules.

Programme exceptions

Valid reasons to be exempted from the four-point grading scale that applies for all courses within a degree programme is that there is no need for grading scales. The reasons are:

• to facilitate student mobility between programmes and sites;
• make selections within programmes;
• attract foreign students;
• strengthen student employability;
• facilitate cooperation with other education providers and joint studies with other programmes, and/or
• the programme leads to a qualification that includes a certification.

The following degree programmes are currently exempted from the four-point grading scale:

• the Veterinary Nursing programme, 180 credits
• the Veterinary Medicine programme, 330 credits.

Who is responsible for what?

• The Board of Education decides if a programme will be exempted from the four-point grading scale.
• The programme board decides if a course will be exempted from the four-point grading scale.
• The examiner decides on the grading scale for modules of individual courses.

To the start of the chapter

6.4 Course instances

Important concepts

A course instance is a course delivery with a start date and an end date.

The course instances over an academic year, or for an entire degree programme, are listed in a course schedule. Example:

Year	Period   I	Period   II	Period   III		Period   IV
1	Course α, 15 credits	Course β, 15 credits	Course η, 7,5 credits	Course θ, 7,5 credits	Course δ, 15 credits
2	Course γ, 15 credits	Course ζ, 15 credits	Independent project, 30 credits

Policy

The basic idea is that courses are open to freestanding students. It is important that SLU includes long-term planning of its range of courses.

Programme courses can be exempted if it is difficult or unsuitable to offer the course in question to freestanding students, e.g. capacity limitations, content and/or entry requirements.

Courses taught in English may be exempted from the UHR’s English web, if it is difficult or unsuitable to offer the course to freestanding, international students. It is important to make a conscious choice of which courses will be advertised on the English web.

SLU rules

Information regarding which courses will start in the coming academic year must be available on the SLU web and antagning.se no later than when the admission period for the autumn semester begins. However, summer courses may be added later.

A course should be advertised as soon as possible in order to provide information before each admission period. At this time, both the course syllabus and course date must be approved. See Annex 2: Annual cycle for course and programme planning.

Who is responsible for what?

The programme board decides on:

• the course instances offered during the academic year;
• which courses are open to freemovers;
• which courses are taught in English and will not be pubished on the UHR English-language website.

A course may be included in several degree programmes and therefore affect different programme boards. However, there must always be a responsible programme board for each course. This must be documented in the course and programme database.

If cooperation stretches over faculties, the participating parties must be consulted in the manner agreed upon by the programme boards in question.

SLU applies joint timeframes for planning and decisions on the offered course and programmes. See Annex 2: Annual cycle for course and programme planning.

Links

First-cycle and second-cycle courses

To the start of the chapter

6.5 Cancelling a course instance

Important concepts

A course instance is the start and end date for a course.

Policy

It is important for the students to have access to a predictable set of offered courses. Therefore, programme boards must aim not to cancel course instances.

SLU rules

General information 

A course instance included in an established range of courses offered may only be cancelled d in exceptional cases, and only if the decision can be justified.

The same decision-making body that established the range of courses offered must decide whether to cancel a course instance. See Section 6.4 Course instances. A decision to cancel a course must be made by 1 June before the autumn semester begins and by 15 November before the spring semester begins.

Programme courses – compulsory

Compulsory programme courses may not be discontinued if there are programme students who plan on taking the course at a regular rate of study. This includes students who return following granted deferment/approved leave from studies.

Programme courses – elective

An elective programme course may be discontinued if, e.g., it is expected that a maximum of 10 students will participate. In these cases, an alternative course must be offered. The alternative course must primarily correspond to the applied course in regard to entry requirements, and also contribute towards the fulfilment of the degree requirements in a corresponding manner.

Freestanding courses

Courses without a programme connection may be discontinued if it is expected that a maximum of 15 students will participate. An alternative course cannot always be offered.

Discontinuing a course following an admission decision

In exceptional cases, SLU can discontinue a course after admission decisions have been sent to students, but only if one of the following requirements are met:

• None of the admitted students demand their place on the course.
• In the first selection, the admission decision stated that the course may be discontinued. In those cases, this reservation must be decided by the same body that established the offered course.

Who is responsible for what?

The responsible department must carry out a compulsory programme course even if the examiner or other teacher resigns, takes sick leave or equivalent.

The programme board must ensure that there is an alternative course instance that corresponds to a cancelled, elective programme course instance.

Instructions 

If a responsible department wishes to cancel a course instance, it must submit a request to the programme board in question, which makes the decision. If a course instance is cancelled, the programme board must quickly notify both the students who applied to the course and the Division of Educational Affairs.

The faculty office which supports the programme board in question must submit the decision to cancel a course instance for archiving.

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6.6 Course modules

Important concepts

A course module is a part of a course in the form of credits. It was previously called a module or test in Ladok.

Several results notes relating to a course module can be entered in Ladok. When all results have been reported, the course module is listed as passed in Ladok.

The following examples illustrate the relationship between a course module and course results: KE0000 Chemistry, 15 credits.

Option A

• Course module: 0001 General Chemistry, 7 credits. Includes the following result notes:
  • Examination General Chemistry
  • Laboratory session 1
  • Laboratory session 2
• Course module: 0002 Organic Chemistry, 8 credits. Includes the following result notes:
  • Examination Organic Chemistry
  • Laboratory session 3
  • Written assignment

Option B

• Course module: 0001 Examination, 6 credits. Includes the following result notes:
  • Examination General Chemistry
  • Examination Organic Chemistry
• Course module: 0002 Laboratory sessions, 3 credits. Includes the following result notes:
  • Laboratory session 1
  • Laboratory session 2
  • Laboratory session 3
• Course module: 0003 Written assignment, 1 credit. Includes the following result notes:
  • Written assignment

Policy

Normally, courses of 15 credits or more must include course modules.

Course module advantages:

• The student receives credits for modules they pass and subsequently student finance payments from the Swedish Board of Student Finance (CSN).
• CSN does not accept manual certificates but bases its assessment on information in Ladok.
• Registered results facilitate entry requirements checks, for example if the student has enough credits to take the next course.

SLU rules

Course modules must be listed for each course instance:

• Autumn semester modules must be added in Ladok no later than 31 May.
• Spring semester modules must be added in Ladok no later than 30 September.

Who is responsible for what?

The examiner decides how to divide a course into modules. For programme courses, this must be agreed with the programme director of studies. The responsible department must enter the modules in Ladok before the deadline.

Instructions

Course modules from previous course instances remain if no new modules are added.

SLU applies joint timeframes for planning and decisions on the offered course and programmes. See Annex 2: Annual cycle for course and programme planning.

6.7 Discontinuing a course

Policy

It is important that the students have a predictable course offering. Therefore, the programme boards must strive not to discontinue courses without having valid reasons to do so. In these instances, forward planning is key.

National regulations

Established course syllabuses are legally binding and higher education institutions are obligated to follow them. Students who have been admitted and subsequently registered on a course have long-term rights in regard to completing their studies.

Transitional provisions must be established in connection with a decision to discontinue a course. These rules must be documented in the course syllabus – see Section 6.2 Course syllabuses.

SLU rules

Reasons to discontinue a course:

• It needs to be replaced by another course with updated content and/or altered implementation.
• Too few students have registered for it in relation to the resource requirements.

The need for forward planning depends on the following circumstances:

• A compulsory course on a degree programme can only be discontinued if it is replaced by a new course with a corresponding function – unless the whole degree programme in question is discontinued.
• A non-compulsory course in a degree programme can be discontinued without being replaced by a new programme course, under the condition that there are enough programme courses left that enable admitted students to meet the qualification requirements in question without having to extend their study period. In these cases, specialisations (equivalent) stated in the programme syllabus must also be taken into consideration.
• In connection with a decision regarding course offerings for the coming academic year, a course only given to freestanding students (i.e. with no programme connection) can be discontinued without being replaced with a new course.

Note that discontinuing a degree programme does not automatically mean that the courses included in the programme are discontinued. If the courses are to be discontinued, this must be done in a particular order, and the decisions to do so must comply with the applicable delegation of authority.

Discontinuing a course means that the course syllabus ceases to apply after the period stated in the transitional provisions. Resit opportunities are usually offered for two years after the last course instance. As long as the course has not been discontinued, and any transitional provisions are still in force, additional resit opportunities may be offered if requested by students. Section 8.5 Compulsory components and 8.9 Resits have information on the minimum number of resit opportunities that must be offered for a course that has been discontinued.

Who is responsible for what?

The programme boards decide whether to discontinue a course, which usually occurs in connection with a course schedule or course instance decisions for the coming academic year.

The faculty office that supports the responsible programme board is responsible for adding the below information to the discontinued course syllabus.

The responsible department must provide affected students with relevant information.

Instructions

Decision to withdraw a course syllabus

A proposal to withdraw a course syllabus (with a course code) must contain the following:

• a short justification
• information on how the department(s) concerned has/have been consulted
• a proposal for transitional provisions.

The reason(s) for discontinuing the course must be given in the decision. The following must be added to the course syllabus for a discontinued course:

• The date of the decision to withdraw the syllabus.
• Transitional provisions for how students who are already registered but have not yet completed all course components can do so. A general transitional provision is that at least three resit opportunities must be offered within two years after the last course instance or the date of the decision to discontinue the course, depending on what is most favourable to the student. All in all, students from the last course instance must be offered a total of at least five resit opportunities for each exam (test) included in the course they were admitted to, e.g. one regular resit and at least an additional three resits during two years as per the transitional provisions. In addition, students must be offered at least one opportunity to fulfil compulsory requirements within two years after the final course instance or the date the decision to terminate the course was taken, depending on what is most favourable to the student.
• The date as of which the course syllabus ceases to apply.
• Any course that replaces or overlaps with the discontinued course.

Information to the students concerned

Students must be informed in writing. This can be by email or letter, and must be entered in the register. The following must be included:

• The date as of which the course syllabus ceases to apply.
• That the university will offer registered students who have not yet completed the course opportunity to do so.
• How students can contact the university to report that they wish to resit an exam and/or take part in compulsory components.
• Information explaining that students risk missing the opportunity to complete the course if they contact the university too late.

'Students concerned' means:

• Students who have been registered on the course during the past five academic years, up until the date it was decided to discontinue the course.
• Students who have successfully completed the course, or who have applied for non-completion, are not included.

Course syllabuses in the administrative education systems

When a decision has been taken to withdraw a course syllabus (with a course code), the following applies:

• The decision date and the transitional provisions are added to the course syllabus in the course and programme database.
• No more course instances can be created for the course.
• After the last course instance, students can no longer be registered on the course for the first time.
• Students can be re-registered as long as the syllabus still applies.

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7. Before and when a course starts

7.1 Early course information
7.2 Course application
7.3 Course admission
7.4 Start of a course
7.5 Course registration
7.6 Non-completion of a course

7.1 Early course information

Policy

In order to give students good conditions to carry out their studies with good results, it is important to provide them with clear information early on. This is particularly important for students with disabilities.

SLU rules

Course literature

The reading list must be available on the course page at least eight (8) weeks before the course starts.

Overall timetable

The overall timetable must be available on the course page at least four (4) weeks before the course starts. The timetable must include:

• the timeframes for scheduled activities – especially compulsory elements, field exercises, study trips and similar – but the other content does not need to be specified;
• dates, times and locations for scheduled exams;
• the date for the first resit.

If the course includes study trip (or equivalent) costs, this must be stated four weeks before the course starts, at the latest. See Section 3.8 Student costs and reimbursements.

Grading criteria

Grading criteria must be available in Canvas no later than when the course starts. 

Information must also be given on the exam timeframes and whether a student must complete the course within a certain time to receive a higher than pass grade.

See Chapter 8. Assessment (exams) and compulsory components.

Who is responsible for what?

The responsible department must:

• ensure that the reading list, timetable and grading criteria are available before the deadline;
• archive information about each course instance in accordance with the rules on archiving;

The course coordinator must approve the reading list and timetable, unless the responsible department has decided something else.

The examiner must decide the grading criteria. See Section 4.5 Examiners. Grading criteria for independent projects are discussed in Chapter 9. Independent projects (degree projects).

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7.2 Course application

National regulations

“A person seeking admission to first or second-cycle higher education shall apply within the time prescribed and in compliance with the procedures laid down by the higher education institution.”

The Swedish Agency for Higher Education Services (UHR) coordinates higher education applications in Sweden. The application deadline for each semester can be found at www.antagning.se or www.universityadmissions.se.

Applications can be made at:

• antagning.se or
• www.universityadmissions.se

SLU rules

Normally, programme students must apply for programme courses for the coming semester. When no application is necessary, this must be stated in the programme information on the SLU web.

Late application

The course application window closes 2 weeks after a course starts. The department director of studies (or equivalent) must contact antagning@slu.se and inform them of courses that require longer (e.g. placement courses) or shorter application periods. Late applications for course instances for independent projects can be submitted throughout the course period.

Who is responsible for what? 

Students must apply before the set deadline. However, certain courses allow late applications if there are places available.

During the second week of a course, there must be a check of which students are actually taking the course. See Section 7.5 Course registration. Students who wish to take a course but have forgotten to apply must submit a late application in order to be admitted and registered.

Instructions

Applications can be submitted at www.antagning.se or www.universityadmissions.se, depending on whether the course language is Swedish or English. There are special course application channels for incoming exchange students.

Links

Application and admission

www.antagning.se

www.universityadmissions.se

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7.3 Course admission

National regulations

Central admission is handled by UHR by direction.

'Any specific entry requirements imposed shall be totally essential for a student to be able to benefit from the course or study programme.'

Exceptions

'A higher education institution shall waive one or more entry requirements if the applicant has the capacity to benefit from the course or study programme without meeting the entry requirements.'

Conditional admission

Students who have not met the entry requirements when the admission decision is made can still be admitted. However, in those cases, they may be required to meet the requirements when the course starts.

Reply to a decision

Students who are admitted will be sent an admission decision. If the admitted student is required to reply to the admission decision, it must include:

• a deadline and
• whether the applicant must reply via www.antagning.se, www.universityadmissions.se or in another way.

An applicant who has been admitted to a course and accepted it, but who does not intend to take the course, must decline as soon as possible at www.antagning.se or www.universityadmissions.se.

SLU rules

The SLU Board has approved admission regulations for education at first-cycle and second-cycle level at SLU. See Links.

SLU follows UHR guidelines and SUHF recommendations relating to the area.

Canvas access for conditionally admitted students

Conditionally admitted students are also granted early access to the Canvas course room. However, this does not mean that they have a right to be registered on the course. Before they are registered on the course in Ladok, all students who are conditionally admitted must prove that they fulfil the entry requirements.

Admission from waiting list

A student can see if they have a waiting list number at www.antagning.se or www.universityadmissions.se. If the student is given a place in the course, the responsible department must notify them via email. After receiving an offer to take the course, the student must reply within 24 hours.

Late admission

Normally, all course instances are open for late admission for two weeks after the course starts, provided there are places available. Late admission is then closed, unless the department director of studies (equivalent) at the responsible department request an exemption. Independent project (degree project) courses are generally exempt from this rule. For these courses, classified as EX, students can be put on the waiting list if admission takes place within two weeks of the course starting. The course coordinator in question then decides whether the student can take the course.

Who is responsible for what?

The student must:

• accept or decline their place (within 24 hours for admission from waiting list);
• meet any admission decision requirements no later than when the course starts;
• prove that they have met the requirements to the responsible department.

The head of admissions decides the following:

• admission for courses or programmes at first-cycle and second-cycle, including conditional admission and
• entry requirement exemptions.

The course coordinator or the person appointed by the course coordinator must, if necessary, do the following:

• when the course starts, check that the student meets the admission decision conditions;
• inform the student that course registration is not possible in cases where the requirements have not been met;
• contact applicants on the waiting list in accordance with the NyA web.

Instructions

The applicant receives an email saying that their admission decision is available under My Studies at www.antagning.se or www.universityadmissions.se. If the student is given a place in the course through the waiting list, the responsible department must notify them via email.

Links

• Application and admission
• Antagningsordning för tillträde till utbildning på grundnivå och avancerad nivå (admission regulations for first- and second-cycle education – only in Swedish)

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7.4 Start of a course

Important concepts

Every course instance has some sort of start. They can be arranged in different ways.

Policy

In order to give students good conditions to carry out their studies with good results, it is important to provide them with clear information early on.

SLU rules

When a course starts

• The students are presented with the course objectives and grading criteria, which are available in written form. See Section 4.5 Examiners.
• All the pass requirements are clarified for the course instance in question. See Section 8.1 Assessments and grading.
• The complete timetable is available in written form. The timetable includes:
  • dates, time and location for regular examinations (tests, including written assignments and equivalent);
  • any deadlines for higher than pass grades – see Section 8.2 Assessments and grading;
  • date for the first resit opportunity, in connection with the course.
• Students are also provided with any bonus-giving assignments and how to carry them out. See Section 8.2 Assessments and grading.
• If the course includes extra costs for the students, this must be stated. See Section 3.8 Student costs and reimbursements.
• Previous course evaluations (outcome and measures) are presented.
• Information is also provided on how course evaluations are carried out; this includes selecting a student representative. See Section 5.2 Course evaluation.

If self-registration is used – see Section 7.5 Course registration – students should be reminded to register for the course.

Who is responsible for what?

The examiner is responsible for providing information on examinations and grading. The course coordinator is responsible for other information and for making the course information above available within the specified time.

The responsible department must archive information about each course date in accordance with the rules on archiving.

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7.5 Course registration

Important concepts

By registering, the student confirms that they accept their place in the course.

Self-registration means that the student personally registers for the course in Ladok.

Continued registration is done every new semester when a course runs over several semesters.

Re-registration can be done when a student needs to study (parts of) a course once again. However, students do not need to re-register in Ladok to resit an examination, but they must register for the exam as usual.

Policy

The responsible department must offer the students the possibility to register themselves or register them no later than when the course starts. Self-registration is the norm, but it does not apply to the first course within a first-cycle degree programme.

SLU rules

Registration

Normally, self-registration is open 5 working days before the course starts and the day when the course starts. The responsible department can decide other self-registration times. However, courses with applicants on a waiting list should close self-registration when the course starts in order to contact the applicants and offer them places.

When the responsible department registers students (i.e. when self-registration is not allowed), the student must be registered in Ladok as soon as possible, no later than 3 working days after the course starts or 3 working days after the student began taking the course.

Lost course place

A student who does not attend the course when it starts and who has not self-registered may lose their place unless they have notified the responsible department beforehand stating why they cannot attend the beginning of the course. Accepted reasons are listed in Section 8.5 Special reasons.

Late start to a course

If a student has not lost their place on a course that has started, it may be possible for the student to join the course after it has begun.

Re-registration

Re-registration is done subject to available places.

Who is responsible for what?

The course coordinator must decide:

• if an admitted student loses their place – they must be notified by email;
• if it is possible to join a course after it has started, after 2 weeks a decision by the department director of studies (equivalent) at the department offering the course is required for late admission or late registration. See Section 7.3 Course admission.

You must be authorised to register students on courses and to work in Ladok.

Instructions

If a student has lost their place, the message can be formulated in the following way: “The course started today. You have not registered or participated in the start of the course. In addition, you have not notified us that you could not attend. This means that you have lost your place in the course. Your place will be given to an applicant on the waiting list.”

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7.6 Non-completion of a course

Important concepts

Non-completion of a course means that the student drops out of a course. The student must submit a written document stating that they will not be completing the course.

If a student wants to drop out of a course within three weeks after the course starts, this is called early non-completion of a course. If the student drops out early, they can apply for the course at a later date.

SLU rules

If a student wants to drop out of a course later than three weeks after the course starts, they cannot apply for the course again. If they still apply for the course, they will be encouraged to contact the responsible department for information on re-registering and  resit opportunities.

Who is responsible for what?

The student must:

• personally report that they are dropping out (within three weeks after the course starts) through “Ladok student” on the student web;
• notify the responsible department (later than three weeks after the course starts) that they are dropping out.

The responsible department must:

• Report non-completion in Ladok for the student who drops out of a course later than three weeks after the course starts.
• Have follow-up procedures for monitoring students who drop out of a course three weeks after the course starts. However, the student must submit their non-completion in writing in order for it to be registered.

Instructions

The three-week check can be carried out by sending an email to students who have not participated at all or who have been frequently absent/inactive during the first three weeks of the course.

Links

Approved leave from studies and non-completion

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8. Exams and compulsory components

8.1 Starting points
8.2 Assessments and grading
8.3 Exam procedures
8.4 Compulsory components
8.5 Special reasons
8.6 Reporting results and documentation
8.7 Feedback and disclosing exam material
8.8 Alternative exam session
8.9 Resits

8.1 Starting points

The summative assessment of a course must be clearly linked to the learning outcomes and teaching activities, and should offer the best possible conditions for the teacher to assess the students’ knowledge and skills. The assessment should also be seen as an opportunity for students to learn. The Educational Development Unit can offer advice on modes of assessment.

Important concepts

Exam Services (TS) is the central unit for exam management. They assist departments in carrying out exams in accordance with SLU rules.

Submit blank means a student chooses to submit a written examination without answers. See Section 8.6 Reporting results and documentation for how to assess blank exam papers.

Students with a permanent disability may request an adapted assessment. Adapting an assessment can include giving the student extra time to take the exam, the use of a computer with speech synthesis and spell checker software, or allowing them to sit the exam in a smaller group. See Section 3.5 Studying with a disability.

Each time a student sits an exam connected to a specific course or component counts as an exam session. An exam which the student has started counts as a spent exam session.

There are various forms of examinations. A course may be assessed through more than one examination using different assessment formats. Common modes of assessment at SLU:

Moderated written exam 

A moderated exam takes place on campus at a designated exam venue. A written exam can be either hard copy (on paper) or taken using software for digital exams. For students to register for an exam, there must be a Ladok activity session.

Oral exam

An oral exam can be digital or face-to-face. To make it easier to document the exam, recording is allowed as long as it does not take place in the student’s home. If an exam is recorded, students must be informed beforehand. It also possible to do an oral exam with more than one student, e.g. one sits the exam and another student observes.

Practical exams

To the extent possible, the same rules that apply to written exams apply to practical exams. Anonymity codes must be used whenever possible. A Ladok activity session can be created for students to register.

Written assignments and take-home exams

Take-home exams are done off campus and students are not monitored; students can submit exam papers either through a digital system or by submitting a hardcopy exam paper. Written assignments are tasks, projects, etc. carried out by individual students or groups, presented in a way that allows the work to be assessed.

Independent project (degree project)

See Chapter 9. Independent project (degree project).

Other modes of assessment

Additional modes of assessment may be used at SLU.

Policy

On SLU campuses where there is an Exam Services Unit, they are responsible for booking exam venues, providing invigilators and coordinating exams. Special instructions apply for exams organised by Exam Services.

SLU rules

SLU rules apply to all exams, including those not organised by Exam Services.

Moderated written exams

All moderated exams must have invigilators. All invigilators must have successfully completed the training for invigilators.

Examiners and co-grading teachers may not serve as invigilators.

Written assignments

Assignments submitted after the deadline can be assessed at the next exam session, but will count as two attempts to sit the exam. If the delay was caused by special reasons (see Section 8.5 Special reasons) or technical problems, the examiner should assess assignments submitted after the deadline.

If the student is expected to write their assignment or take-home exam individually, this must be clearly stated. An examiner may request that a student provides an oral report of their individual work on a take-home exam after the assignment has been submitted.

Answers to take-home exams must be checked using a plagiarism checker. The examiner is responsible for ensuring that this is done.

To minimise the risk of cheating, it is not advisable to use take-home exams and written assignments as the only mode of assessment on a course.

8.2 Assessment and grading

Policy

Student performance must be assessed as soon as possible after an exam. An exam can be made up of several parts, e.g. several written assignments.  As a rule, results (grades) for such exams are not communicated until all parts have been completed. However, the results for each part can be noted in the Ladok course module, see Section 6.6 Course modules.

National rules

‘Unless otherwise provided by the higher education institution, a grade shall be awarded on completion of a course’, Chapter 6 Section 18, the Higher Education Ordinance (1993:100).

Sections 36–39 in the Administrative Procedure Act (2017:900) provide rules on correcting and amending decisions by public authorities. The basic principle is that a favourable decision may not be changed in a way that is less favourable for the individual concerned.

Changes to a grade

• Chapter 6 Section 23 of the Higher Education Ordinance stipulates that ‘a decision under Section 36 of the Administrative Procedure Act (2017:900) on rectification of a typographical error or similar concerning a grade must be made by an examiner’. Such an amendment can involve giving either a lower or a higher grade. The typographical or similar error must be obvious.
• Grades (and other decisions) may be negatively changed if it is turns out a mistake has been made because of other circumstances than those mentioned in Section 36 of the Administrative Procedure Act (2017:900). This applies e.g. in cases where cheating has been discovered after the grade was communicated, see Chapter 10 Cheating and disciplinary measures.

Reviewing grades

• Grading decisions cannot be appealed (Higher Education Ordinance, Chapter 12), however a student has the right to ask the examiner for a grade review.

• ‘If an examiner finds that a grading decision is obviously incorrect due to changed circumstances or for some other reason, they must change the decision if this can be done quickly and easily and does not mean lowering the grade’, Chapter 6 Section 24, Higher Education Ordinance (1993:100).

SLU rules

The examiner will grade a student’s performance based on the course syllabus objectives, see Section 4.5 Examiners. This means making a qualitative assessment of the student’s knowledge, skills and abilities, based on one or several exams. The course requirements may also include a quantitative assessment such as attending compulsory components.

The examiner will communicate the results of an exam no later than 15 working days after the scheduled exam date, and no later than 10 working days before the next resit date.

General information

Unless otherwise stated in the course syllabus, the exam language is the same as the language of instruction. However, as Swedish is the official language of public authorities, students have the right to submit answers in Swedish on a course taught in English. This may, however, lead to difficulties fulfulling any internationalisation objectives in the course syllabus.

A student cannot sit an exam for which they have been awarded a pass grade a second time in order to achieve a higher grade.

The listed grading criteria may differ between instances of the same course. A student who completes a course following leave is assessed in accordance with the criteria that apply when the course is completed, regardless of the criteria that applied when the student first registered for the course.

For programmes offered in collaboration with another higher education institution, other terms may apply to exams. Normally, the rules of the responsible department apply.

Individual assessment

Exams may be held with an individual student or a group but must be devised in such a way that each individual can be assessed. Group assignments, for example, must be presented in such a way that the examiner can distinguish the contributions of individual students.

If it is necessary to assess individual performance, the examiner may request that a student give a supplementary presentation.

Governing course syllabus

All course syllabuses include information on the modes of assessment and course requirements that form the basis for assessing student performance, see Section 6.2 Course syllabuses. If a course syllabus is changed, adaptations may be made to the mode of assessment for students admitted under the previous course syllabus, or a previous version of it.

Bonus assignments

A course can include bonus assignments not listed in the course syllabus. However, such bonus assignments must not be required for a student to pass the course. The examiner is responsible for providing information on bonus-giving assignments when the course starts.

Time limits for higher grades than pass

For a student to be awarded a higher grade than pass (4 or 5), they may be required to complete the course by a deadline set by the examiner. If so, this must be clear from the grading criteria for the higher grade levels.

In general, the following applies:

• Exams: It must always be possible to be awarded a higher grade than pass (4 or 5) at the first resit of the course instance (where applicable). Further resits do not normally offer this possibility if there is a deadline for higher grades than pass. However, if there are special reasons (see Section 8.5 Special reasons), a grade higher than pass may be possible at later resits as well.
• Written assignments (or equivalent): The time limits for handing in written assignments are specified at the beginning of the course. If there are special reasons (see Section 8.5 Special reasons), an extension of the deadline must be granted and it must still be possible to be awarded a higher grade than pass (4 or 5), where applicable.
• Independent projects (degree projects): See Chapter 9 Independent project (degree project).

Grade reviews

• Grade review requests must be submitted as soon as possible, in writing, stating the reason why a review is requested (use the form in the link list).
• For resits while a review is in progress, see Section 8.11 Resit opportunities.

Instructions

In accordance with the Higher Education Ordinance, only obviously incorrect decisions can be reviewed. Normally, a review does not involve reassessing an exam that has already been assessed. However, a review may be done if, in a written examination, the student wrote their answer to a question in the space intended for another answer and this was not picked up on during the assessment.

Links

Form for requesting a grade review

Modules

In Ladok, a course can be split into modules, see Section 6.6 Course modules. Several results can be reported for a single module. When all results have been reported, the course module is listed as passed in Ladok.

Who is responsible for what?

The examiner decides on grading criteria, see Section 4.5 Examiners. Grading criteria for independent projects are described in Chapter 9 Independent projects (degree projects).

The examiner who decided on a grade must also decide on any changes to it. In exceptional cases, another examiner can be appointed to decide on such a change.

Students are personally responsible for submitting written assignments and take-home exams to the examiner before the deadline.

8.3 Exam procedures

Policy

Moderated written exams on campus should be handled by Exam Services on campuses where they have a presence. Exam Services have a mandate to decide on procedures and instructions required to ensure that written exams take place in a fair and equal manner for all students. Any changes to procedures and instructions are done after consulting with Sluss, see Section 3.14 Student influence.

Read more about Exam Services and rules and instructions for written exams on campus. Other rules may apply for contracted courses, programmes run jointly with other higher education institutions or exams taken at another higher education institution or at another location.

SLU rules

Compulsory registration for exams

• For exams where registration is offered, it is compulsory to register. The course coordinator is responsible for informing students about whether registration is available and how to register. Only students who have registered for an exam before the deadline can sit the exam.
• Registration for moderated exams must take place no later than 10 working days before the exam.
• Students who have been granted study support for students with disabilities and wish to request an adapted assessment must apply for this when they register for the exam session.  The application must be submitted in good time using the link provided in Ladok, and by the registration deadline the latest.

If registering is not done in Ladok, students need to submit their decision on study support to the course course coordinator or the course administrator in good time, but not later than 15 working days before the exam. The examiner decides what adaptions are possible.

Anonymity and id checks

• Moderated exams should be carried out in a way that prevents the examiner/co-grading teacher from finding out the identity of students when they assess their answers. This is normally done by assigning each student a code. Where possible, the same procedure should be used for other modes of assessment.
• Students sitting moderated exams must have a valid ID and present this when they arrive at the exam venue.
• To sit an on-campus e-exam, students must also have an active student account and know their login details.

Exam time and venue

• First sittings for courses taught on campus normally take place weekdays during the course instance period.
• It should be possible to do take-home exams and assignments on weekdays between 8 and 17, even if they cover several days within a course instance period.
• Resits and and exams with alternative modes of assessment may take place during other times than weekdays between 8 and 17, within the course instance.
• As a rule, exams are not held between the Christmas and New Year’s holidays, or during the month of July. However, summer courses may schedule exams in July.
• The course coordinator is responsible for informing students about the exam venue.
• Students who arrive at the venue for a moderated exam after the given time may have to wait up to 30 minutes before being allowed in. Students who arrive even later do not have the right to sit the exam that day.
• At moderated exams, students may not leave the exam venue during the first 45 minutes of the exam.
• Late changes of venue or time may mean that SLU has to offer a resit opportunity if a student is prevented from travelling to the venue in time.

Submitting an exam

• Students are not allowed to leave the venue permanently without submitting their exam to the invigilator/in the digital exam system. They must submit their exam even if it is ‘blank’, i.e. with no answers filled in.
• All students must provide id when submitting an exam.
• If the department/course coordinator has indicated on the exam paper that no material may leave the exam venue, all material must be returned at the end of the exam. See also Section 8.7 Feedback and disclosing exam material.

Adapted assessment

Students may request an adapted assessment. This requires a recommendation from one of SLU’s coordinators for study support for students with disabilities. For moderated exams managed by Exam Services, the adaptations listed below can be implemented without Exam Services contacting the examiner. If the examiner believes that one of these measures should not be allowed at an exam, they must inform Exam Services of this when they book the exam.

• extra time
• using a computer with speech synthesis and spell checker software
• taking the exam in a smaller group or alone
• using physical aids
• short break(s) under the supervision of an invigilator. During such breaks, students and invigilators may not speak.

Students who sit exams with any of these adaptions do not need to present their support recommendation to the course coordinator or course administrator, provided the exam is arranged by Exam Services. If a lack of resources means that the approved adaptations cannot be made in full, Exam Services are entitled to arrange the most suitable alternative adaptation.

For other exams, see Section 3.5 Studying with a disability.

Incidents during exams

In case of an emergency, such as a fire alarm, all students must evacuate the room. In case of an evacuation, the exam is concluded immediately.

In case of technical problems that mean one or more students cannot take a moderated exam, the exam may be cancelled for the students concerned.

The examiner decides which exam papers, if any, should be assessed; all papers or only those submitted before the evacuation. Students should be offered a new opportunity to sit the exam, replacing the cancelled  exam, see Section 8.8 Alternative exam session. The course coordinator is responsible for informing the students about when the alternative session will take place.

If an invigilator or other staff suspects that a student is cheating, i.e. is using prohibited aids or other forms of deception during the exam, the following measures must be taken:

• note the student’s name and personal identity number;
• encourage the student to submit any evidence;
• note any observations related to the suspected cheating;
• report the incident to the head of the department organising the course.

Students can be encouraged but not forced to submit any evidence.

Body searches or other coercive measures are not allowed.

When suspected of cheating, a student may not be dismissed or forced to stop taking the exam.

The incident will be investigated after the exam, see Section 10.3 Measures against cheating. Disciplinary measures and management of disciplinary cases are described in section 10.4 Disciplinary measures.

If a student disturbs an exam, they can be told to leave the room immediately. Such incidents are treated as disciplinary cases, see Section 10.4 Disciplinary measures.

Moderated written exams at a different location

SLU students can apply to sit their examinations at a different location. The examiner decides whether this will be allowed. Students must register for the regular exam no later than 10 working days before the exam session.

Moderated exams should primarily take place at an SLU campus. Taking an exam at another higher education institution or location is only allowed if it equal conditions and fairness can be guaranteed and it does not involve significant extra costs. For any given exam, all students must take the same exam at the same time.

The reason for taking an exam at another location may be that the student:

• has special reasons to do so – see Section 8.5 Special reasons;
• is on exchange studies abroad;
• has been on exchange at SLU but is now abroad;
• is studying at another SLU campus than the one where the exam is offered;
• has been granted status as an EVL student (elite-sports-friendly university).

Students who wish to sit an exam in a location where Exam Services do not have a presence must submit a written request no later than 15 working days before the exam date using the form for this purpose (see under Links below); the form is to be handed in to the examiner or the course coordinator. For each exam, the examiner must decide if SLU will allow students to sit the exam at another location.

Before applying, the student must find out if there is an administrator/invigilator or equivalent, and a suitable venue at the location where they wish to sit the exam.

Students who wish to sit an exam at an SLU campus where Exam Services have a presence must submit a written request no later than 10 working days before the exam date using the form for this purpose (see under Links below); the form is to be handed in to the examiner or the course coordinator.

More about sitting exams at SLU.

Who is responsible for what?

The department offering the course is responsible for making sure the procedures for moderated exams are followed.

Exam Services are responsible for carrying out the exam, provided the procedures for moderated exams are followed. SLU is obligated to offer fair exams. This may not be the case if procedures are not followed.

Links

Form for applying to sit an exam in a different location (pdf)

Web pages

Exam management for course coordinators and course administrators  

Moderated exams organised by Exam Services

Moderated e-exams organised by Exam Services 

For students sitting exams at SLU  

8.4 Compulsory components

Important concepts

Compulsory components include placements, laboratory sessions, seminars, excursions or visits to clinics.

Policy

Compulsory components must be justifiable in relation to the intended learning outcomes, the course content or the programme syllabus and the learning outcomes for the degree in question.

SLU rules

General information

The course syllabus must state if a course has compulsory components, and all requirements to pass the course must be clarified no later than when the course starts. See Section 7.4 Start of a course. Once the course has started, moving or adding compulsory components is normally not allowed.

In exceptional cases, compulsory components can be moved to after the course starts; students who cannot participate due to the change must then be allowed to submit a replacement assignment during the course period.

The right to instruction

A student who has been admitted to and registered on a course is entitled to receive instruction and/or supervision for the course they were admitted to.

Students who cannot participate in a compulsory component due to special reasons (see Section 8.5 Special reasons) must be given the opportunity make up for this in an appropriate manner – the examiner decides how. If possible, this will be during the course instance in question, but it may not be possible to offer some compulsory components until the next course instance.

A student who is absent from a compulsory component without special reasons cannot expect to be offered any special solution to the problems that may follow.

The possibility to make up compulsory components may be limited if a course is terminated, see below.

Replacement assignments

The examiner may decide that a supplementary assignment can replace a compulsory component, if there are reasons for this and if it is possible considering the intended learning outcomes and resources available to the course. The content and scope of the assignment must correspond to the component it is replacing.

Future course instances

A student’s absence from a compulsory component may mean that they have to take part of the missed component during a future course instance.

• A student who had special reasons for their absence (see Section 8.5 Special reasons) during the first course instance is entitled to take the course component they missed at the next course instance.
• A student who cannot give special reasons for their absence during the first course instance can take a component they have missed at future course instances, provided there is a place available.

Terminated courses

When a decision is taken to terminate a course, transitional provisions must be established for how students who did not pass the course can complete compulsory components. The scope of these provisions depends on the number of students and the type of components are affected.

Students must be offered at least one opportunity to fulfil compulsory requirements within two years after the final course instance or the date the decision to terminate the course was taken, depending on what is most favourable to the student.

If there are special reasons, a student may be given a further opportunity to complete a compulsory component. Special reasons are listed in Section 8.5 Special reasons, longer periods of studies abroad can also count as special reasons.

Who is responsible for what?

When a course is terminated, the body that decides on course syllabuses or course syllabus revisions must also decide on transitional provisions, see Section 6.2 Course syllabuses.

The responsible department, together with the programme director of studies for programme students, is responsible for informing students of their options for completing compulsory components on a course that has been terminated.

Students who wish to complete compulsory components must submit a written application where they justify this. The decision to offer additional opportunities to take compuslory components is taken by the faculty to which the responsible department belongs. The decision is made by the member of the faculty management responsible for education at first- and second-cycle level, unless the faculty decides otherwise.

Instructions

Students who wish to take part of teaching, including compulsory components, after the first course instance they were registered on is completed, must re-register. Re-registration may also be done for a course which is no longer offered. Students who only wish to sit an exam again do not need to re-register, but must register for the exam itself.

Transitional provisions must be included in the course syllabus, see Section 6.2 Course syllabuses. See also Section 8.9 Resits.

8.5 Special reasons

Policy

For shorter periods of time, individual instances and when other sections of the Education Planning and Administration Handbook refer to this section, special reasons are defined as follows:

• illness or accident, including medical appointments
• medical reasons connected to a student’s pregnancy
• family matters
• extended family matters
• documented disability
• students' union commission
• public commission
• call-up for duty in civil or total defence services
• granted status as an EVL student (elite sports-friendly university).

Special reasons when applying for deferment or approved leave from studies are described in Section 3.13 Approved leave from studies and non-completion.

Family matters refers to the birth of a child, temporary care of a sick child, and serious illnesses as well as deaths and funerals within the immediate family.

Serious illness refers to an illness which requires the student to be present. The student’s immediate family includes the student’s spouse, common law spouse, children and common law spouse’s children.

Extended family matters refers to more serious illness, imminent or occurred deaths, and funerals within the extended family.

More serious illness means life-threatening or acute illnesses requiring the student’s presence. The student’s extended family includes the student’s parents, parents-in-law, grandparents, foster parents and siblings. A cohabiting partner’s parents are regarded as parents-in-law.

Students' union commisison refers to a commission as student representative in one of SLU’s administrative bodies, Sluss’ bodies or joint committees.

Public commission refers to a commission (not employment) as lay judge, a commission at a national or municipal authority, or a commission related to general or municipal elections.

Who is responsible for what?

The student should notify the responsible department (course coordinator or equivalent) in advance if they cannot sit an exam or take part of a compulsory component due to special reasons.

The examiner may request documentation to support the student’s claim of special reasons.

8.6 Reporting results and documentation

Important concepts

A course module is a part of a course in the form of credits. A course module can consist of several result notes.

SLU rules

Examination results must be reported in Ladok no later than three weekdays after the examiner has completed their assessment. However, during the period 1 July–15 August and 24 December–6 January, reporting results may take up to seven weekdays.

In Ladok, the date the student sat the exam is entered. It is not the date when the examiner completed their assessment of the student’s achievement and determined the grade that is stated in Ladok.

Failed examination results (U) must also be reported in Ladok. Examination results for courses that are not divided into course modules can only be reported once all exams are completed. 

For courses with only one module, the module grade is the grade for the whole course. 

If a student fails a module, the grade U should normally be reported in Ladok. For courses divided into modules, reporting is done for each module, not the course as a whole. In the following situtations, no U grade should be reported on the module, i.e. nothing is reported: 

• No-show at an exam
• Not taking part in a compulsory component
• Written assignment not submitted
• Additional work is required for an independent project (degree project)

Submitting a blank exam paper counts as a spent exam session. If there is a deadline, assignments/take-home exams submitted after the deadline has passed may also count as one exam session. In both cases, a U grade must be reported in Ladok. 

Several results can be reported for a single module, see Section 6.6 Course modules. Such a module is reported as approved in Ladok once all results are available.

Special rules apply to independent projects (degree projects), see Chapter 9 Independent projects (degree projects).

As a decision on credit transfer is not a new assessment, no grade is reported. If study performance counts as part of a course, the examiner needs to weigh this in when grading the course as a whole.

If a student has been reported on the suspicion of cheating, they will not receive any grades before the matter has been settled by the vice-chancellor or the disciplinary board, see Chapter 10 Cheating and disciplinary measures. This must not affect the reporting of grades for other students who sat the exam.

Who is responsible for what?

The grading decision must specify the name of the examiner. The decision must also specify any other teachers who participated in the assessment (co-grading teacher).

The responsible department must archive exam documents in accordance with the rules on archiving. 

8.7 Feedback and disclosing exam material

Policy

The department (examiner or course coordinator) running a course should offer students the chance to provide feedback on the exam in connection with the course instance.

National rules

Feedback

Students have the right to:

• discuss issues concerning the exam assessment with the examiner;
• learn why they received the grade they did;
• be informed about what, if anything, remains before they can be awarded a pass grade.

Disclosing and preserving exam questions

• Once the exam has taken place, the exam questions generally become a public document.
• A copy of the exam assignment/exam form must be disclosed to whoever requests it. Secrecy may only be applied in cases defined in the Public Access to Information and Secrecy Act, e.g. Chapter 17 Section 4 about secrecy applying to information that is part of or forms the basis of knowledge tests or psychological tests organised by a public authority, if it can be assumed that disclosing the information would counteract the purpose of the test.
• A copy of the exam assignment/exam form must always be preserved by the department offering the course.

Disclosing and disposing of exam answers

• A student’s exam answers become official documents once the grade has been communicated (i.e. the case has been concluded).
• A copy of the exam answers must be disclosed to whoever requests it as long as the original is still kept at the department.
• The original exam answers may only be returned to the student concerned.
• If a student has not asked to have the original answers returned, they may and should be disposed of two years after the grading was concluded, in accordande with the regulations of the National Archives of Sweden.

SLU rules

Publishing exam results

When the exam results are published, on a noticeboard or on the course page, only student codes may be listed with the results, not the students’ names and/or personal identity numbers.

Disclosing exam questions

If secrecy is an issue when disclosing exam questions, the course coordinator must inform students of this through a special decision, following consultation with the Legal Affairs Unit.

Disclosing exam answers

Before the original exam containing the student’s answers (applies to hardcopy exam papers) has been returned, the student has the right to receive a copy if they request it. This may be advisable if, e.g., the student wants to request a review of the examiner’s decision. The student thereby avoids any suspicion that changes or additions were made to the original after receipt. If the student requests a grade review, answers should be disposed of two years after the reassessment was concluded.

For on-campus e-exams, the answers can be returned to the student once the processing is complete.

The department has the right to charge a fee for copying, see Section 3.8 Student costs and reimbursements.

Who is responsible for what?

The department offering the course:

• is responsible for handing back exams/forms;
• decides how to provide feedback on how the exam was carried out, this must be done before the first resit;
• is responsible for returning a hardcopy written exam in original to the student in a way that ensures no-one else has access to the original;
• is responsible for disposing, in accordance with the regulations of the National Archives of Sweden, of hardcopy originals that have not been returned to students. For on-campus e-exams, student answers are preserved for two years and then automatically deleted.

8.8 Alternative exam session

SLU rules

In the following cases, the responsible department must offer students an alternative exam session:

• The student is a student representative on an SLU body, and they notify the person in charge that a scheduled exam session will coincide with an advertised meeting or other activity relating to the body.
• A scheduled exam session cannot be carried out due to circumstances that SLU are responsible for.
• A student’s answers to an exam or equivalent go missing due to a mistake made by SLU.
• The exam venue is evacuated due to an emergency and the exam session cancelled.

Alternative exam sessions must be offered no later than a week after the scheduled session, or no later than a week after it was discovered that a student’s answers to an exam had gone missing.

Date and time for the alternative exam session are fixed following consultation with the students concerned.

 

Special rules apply to compulsory components, see Section 8.4 Compulsory components.

8.9 Resits

Policy

SLU offers three exam sessions per year:

1. one session in connection with the course instance;
2. one resit in connection with the course instance;
3. another resit within a year of the course start.

In total, SLU offers at least five exam sessions per course (see National rules below).

National rules

‘The resources available shall be used effectively to sustain a high standard of operation (Higher Education Act, Chapter 1 Section 4). If a higher education institution limits the number of sessions in which a student may take an examination in order to complete a course or part of a course, the number of sessions laid down shall be at least five. If satisfactory completion of a course or part of a course requires successful completion by the student of a placement or corresponding training, the number of prescribed periods of placement or corresponding training shall be at least two’ (Higher Education Ordinance, Chapter 6 Section 21).

Any such limitation of the total amount of exam sessions must be specified in the course syllabus.

SLU rules

General information

Rules on exam resits also apply to practical tests, oral exams, take-home exams, written assignments or equivalent.

A resit opportunity must be offered, at the earliest, 10 working days after the results from the original exam were communicated but no later than the 6th Wednesday of the folloowing study period (as per the principle of fixed resit dates). Courses that take place during the latter part of the spring semester (period 4) may schedule resit dates in August.

Resit sessions in connection with a specific course instance are only offered if the students concerned need it.

A second resit must be offered within a year after the course starts, regardless of whether students from the latest course instance need it or not.

Students from previous course instances can also sit the exam again.

Special rules apply to compulsory components and independent projects (degree projects), see Section 8.4 Compulsory components and Chapter 9. Independent project (degree project).

Recommendation for fixed resit dates

Recommended resit dates are published for one academic year at at time and published on the SLU web (Academic calendar) at least 6 months before the start of the autumn semester. The recommended resit dates are normally the 6th Wednesday of the two study periods following the course instance.

These Wednesdays are reserved for resits, and no first-time exams are scheduled on these days. By offering fixed resit dates, students have a better chance of sitting exams they have missed.

Resits before an assessment is concluded

An ongoing exam must be completed (with a grade/result) before the student is entitled to participate in a corresponding resit session.

Students who have requested a reassessment of an exam they failed may sit the exam a second time while the reassessment of the first exam takes place, but the resit will not be assessed before the reassessment of the first result is completed.

If the student is awarded a pass grade following reassessment, the result of the second exam will not be assessed. If the reassessment results in a fail grade, the result of the second exam will be assessed.

Changes to reading lists and grading criteria

Exams focus on the intended learning outcomes of the course and are designed based on current reading lists (or equivalent) as well as current grading criteria, including specified requirements for a pass grade.

An examiner may decide to make an exception for a student who was admitted to an earlier course instance, if there are reasons for it.

Changes to course modules

If by dividing a course into modules affects the exam, it must primarily take place in accordance with the new division of modules. If this is not possible, the students affected must be offered at least five exam sessions in accordance with the modules that applied when they were admitted to the course.

Changes to a course syllabus

When a new course syllabus is adopted, transitional provisions must be established for how students who were admitted under a previous course syllabus and did not achieve a pass grade may sit the exam, see Section 6.7 Termination of a course.

Adjustments may be needed to ensure the objectives in the previous course syllabus are met.

Terminated courses

If a course is terminated, transitional provisions must be established for the course syllabus, explaning how students who were admitted but did not achieve a pass grade may sit the exam, see Section 6.7 Discontinuing a course.

If there are special reasons, a student may be be offered another resit session for a terminated course. Accepted reasons are listed in Section 8.5 Special reasons, but they can also include longer periods of studies abroad.

Students who wish to sit the exam for a course that has been terminated – in addition to resits defined in the transitional transitional provisions – must submit a written and justified request to the programme director of studies or the department director of studies at the responsible faculty.

Compulsory components

See Section 8.4 Compulsory components.

Who is responsible for what?

The responsible department must:

• no later than when the course starts, communicate the date for the first resit in connection with the course instance;
• no later than eight (8) weeks beforehand, communicate the date for the resit that must be offered within a year of the course starting.

On the course page, the responsible department must inform about resits when:

• a course module is changed
• a course syllabus is changed
• transitional provisions are established for a terminated course.

Students who with to sit the exam must register at least 10 working days before the exam date, see Section 8.3.

If necessary, students must keep up to date with:

• changes to reading lists, grading criteria, course modules and course syllabuses that affect examinations;
• transitional provisions for exams for terminated courses.

Exam Services decide on and publish resit dates at least 6 months before the start of the academic year.

When a course is terminated, the responsible faculty must decide whether to offer another exam session – in addition to what is stated in the transitional provisions. The faculty of the responsible department decides whether to offer further resit opportunities. The decision is made by the member of the faculty management responsible for education at first- and second-cycle level, unless the faculty decides otherwise.

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9. Independent projects (degree projects)

9.1 Starting points
9.2 Course syllabus
9.3 Work plan
9.4 Implementing independent/degree project courses

9.1 Starting points

Important concepts

At SLU, we use the term independent project or degree project. The term Master’s thesis can be used for independent projects (degree projects) of at least 30 credits at second-cycle level. In this chapter, independent project is used. Bachelor’s essays (G2E) are at first-cycle level, theses on Master’s programmes (60 credits, A1E, and 120 credits, A2E) are at second-cycle level.

Policy

As of the 2018 autumn semester, the same wording is used in all course syllabuses for independent projects. The intended course learning outcomes for independent projects have been worded in line with the qualification requirements. Independent projects are handled in accordance with the same procedures and responsibilities as other higher education.

Independent projects at first-cycle level can be carried out individually or in pairs. If it is done in pairs, it must be possible to assess individual student efforts.

Independent projects at Master’s level are normally carried out individually. Course coordinators can make exceptions.

National regulations

The annex to the Ordinance for the Swedish University of Agricultural Sciences contains a complete list of all degrees SLU offer. “A requirement for the award of a Higher Education Diploma is completion by the student of an independent project (degree project) within the requirements of the programme.”

All independent projects must follow a course syllabus, just like other courses. See Chapter 6. Course syllabus and course instances.

SLU rules

An independent project can only be classified into one main field of study (subject). Double classification is never allowed. See SLU’s examination procedures for a complete list of degrees and main fields of study. Programme syllabuses for programmes that lead to professional qualifications include specific requirements.

At SLU, we use the same wording in all course syllabuses for independent projects. Each programme board can add programme- and degree-specific intended learning outcomes, for both professional and general qualifications. However, this must be done restrictively and only if it is vital to add something which is not included in the joint intended learning outcomes. The Board of Education approves any exemptions.

An independent project carried out and assessed at another higher education institution can be transferred and included in an SLU qualification if it meets the objectives and other requirements for the intended qualification.

Links

• Lokal examensordning – regler för examina på grundnivå och avancerad nivå vid SLU (SLU’s examination procedures for first cycle and second cycle level – only in Swedish). Includes teaching and research duties for SLU’s main fields of study.

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9.2 Course syllabus

Important concepts

Joint independent project wording at SLU is included in the course and programme database.

Policy

All independent projects must be checked for plagiarism (in Urkund) and be deposited in SLU’s electronic publishing system (Epsilon). The amount of supervision (in hours) must be included as additional information in the course syllabus.

SLU rules

Level and scope

Independent projects are offered at the following level and scope:

• G2E, 15 credits (Bachelor’s)
• A1E, 15 credits (Master's, 60 credits)
• A2E, 30 credits (Master’s, 120 credits)
• A2E, 60 credits (Master’s, 120 credits), when decided by the programme board

Entry requirements

Entry requirements for joint independent project wording at SLU are included in the course and programme database.

First-cycle level (G2E)

Knowledge equivalent to 120 credits, of which 60 credits within the main field of study. The student must take at least one course at specialisation level G2F within the main field of study, at the latest in connection with the independent project. At least one course relevant to the project subject must be carried out before carrying out an independent project. 

Second–cycle level (A1E)

Knowledge equivalent to 15 credits at second-cycle level within the main field of study. Independent project with a pass grade at first-cycle level or a Bachelor’s degree. At least one course relevant to the project subject must be carried out before carrying out an independent project. English knowledge corresponding to English 6.

Second–cycle level (A2E)

Knowledge equivalent to 30 credits at second-cycle level within the main field of study. Independent project with a pass grade at first-cycle level or a Bachelor’s degree. At least one course relevant to the project subject must be carried out before carrying out an independent project. English knowledge corresponding to English 6.

A programme board may adjust the entry requirements for independent projects for professional qualifications. This is to be applied restrictively.

Approved entry requirements exemptions:

• Veterinary students admitted to the Veterinary Medicine programme VY009.
• The entry requirements for the main fields of study business administration (first- and second-cycle level) and environmental sciences (second-cycle level) must include method knowledge (at least 5 credits) in the independent project course syllabuses.

Language

General and professional qualifications

The language of independent project courses is usually the same as the degree programme's language of instruction. In general, courses at first-cycle level are taught in Swedish and courses at second-cycle level are taught in English. However, a programme board can decide differently.

The independent project is usually written in the course's language of instruction. The examiner can allow a student to write their independent project in a different language, provided this is possible.

Who is responsible for what?

• The Board of Education approves joint wording for course syllabuses (learning outcomes, entry requirements, etc.).
• The Board of Education approves any exemptions. These are then listed in the course syllabus in question.
• Each programme board then establishes the course syllabuses. Programme- and degree-specific entry requirements and intended learning outcomes may be added, but restrictively.
• The examiner can allow a student write their independent project in a language other than the language of instruction on the course.

Instructions

See Chapter 6. Course syllabuses and course instances.

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9.3 Work plan

SLU rules

The student must draw up a work plan, following consultation with their supervisor, as soon as possible. This is done to facilitate planning and implementation of the independent project within the given timeframe. The work plan should be drawn up using the template for this purpose and include the following information:

Project description:

• preliminary title
• background/problem description
• purpose and issue/hypothesis/theory
• material and method
• implementation and demarcation
• form of presentation.

Schedule, including the dates of the following:

• project start
• collection period, revision and compilation of the material, editing text/pictures
• handing in the preliminary version to the supervisor
• handing in the project to the examiner
• presentation preparation (assessment) and public discussion and examination
• final presentation
• possible completion and handing in the final version to the examiner.

Change of independent project subject

• If there are special reasons, a student may be allowed to change subject (within the main field of study) during the current course instance. This is dealt with in the same way as a revision of the work plan.
• Possibilities for changing independent project subject are limited by the availability of supervisors.

Deadline

• The deadline specified in the work plan counts as the first exam session;
• An exam session is regarded as spent if the project is not handed in by the deadline specified in the work plan;
• The work plan may not limit a student’s right to submit their independent project even if the schedule is not followed.

After a course ends

If a student did not achieve a pass grade, occasional supervision may be offered after the course ends. Regardless of whether the student receives further supervision or not, they are entitled to a renewed final assessment.

Who is responsible for what?

The student and the supervisor approve the work plan on recommendation by the examiner.

If the work plan cannot be followed, the student and supervisor must jointly revise it or write a new one. The supervisor and student must propose the revised work plan and notify the course coordinator. The course coordinator must approve a revised work plan.

Links

There are examples of work plans and agreements between external partners/organisations on the SLU web.

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9.4 Implementing independent/degree project courses 

Important concepts

Independent projects can be carried out in two ways: with a joint course start, teaching steps and joint conclusion or without. Both alternatives must meet the objectives and requirements in the course syllabus in question. Also see Instructions.

Policy

Before the beginning an independent project, students have the right to be clearly informed of what is expected of them and what support is available. This applies to teaching, number of supervision hours, library support and any other resources such as laboratory, computer and workplace access, etc. It cannot be expected that the student carries out other tasks than those connected to an independent project and the intended learning outcomes in the course syllabus.

SLU rules

Admission, registration

A student is registered on an independent project course after their registration form (individual or course-date specific) is signed by the course coordinator or the person delegated by the course coordinator. It must also be checked if the student meets the entry requirements.

Grading criteria 

There must be clear grading criteria for independent projects, just as for other courses. In cases where the grading criteria for a course need to be coordinated by several departments or examiners, the programme board decides on criteria.

The grading criteria must state if it is possible to receive a higher grade than pass (4 and 5).

The deadline specified in the work plan counts as the first exam session, but the work plan may be revised. If there are special reasons (see Section 8.5 Special reasons), or other reasons related to the project which are beyond the student’s control, and the revision is done before the original deadline for the project, it must still be possible to receive higher than a pass grade (4 and 5, where applicable).

Student remuneration

If the student receives financial remuneration from SLU or externally, this is regulated in a special agreement. Where applicable, this is an agreement between the student and the external partner.

Supervision hours

Students are entitled to 10 hours of supervision for independent projects of 15 credits, and 20 hours for independent projects of 30 credits. This includes the supervisor’s preparation and follow-up. Supervision can be individual or in groups. Students who have not been awarded a pass grade may be offered occasional supervision also after the course has ended.

Change of supervisor

• If there are special reasons, a student may be allowed to change supervisor. The student must submit a written request, specifying their reasons, to the course coordinator (or equivalent), who then decides on a possible change of supervisor, unless the head of department has said otherwise.
• The possibility of changing supervisors is limited by the availability of supervisors.

Presentation

Examination formats and requirements to pass a course are listed in the course syllabus.

• all independent projects must include a summary in English;
• at second-cycle level, all independent projects must include a popular science summary in Swedish or English;
• all independent projects must be presented orally, and each student must at least publically discuss and examine one other independent project.

Assessment and grade

The same examination and grading deadlines that apply to other courses apply to independent projects as well. See Chapter 8. Assessment (exams) and compulsory components. In addition, examiners can decide that completion is allowed after the deadline has passed, and that it counts as part of the examination session. Such supplementary work may affect the grade for the independent project, provided it is done before the grading decision has been made.

Independent projects must be reported in Ladok with the original title and the title in English (translation). This means that for projects written in English, only the English title is required. For projects written in Swedish, a translation of the title in English is required.

Publishing

Independent projects (degree projects) that have received a pass grade are deposited and published in Epsilon, SLU’s electronic publishing tool. The student owns the copyright to their independent project and equivalent work. According to the Copyright Act, SLU must obtain the student’s permission to publish their work. The department must document and archive this permission. If the student does not agree to publishing, the work must still be deposited to register metadata and archiving (see below under Archiving). The SLU library provides a document template and publishing advice. For more details, see Annex 8: Information to include on the cover and title page of independent projects (degree projects) at SLU.

The course coordinator is responsible for ensuring that the administrator receives the final version of the project. The administrator deposits finalised projects and the library reviews the bibliographic information.

The supervisor or an external partner cannot control the process of making an independent project public as this would be contravene the Freedom of the Press Act and the Public Access to Information and Secrecy Act. In exceptional cases, publication can be postponed (reading embargo):

As students own the copyright of their independent project (see above), they must approve all decisions to publish their project. In principle, independent projects (degree projects) are published immediately, provided the student gives their approval. Supervisors who wish to postpone publication of an independent project must first obtain the student’s permission. Publication should only be postponed in exceptional cases, and not for more than 12 months. If the supervisor wants to postpone publication, this can be indicated in the work plan.

Changes to independent projects published in Epsilon are only allowed in exceptional cases. Examples are factual errors, formatting errors which affect readability, or violations of the law. Supplementary documentation in the form of corrections (an errata page) is preferable to replacing the file. Annex 10, Changing a pdf file already published in Epsilon, describes how to make changes to a file that has already been published.

Removing the full-text versions of published independent projects, depublishing, can be done at the request of the copyright owner(s). Depublishing can also be done for other reasons such as plagiarism or violation of the law. Annex 9, Depublishing a pdf file already published in Epsilon, contains information on workflow and who does what in other cases than a request by the copyright owner.

Who is responsible for what?

Student

The student is responsible for writing a work plan and schedule in consultation with their supervisor. The student carries out their independent project with the aim to meet the intended learning outcomes. The student initiates meetings with their supervisor in accordance with the stipulated supervision hours (10 hours/15 credits or 20 hours/30 credits). A student’s right to supervision only concerns a specific course instance.

Supervisor

The supervisor’s function is to supervise the student to help them meet the intended learning outcomes. The supervisor should inform the student of the available number of supervision hours, help them plan their independent project and co-write their work plan. A supervisor can supervise several students within the same course instance. In certain cases, a student is allowed several supervisors – one must act as the principal supervisor, the others as assistant supervisors. A supervisor can discourage students from submitting the final version of their independent project for defence if it risks receiving a fail grade. However, it is ultimately up to the student to decide what to do.

If necessary, the supervisor must submit bases for assessment to the examiner. If a student did not achieve a pass grade, occasional supervision may be offered after the course ends.

Head of department

The head of department at the department where the principal supervisor works is responsible for ensuring that there are supervision resources.

Examiner

The examiner and supervisor cannot be the same person. There may be several examiners in one course instance; however, there may only be one per student project. The examiner assesses and grades a student’s independent project, using the intended course learning outcomes and grading criteria as the starting point. The examiner must make the grading decision without any influence from the supervisor. If necessary, the examiner can require bases for assessment from the supervisor. If several students have written an independent project, the assessment of student performance must be individual. If necessary, the examiner may request that each student provides a report of their individual work on an independent project.

Students who do not receive a pass grade for the course instance in question have the right to be reassessed in the same manner as for other courses.

Course coordinator

The course coordinator has a general role and coordinating function at department level, and they approve the work plan. The course coordinator is contacted if, for example, there are cooperation problems or if the student wishes to change subject or supervisor. The course coordinator is also responsible for applying course evaluation procedures on independent projects.

External partners

Agreements with external partners are made through separate agreements, and between SLU and the partner in question, not the student (any remuneration exempted). In cases where the student carries out their project externally and has an external supervisor, they must also have a principal supervisor at SLU who is responsible for ensuring that the project is carried out in accordance with SLU guidelines and a course syllabus.

Instructions

Independent projects can be included in the following:

a) a course with joint beginning, teaching steps and conclusion.

In courses with established course components, supervision can be individual or in a group, as well as scheduled.

b) a course without a joint beginning and teaching steps.

It is very important to write and follow a work plan when students carry out an independent project alone without an established course instance (e.g. within a research project, abroad or with an external client). Other teaching steps may also be included in these independent projects; the work plan states how to carry them out.

It is possible to submit late applications for independent project (degree project) course instances during the whole course period.

Archiving

As of the autumn semester of 2018, all independent projects at SLU are digitally archived. The version deposited in Epsilon is downloaded automatically, meaning that all independent projects that are deposited will also be preserved.

Preservation is done in accordance with the governing document Strategi för bevarande av elektroniska handlingar (strategy for preserving electronic documents). The department running the course is the archive holder and responsible for depositing independent projects to ensure that archiving requirements are met. The Archives, Information Governance and Records Unit and the SLU Library are responsible for the technological solution.

Links

The SLU library provides a template package for student papers containing the following:

• front and title pages (Swedish)
• front and title pages (English)
• content/insert (regardless of language)
• instructions for the insert template.

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10. Cheating and disciplinary measures

10.1 Cheating and plagiarism
10.2 Informing and preventing
10.3 Discovering and intervening
10.4 Disciplinary measures

10.1 Cheating and plagiarism

Cheating and plagiarism

Important concepts

What constitutes cheating?

Examples of cheating include:

• using prohibited aids during written examinations;
• altering an already examination that has already been assessed;
• unauthorised collaboration between students on individual written assignments;
• copying other students’ assignments;
• plagiarism, i.e. including extracts without citing a source;
• fabricating information, i.e. making up facts;
• falsifying documents;
• falsely reporting presence at compulsory teaching components;
• claiming false study performance relevant to credit transfer assessment.

For something to be considered cheating, it must be misleading, which requires intent. The student in question must have intentionally tried to deceive the teacher.

This requires that the following apply:

• the act was deliberate (the student did not make a mistake or act carelessly);
• the student knew that the conduct in question was prohibited;
• that act took place at an examination or other assignment used to assess study performance.
•  

What constitutes plagiarism?

Plagiarism is copying another person’s texts or reproducing tables, images and other illustrations without naming the source. Using images and illustrations requires prior approval unless it is expressly stated that they may be freely used in academic contexts. Plagiarism is also reproducing a text verbatim without marking it as a quote, even if the source is stated.

Plagiarism is always wrong and can be considered cheating if it is done on purpose to mislead in the assessment of study performance.

It must be made clear what the student has produced and what has been copied (and possibly edited) from other sources. This is done by applying the correct citation and source-using technique. If a person uses another person’s text verbatim, this must be done using quotes – which must be framed by quotation marks or otherwise clearly indicated – and followed by a reference or note. Insufficient reference management may constitute cheating.

A student must also source reference their own material. If a student uses something they have written previously, for example in an essay or other course, they must include a reference to it.

Policy

SLU’s objective is to allow students to have an independent and critical approach to knowledge as well as develop general expertise in preparation for their professional life. One tool is student-activating teaching methods that develop students’ ability to find, assess and use information critically and scientifically. The objective and the working method both require a good knowledge of the rules of academic writing.

Clear guidelines are required for both students and teachers, especially for the different forms of examination.

All suspicions of cheating must be followed up with appropriate measures. See Section 10.3 Discovering and interveneing.

Who is responsible for what?

The vice-chancellor is primarily responsible for ensuring that SLU has a long-term plan to prevent cheating and plagiarism.

The Board of Education is responsible for designing measures against cheating and plagiarism, as well as for follow-ups.

The SLU Library, in cooperation with the Educational Development Unit (EPU), is responsible for publishing information on cheating and plagiarism on the SLU web. Programme directors of studies are responsible for informing students on their respective programmes.

All SLU employees are obligated to follow the Higher Education Act and Higher Education Ordinance and contribute to measures to prevent cheating and plagiarism.

Course coordinators and examiners, especially those responsible for introductory programme courses and independent projects, have a great operative responsibility to implement SLU’s measures against cheating and plagiarism.

Students are required to conduct themselves in an honest manner when taking exams to enable a correct and fair assessment of their study performance.

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Policy

Information on cheating and plagiarism must be conveyed in a variety of forms to everyone concerned. It must be available on relevant SLU websites such as the staff web, the student web and the library web. Students and teachers must be made aware of this information at relevant times, e.g. in connection with larger student projects, written assignments or the like.

Teaching staff should use the following tools to prevent cheating and plagiarism:

• mindful teaching methods
• clear instructions for written assignments and independent projects (degree projects)
• well-thought-out examination formats
• information about and use of plagiarism detection tools.

Recurring activities

When the student registers on the web and is assigned an AD login, they must confirm that they have received the information on cheating and plagiarism.

The SLU Library and the Educational Development Unit (EPU) publish information on the SLU web on cheating and plagiarism, as well as on how to manage references properly. Self-study materials on cheating and plagiarism are available on the web.

Programme directors of studies, with the support of the SLU Library, inform all programme students, continually from their first year, about the rules for plagiarism and offer an introduction to academic honesty and integrity and reference management. This applies to programmes at both the first- and second-cycle levels.

Course coordinators and programme directors of studies ensure that all programme students carry out a written assignment during their first academic year to be run through the plagiarism detection tool. The plagiarism detection results are then discussed with the teacher. Students are informed that if they themselves send their texts to another plagiarism detection service, this may have a negative impact on the result.

Course coordinators are responsible for ensuring that written exams always contain information on cheating and plagiarism.

Programme directors of studies, with the support of the SLU Library, offer specialised instruction on reference management as well as research strategies, source critique and copyright as an integrated part of SLU degree programmes.

The SLU Library offers individual support on academic writing through the Centre for Academic Language.

Course coordinators and programme directors of studies, with the support of the SLU Library, teach academic writing.

Course coordinators inform exchange students and other non-programme students about plagiarism rules on courses where this is relevant.

Links

FAQs on suspending students

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10.3 Discovering and intervening

Important concepts

To help discover cheating and plagiarism, SLU offers special software for text matching (Ouriginal).

SLU rules

Detecting cheating

All independent projects (degree projects) at SLU are checked using Ouriginal before a pass grade is awarded; see also Chapter 9. Independent project (degree project).

Any work submitted by students at SLU may be run through the plagiarism detection tool for review.

Some important aspects to consider when determining whether cheating has taken place:

• The wording in the Higher Education Ordinance, “attempts to deceive”, means that the attempt need not necessarily be successful. Attempting is enough.
• Preparations such as preparing crib sheets or agreeing to cooperate do not constitute cheating. There must be an actual attempt to cheat.
• An act may constitute cheating even if it does not affect the student’s grade.
• If the student is negatively affected, e.g. if they use an incorrect crib sheet, this still constitutes cheating.
• The ordinance does not specify that cheating must benefit the student. This means that a student who, in a way that is not permitted, helps another student or reveals answers, is also cheating.
• Cheating need not be an active act, it can also be the failure to act if this actively misleads the teacher.
• The definition of “study performance” also includes earlier results that are a relevant part of the eligibility requirements, required for exemption from a compulsory component or for a credit transfer.

Measures against cheating

Suspected cheating

• Anyone who suspects cheating must immediately inform the course coordinator and the head of the department offering the course; they may also consult with the faculty programme director or programme director of studies. If the course coordinator and the examiner are not the same person, they must inform each other of cases of suspected cheating. They must also inform each other of the continued handling of such cases.

Investigating cases of suspected cheating

• To clarify whether there was an intent to cheat, or if the suspected cheating is due to a lack of knowledge or the student acting carelessly, the course coordinator, examiner or head of department must interview the student before the head of department decides to report the suspected cheating. In addition to the interview, further investigation may be needed to determine whether there are grounds for suspecting that cheating has taken place. Care must be taken to safeguard the rights and integrity of the individual.
• All contacts with different parties to the case must be documented in writing. All oral and written communication with the student must be factual. The identity of the student should not be revealed to staff who are not directly involved in the case.
• The sole task of the course coordinator and head of department is to investigate whether there are grounds for suspecting that cheating has taken place. It is not their task to determine how strong the evidence is or whether there are extenuating circumstances.
• When a case of suspected cheating is reported, the student will not be graded until the vice-chancellor or the disciplinary board has settled the matter. However, the student can participate in other examinations during the investigation period.
• The examiner has the right to declare the exam result invalid even if it has not been confirmed that the cheating was intentional, e.g. if prohibited aids have been used but the student was not aware of this.

Reporting cases of suspected cheating

• If there is reason to suspect cheating or plagiarism, the head of department at the responsible department must report this to the vice-chancellor as soon as possible.
• Reports are sent to the registrar (Registrator@slu.se or Registrator, Box 7070, 750 07 Uppsala). All written documentation of the case, including copies of the information on the course and its examination requirements provided to the students, should be attached to the report. The department must not keep any documentation in the case that it is required to archive and register. The department should keep all other documentation on the course and student performance.
• Each instance of suspected cheating is to be reported separately. If several students are suspected of having cooperated, one (1) report is submitted. If two separate instances of cheating are suspected at the same exam, two (2) reports should be submitted.
• If the student(s) suspected of cheating do(es) not speak Swedish, the report should be in English. 

After reporting

• The vice-chancellor determines whether the case is to be handled by the disciplinary board.
• A teacher cannot refuse to correct an exam because they do not agree with the opinion of the disciplinary board, e.g. if the teacher is convinced that cheating has taken place but the board has determined that this cannot be proved. Refusing to correct an exam may constitute malpractice.
• If cheating is discovered after the exam has been graded and the results reported, the examiner may review the grade.

Who is responsible for what?

All SLU employees are responsible for reporting cases of suspected cheating.

The examiner is responsible for checking students’ work using the plagiarism detection tool, but this usually takes place when the student submits material to their supervisor.

The head of department at the department offering the course must, as soon as possible, report cases of suspected cheating to the vice-chancellor, taking into account the following:

• The examiner for the course in question must always be informed.
• The programme director of studies in question must always be informed if the case concerns a programme student.
• Before reporting the case, the faculty programme director can be consulted for support.

Invigilators who notice suspected cheating during an exam must follow the procedures in Section 8.3 Rules for written examinations.

Links

Start page - Ouriginal

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10.4 Disciplinary measures 

Important concepts

Section 10.1 Cheating and plagiarism explains what is considered cheating and when it can lead to disciplinary measures.

Teaching, summative assessments and other activities relating to teaching and learning must not be affected, see Section 3.2 Learning environments.

SLU does not tolerate any form of discrimination, harassment, sexual harassment or other victimisation. This applies to both students and staff

National regulations

According to the Higher Education Ordinance, the following applies:

“Disciplinary measures may be invoked against students who

1. use prohibited aids or other methods to attempt to deceive during examinations or other forms of assessment of study performance
2. disrupt or obstruct teaching, tests or other activities within the framework of courses and study programmes at the higher education institution
3. disrupt activities in the library of the higher education institution or other separate establishments at the institution, or
4. subject another student or member of the staff of the higher education institution to harassment or sexual harassment of the kind laid down in Section 4 of Chapter 1 of the Discrimination Act (2008:567).

Disciplinary measures may not be invoked more than two years after the offence has been committed.”

SLU rules

The disciplinary measures for cheating are a warning or suspension for a maximum of six months. Only the disciplinary measures approved by the disciplinary board may be used.

• When suspended, a student cannot participate in exams, teaching or other activities within the framework of their studies.
• If there are scheduled exams during the suspension period, the student must wait until the next examination session after the period ends.
• While they are suspended, students cannot register on courses.
• They are not allowed to use university resources such as the library or IT services.
• However, they do have the right to contact study counsellors, the student ombudsman and the Student Health Centre.

Who is responsible for what?

Once a head of department has reported a case, the vice-chancellor determines whether the case will be referred to the SLU disciplinary board for decision. The disciplinary board decides on the consequences after investigating the case and interviewing the student.

As of the 2021 autumn semester, there will be a student ombudsman at SLU. The student ombudsman’s tasks include supporting students before and during the disciplinary board’s hearing of their case.

Once a decision on disciplinary measures has been taken, the Division of Educational Affairs is responsible for registering the suspension in Ladok. The student will also be suspended from Canvas during the period of suspension. The Division of Educational Affairs sends the decision on suspension to the course coordinators for all the student’s previous and uncompleted, current and future courses.

Links

Gender equality and equal opportunities at SLU

Guidelines for cases of suspected harassment of a student

FAQs on suspending students

Student mediators

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11. Programme offering

11.1 Degree programme objectives and requirements at SLU
11.2 Sizing degree programmes
11.3 Proposing a new degree programme
11.4 Principles for naming degree programmes
11.5 Joint programmes and degrees
11.6 Phasing out a degree programme

11.1 Degree programme objectives and requirements at SLU

11.1.1 Programme profile and place in range of programmes offered

SLU objectives and requirements

All degree programmes at SLU must be connected to the university’s mission statement and areas, in accordance with government assignments. Degree programmes should complement each other and, if necessary, be available on several campuses. Doubling courses and programmes at existing SLU sites may occur if there is:

• large student demand;
• limited internal competition risk;
• a clear labour market with regional connections;
• teaching expertise to build on;
• sustainable financial prerequisites.

In addition, SLU courses and programmes must relate to the national range of courses and programmes offered. Many of SLU’s areas of expertise compete with other universities and higher education institutions.

The annex to the Ordinance for the Swedish University of Agricultural Sciences contains a complete list of all qualifications SLU offers. There are two types of qualifications at SLU: professional and general. SLU may decide the qualification specialisations. General qualification specialisations are decided by the main field of study which offers progressive specialisation within the programme. See Section 2.5 Subject, main field of study, disciplinary domain.

Specific requirements for certain types of programmes:

• SLU offers three- and five-year professional programmes (exception: Veterinary Medicine programme – 5.5 years).
• Programmes leading to professional qualifications may also provide general qualifications if the requirements in question are met.
• Professional qualifications do not always include specialisations.
• All professional qualifications at second-cycle level must meet the general entry requirements for third-cycle studies at SLU.
• Programmes leading to general qualifications may also provide professional qualifications if the requirements in question are met.

11.1.2 Student demand

SLU objectives and requirements

All SLU courses and programmes must be in demand by the students. Describing and assessing potential student interest is challenging. Student interest applies to both educational content and implementation. A clear educational structure is necessary to communicate SLU’s range of courses and programmes to prospective students. Special attention should be given to programme titles, and preparation must include some form of external perspective.

Students currently studying at SLU have important experiences which should be utilised in the development process. It also important that the university provides current students with clear information on transitional provisions and other practical details.

11.1.3 Labour market demand

SLU objectives and requirements

All degree programmes at SLU should correspond to the needs of the labour market and society in general. SLU students must be prepared for a long professional life on a global labour market.

11.1.4 Resource conditions

SLU objectives and requirements

All degree programmes at SLU must have high teaching expertise. SLU’s degree programme range must be based on and advance teaching expertise at the departments (equivalent). This applies to scientific, artistic, educational and supervision expertise. Professional programmes must also include teachers’ professional expertise.

An advertised programme must be financially durable in accordance with the approved reimbursement model.

The physical and social study environment must enable students to benefit from teaching.

11.1.5 Programme content and design

SLU objectives and requirements

All degree programme at SLU must be designed to provide students with conditions to meet the qualitative targets. There must be a progression between various educational levels: “Second-cycle courses and study programmes shall involve the acquisition of specialist knowledge, competence and skills in relation to first-cycle courses and study programmes...”

SLU courses and programmes must focus on student learning. They must have good links to research and society. Sustainable development, gender equality and international perspectives must be integrated in all courses and programmes.

Joint studies of different programmes may have educational and financial advantages, e.g. that students with varying experiences from several different programmes can enrich teaching of a specific course.

All programmes should have a well thought-out concept for collaboration with the sector or businesses targeted by the programme, and discuss how cooperation benefits both the course/programme and students. All degree programmes beginning at first-cycle level should include at least 15 credits (10 weeks) of placement, study trips or activities carried out somewhere other than the campus, or in cooperation with an external party. See Chapter 15. External collaboration.

All degree programmes should include the possibility of exchange studies for a whole semester. Long professional programmes (5 years) must offer exchange studies (exemption: qualifications that include certificates).

Specific requirements for certain types of programmes:

• Coherent, long professional programmes (5 years) consist of a first-cycle and second-cycle level. Students must not have a first-cycle qualification to receive a professional qualification at second-cycle level, but professional qualifications at second-cycle level require that the student has carried out an independent project at first-cycle level (15 credits) and second-cycle level (30 credits) and passed both. Exceptions: Degree of Master of Science in Veterinary Medicine and Degree of Master of Science in Horticulture.
• In order to be admitted to a second-cycle programme, students must have a Degree of Bachelor or professional qualification of at least 180 credits, or a foreign qualification.
• Long professional programmes (5 years) at the same campus which lead to the same qualifications must be have at least 60 credits of joint content, of which at least 30 credits must be studied at the beginning of the programme.
• All programmes which lead to professional qualifications related to the use of natural resources must contain a minimum of the following:
  • 10 social science credits, e.g. economics and community planning
  • 10 technology credits, focusing on production and environmental consequences
  • 10 general technology credits, focusing on production systems.
• First-cycle degree programmes must offer a course of study with a clear progression (progressive specialisation) within the main field of study:
  • A Degree of Bachelor requires 90 main field of study credits, including an independent project (15 credits). See Section 2.5 Subject, main field of study, disciplinary domain and SLU’s local qualification ordinance.
  • First-cycle programmes may include second-cycle courses, but only a maximum of 30 Degree of Bachelor credits. See SLU’s examination procedures.
  •  Degree programmes leading to a Degree of Bachelor in Biology, technology, economics or business administration must include reasonable subject-width in order to be compared to corresponding programmes at other Swedish higher education institutions and universities.
  • Degree programmes leading to a Degree of Bachelor in biology must include at least 15 credits of diversity of organisms, life processes and ecology.
  • First-cycle courses and programmes leading to a Degree of Bachelor in biology must be based on completed upper-secondary natural science education.
• Second-cycle degree programmes must offer a course of study with a clear progression (progressive specialisation) within the main field of study:
  • A Degree of Master requires 60 main field of study credits, including an independent project (30 credits). See Section 2.5 Subject, main field of study, disciplinary domain and SLU’s local qualification ordinance.
  • Master’s programmes must have a course of study where a minimum of 15 credits are offered during one period without other elective courses.
  • Master’s programmes must have a course of study where a minimum of 15 credits consists of A1F courses within the qualification main field of study.
  • In Master’s programmes, up to 30 credits may consist of first-cycle courses. See SLU’s examination procedures.

Instructions

Within the framework of SLU’s quality assurance procedures, follow-up of objectives and requirements is done within individual courses and programmes.

Links

• Degree programmes on the SLU web:
  • First-cycle programmes
  • Second–cycle programmes
• Lokal examensordning – regler för examina på grundnivå och avancerad nivå vid SLU (SLU’s examination procedures for first cycle and second-cycle level – only in Swedish). Includes teaching and research duties for SLU’s main fields of study.

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11.2  Degree programme size

The total number of places on a degree programme is primarily determined by the following factors:

• SLU’s funding agreement targets
• available resources and how these are allocated
• the number of new places on a programme
• student demand.

Policy

The range of courses and programmes offered must correspond to student demand and the needs of the labour market.

National regulations

SLU must report the assessments, prioritisations and needs analyses that are the basis for all decisions on the course and programme offering. Adjustments of e.g. the allocation between programmes and courses at various levels and different entry requirements, as well as campus and distance learning, must be reported. In addition, SLU must report on how we meet the surrounding society’s need for education.

Who is responsible for what?

The size of a degree programme is decided in several steps:

• Programme boards may propose changes to the Board of Education.
• The Board of Education proposes allocation of funds and funding agreement targets to the SLU Board through the vice-chancellor.
• The SLU Board decides on allocation of funds to education at first- and second-cycle level with funding agreement targets (full-time equivalents and annual performance equivalents for degree programmes and freestanding courses).
• The number of new places on a programme are decided within the resource framework established by the SLU Board.
• Programme boards can decide to technically admit more students than there are places to degree programmes, within the resource frameworks established by the SLU Board.

Instructions

Annex 2: Annual cycle for course and programme planning lists, among other things, timeframes for planning and deciding the size of degree programmes.

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11.3 Proposing a new degree programme

A new degree programme is a big commitment for SLU and a great responsibility, especially for the first programme students. Therefore, great care is required to analyse the conditions for and plan new programmes. Good planning is necessary when preparing and deciding on changes to the range of programmes offered. See Annex 2: Annual cycle for course and programme planning.

A new degree programme must meet the requirements in Section 12.1 Degree programme objectives and requirements at SLU. New programme proposals must describe, analyse and assess the aspects below as bases for a decision to create a new programme.

The items below can be used as support when developing new programmes, and for decision-making. The proposal must describe the aspects concisely, and the scope of various parts may vary depending on specific needs and prerequisites. A preliminary programme syllabus must exist when establishing a new programme.

SLU may be jointly responsible for a programme with other higher education institutions, and create joint examinations. There are specific guidelines for joint programmes and joint degrees, which state the exceptions and agreements required in such cases. See Links below.

11.3.1 Programme profile and place in range of programmes offered

What must the proposal include?

• Which SLU field(s) are affected and how? How is the programme’s unique profile expressed?
• Are other SLU programmes or courses related to the field? Justify why the programme is needed in relation to SLU’s joint range of programmes offered. Report any overlaps with other SLU programmes or courses and possible risks of competition with other programmes. Clarify if another programme will be phased out if the proposed programme is approved.
• Are there similar, competing programmes at other higher education institutions? Benchmark the programme in question against these programmes. Justify why the degree programme is necessary in relation to the national range of courses and programmes offered. Do other countries have similar programmes?
• Which qualification does the programme provide, and what other qualifications must students have to study the programme in question? If related to general qualifications, the analysis must be connected to a main field of study. If an existing main field of study will be used, justify why. If so, also state the other programmes using the main field of study in question, and how the programmes will complement, not compete with, each other. If a new main field of study will be used, justify why. See Section 2.5 Subject, main field of study, disciplinary domain.
• UHR approves entry requirements for professional programmes.
• If the Board of Education must create a new qualification descriptor, a proposal description must be included in the report. In addition, the SLU programme syllabus template must be used.

11.3.2 Student demand

What must the proposal include?

• What is the programme student target group? Does the programme correspond to their areas of interest?
• Does the programme title correspond to its content, and is the title relevant to the target group?
• Report how demand has been met, implemented and planned target groups analyses, focus groups, benchmarking against other programmes, etc.
• What are the planned programme entry requirements? How do they affect the potential target group scope?
• How will the programme be marketed? Report completed and/or planned information and marketing initiatives. In addition, how will student recruitment be designed?
• Report how student influence has been implemented and utilised in the development work.

11.3.3 Labour market demand

What must the proposal include?

• Which type of labour market does the programme lead to? Report an analysis of current and future societal needs for persons with the proposed type of education. The analysis must be as quantitative as possible.
• Which skills relevant to a national and international labour market will students develop during their studies?
• Report how viewpoints, requests and proposals from labour market stakeholders within related business and public sectors have been collected and utilised in the development work.
• Report how consumer viewpoints on the programme will be utilised in future programme development and when dimensioning the programme.

11.3.4 Resource conditions

What must the proposal include?

• Which teaching resources are available on the programme? Report access to those employed for an indefinite period (stability and long-term sustainability), scientifically/artistically skilled persons, persons with higher education and experienced teachers as well as other employees who will take part of the programme in some way.
• Are programme needs relating to subject and educational teaching expertise covered at SLU, or do new teachers need to be recruited or is cooperation with other higher education institutions necessary? Where applicable, report which parts of SLU or other higher education institutions will take part of the programme, and how. Report if future, planned external partners have been contacted.
• The necessary planned programme infrastructure must also be described and assessed in relation to existing resources. Describe if necessary premises or equipment are needed – both joint and programme-specific infrastructure.
• Is it possible to make resources more effective through joint studying or other joint resource usage, e.g. with the aid of digitalisation and distance learning? If so, how and how much?

11.3.5 Programme content and design

What must the proposal include?

Degree outcomes and progression

• Enclose a preliminary course schedule describing the programme’s basic design and content.
• Describe how the programme’s design and examinations contribute to student learning.
• Describe how students are ensured to meet the qualitative targets. The matrix model below can be used to describe how programme courses relate to qualitative targets and how a programme is planned to ensure student progression in regard to subject-specific and general skills.
• Report and justify possible joint studies with existing programmes/courses.
• Describe how students will be able to subsequently study at second- or third-cycle level after completing the programme.
• If a new main field of study is needed, see Section 2.5 Subject, main field of study, disciplinary domain.

Matrix model: A matrix is made for each programme, displaying how qualitative targets will be met through the planned programme courses. The matrix includes the qualitative targets on one axis and included courses on the other axis. The interface lists relevant intended course learning outcomes that contribute to meeting the qualitative targets in question. The model clarifies how a programme is designed and how it will progress in a clear way, and must take both subject-specific and general skills into consideration.

Programme	Degree outcome 1	Degree outcome 2	Degree outcome 3, etc.
Course code: Course title A		Intended learning outcome 1 + 3
Course code: Course title B	Intended learning outcome 3		Intended learning outcome 2
Course code: Course title C	Intended learning outcome 4	Intended learning outcome 1 + 6
Course code: Course title D etc.			Intended learning outcome 5, etc.

 

Research connection

• Describe how the programme will achieve a good research basis.
• Describe how students will take part of research-connected activities which enable a scientific approach.

Societal and professional connection

• Describe how and when during their studies that students will develop skills relevant to a national and international labour market.
• Report any planned labour market participation and the forms for such cooperation during the programme period. This may for example include placements, field studies, visiting lecturers an independent projects. See Chapter 15. External collaboration. If placement is compulsory, describe how students are assured to get access to it.

Sustainable development perspective

• Describe how the programme provides students with a solid foundation for managing all perspectives (financial, social, environmental) of sustainability in their future professional life.

Gender equality perspective

• Describe how the programme includes a gender and gender equality perspective in its content and implementation.

International perspective

• Describe how the programme includes international relationships in its content and implementation. Are student and teacher exchanges possible?

11.3.6 Consequence summary

What must the proposal include?

• Describe the expected consequences for stakeholders if the new degree programme proposal is approved.
• Summarise possible adjustments to the various objectives that are the bases for the proposal.
• Describe how many students can take the programme and how many students are necessary for the programme to meet its resource needs.
• Enclose a programme syllabus proposal. See Section 6.2 Course syllabuses.

Who is responsible for what?

Activity	Degree programme
Proposal	Department, programme board or faculty board
Approve/reject	Programme board, faculty board and Board of Education
Decision to set up	SLU Board
Decision on programme syllabus	Board of Education

Instructions

Annex 2: Annual cycle for course and programme planning includes, among other things, joint timeframes for planning and decisions on range of programmes and courses offered. Changes to the range of programmes and courses offered should be prepared in parallel at faculty and university level. When developing a new programme, relevant programme syllabus information is compiled during various preparation phases. This means that a programme syllabus can be established in connection with the SLU Board’s decision to implement a new programme.

Links

• Antagningsordning för tillträde till utbildning på grundnivå och avancerad nivå (admission regulations for access to first- and second-cycle education – only in Swedish) as of 1 January 2020.
• Lokal examensordning – regler för examina på grundnivå och avancerad nivå vid SLU (SLU’s examination procedures for first cycle and second cycle level – only in Swedish). Includes teaching and research duties for SLU’s main fields of study.

To the start of the chapter

11.4 Principles for naming degree programmes

Policy

An important detail for SLU as a university is clarity regarding what our courses and programmes involve. The most important thing is to highlight what subject expertise each course/programme provides, but also, in some cases, which profession the course/programme can lead to.

In order for the university to meet the SLU strategy objectives and in accordance with the public service agreement, the naming of SLU degree programmes is one of the most basic success factors from both a clarity and recruitment perspective.

At SLU, the naming principles below apply to new programmes or when changing the name of an already established programme.

Programme title principles

• The programme title should be simple, communicative and preferably be based on the idea which is or will become the most common usage of the title, e.g. biology and environmental science. In this example, the programme should be called just that, not biology and environmental science – Bachelor’s programme.
• From a brand and communication perspective, it is recommended that the programme title is no longer than five syllables, or a maximum of three words.
• A degree programme must always have a Swedish title (official language of public authorities).
• There must always be an English translation of the programme title.
• In programmes taught in English, the English title must always be used in the following contexts:
  • both in Swedish and English descriptions;
  • tables or other compilations;
  • communication with systems that gather SLU data, e.g. universityadmissions.se, studera.nu;
  • exemption: the programme syllabus must be in Swedish.
• In general, programme titles should always signal what the student will study. The title must state what the main programme subject is, e.g. Ethology and Animal Welfare or Sustainable Food Systems.
• The titles of programmes leading to a professional qualification are based on the qualification title, e.g. forest engineer.
• Supplements are primarily used for clarification in cases where further definition is needed, e.g. campus (landscape engineer – Uppsala).
•  The qualification type should be made clear through credits and supplementary texts as well as fact squares online or in print. Also see the instructions below.

Who is responsible for what?

In short, the following process applies when naming new or renaming previous programme titles:

1. The responsible project group/programme board submits a short description and a few title proposals to the Division of Communication.
2. The Division of Communication processes the proposals, and they are then tested on one or several focus groups, preferably the intended target groups. A concrete title proposal is then submitted to the Board of Education, and feedback is also given to the responsible programme board.
3. SLU’s language coordinator should be consulted in order for the programme titles to be as correct and uniform as possible.
4. The Board of Education processes submitted programme and title proposals and compiles a joint proposal to the SLU Board for approval.

Instructions

It is important that programme titles are uniform. However, to avoid ponderous formulations in text, the following approach is recommended for official documents:

• The established and complete programme title is used the first time the programme is mentioned in e.g. programme syllabuses.
• If the programme title is long or difficult to use in texts and headers for other reasons, the recommendation is to use a more flexible and consistent formulation.
• In texts, the programme title may need a supplement that describes which qualification it leads to.
• Programme titles are written with capital letters. However, “programme” is always in lowercase. Examples:
  • “This programme syllabus concerns the professional programme Veterinary Nursing – Bachelor’s programme.”
  • “Students from the Veterinary Nursing programme study 180 credits.”
  • “The Bachelor’s programme Biology and Environmental Science is taught at SLU’s Uppsala campus.”
  • “Students taking the Biology and Environmental Science – Bachelor’s programme…”
• Remember that when writing programme titles in English, all nouns are written in capital letters, but conjunctions are not. See above.
• In order to clarify programme titles in English, it is recommended that you add the qualification to the title, e.g. MSc or BSc.

It is important to use the full official name for SLU when discussing the university in educational contexts, primarily when other systems gather data from SLU’s course and programme database or from Ladok. The following two names are official and registered:

• SLU, Sveriges lantbruksuniversitet (Swedish sites)
• The Swedish University of Agricultural Sciences, SLU (international sites).

Note that these sites are e.g. antagning.se, studera.nu and universityadmissions.se – proven important tools when selecting a course or programme.

Links

• English style guide
• Swedish style guide

To the start of the chapter

11.5 Joint programmes and degrees

Important concepts

The Higher Education Act allows Swedish universities and higher education institutions to issue joint degrees together with foreign or other Swedish higher education institutions. Joint degrees mean “a qualification that may be awarded by the higher education institutions that have jointly organised courses and programmes that can lead to the award of the qualification.” Therefore, it is not a question of a special degree category, but about the possibility for two or more higher education institutions to arrange and implement a joint course or programme that results in a joint degree of the same kind that they generally have the right to issue individually.

Despite trying to develop criteria for what the concept of a joint degree means within the framework of European cooperation, there is still no conclusive definition. However, definitions from various countries have the following in common:

• degree certificates must be issued based on a programme developed or jointly arranged by two or more higher education institutions;
• a joint degree should preferably be documented in one degree certificate which is jointly issued by the participating institutions.

The difference between a joint degree and a double degree is not completely clear, either. The former National Agency for Higher Education defined joint and double degrees in the following way:

Joint degree: Degree awarded by at least two higher education institutions, domestic or foreign. The programmes must have been jointly arranged, and both higher education institutions must have the right to issue degrees in accordance with the country in question’s legislature.

Double degree: Two degrees based on one and the same higher education programme.

Policy

In order to justify the development of a joint degree programme, the programme should be better through cooperation than if each higher education institution arranged the programme on its own. Therefore, the collaboration should be built on each partner’s special strengths. In order to ensure that all SLU education is of high quality, there should be high requirements on any potential partners. As much as possible, equal and well “well-tried” institutions should be discussed, and the collaboration should be built on each partner’s strength.

Therefore, it is important to establish close cooperation with selected higher education institutions that have relevant subject expertise and reliable quality assurance systems. Examples of these institutions can be found in the NOVA and ELLS networks, but collaboration agreements can be made with other high-quality institutions, following the vice-chancellor’s approval.

The purpose of joint degree programmes that lead to joint degrees is to make possible collaboration profits that favour the students and higher education institutions, and to increase internationalisation by making it easier for students to study at several higher education institutions within the framework of their education. Since it is clear from the beginning which courses students can take at different higher education institutions, they can transfer the credits from all passed degree course without special assessment.

When developing a joint degree programme, higher education institutions should keep students’ legal security in mind; they should have the same rights and obligations as students admitted to the institutions in question. Therefore, it is important, in the written agreement, to clearly and definitely regulate anything that affect students’ possibilities to complete their studies.

National regulations

According to the Higher Education Ordinance, SLU may only issue joint degree if:

1. “[…]this cooperation is based on a written agreement” (Chapter 6, Section 11a);
2. “the student has completed a programme subject to an agreement […] and also fulfilled the requirements for the award of a qualification at the higher education institution and at least one other higher education institution that has organised a component of the programme” (Chapter 6, Section 11e 1);
3. “each higher education institution awarding a qualification included in the joint degree may confer the degree awarded by the higher education institution” (Chapter 6, Section 11e 2);
4. “each qualification included in the joint degree and which is awarded by a higher education institution subject to the Higher Education Act (1992:1434) or by an independent course provider is a designated component for the same qualification as the higher education institution’s […]” (Chapter 6, Section 11e 3–4).

Issuing a joint degree based on a joint programme is a complex process because it requires established compatibility between at least two different higher education institutions. It becomes especially complicated when institutions cooperate internationally because education systems and legislation from at least two countries must come together and be followed. Therefore, the Swedish Riksdag and Government have decided that the Higher Education Act and Higher Education Ordinance must regulate which criteria must be met in order for Swedish higher education institutions to issue joint degrees.

SLU rules

In addition to the national rules, SLU has developed further requirements to the written agreement that is the base of an educational collaboration which purpose is to issue a joint degree. Apart from these basic requirements, it is important to be flexible in relation to SLU’s “regular rules” in order to even make this kind of educational collaboration possible.

Those who plan to collaborate in order to issue a joint degree must, before the collaboration begins, ensure that items A–D above are met.

A general prerequisite in order to issue joint degrees is that they must relate to a joint programme, i.e. a degree programme developed and implemented together by the higher education institutions in question. From an SLU perspective, it is important to be thorough during the planning phase in order to ensure that all the joint programmes meet all requirements regarding Swedish degrees. Consequently, foreign higher education institutions part of this collaboration must ensure that all requirements for the corresponding programme in their country are met. All parts of the programme must be arranged by the participating institutions – different institutions arrange different components. However, the higher education institutions must establish the content beforehand. This means that the student only needs to apply for a credit transfer for any courses they have passed at a higher education institutions outside of the collaboration in question. Legally, every institution is responsible for their part of the degree programme: steps implemented at SLU must follow the Swedish Higher Education Act and Higher Education Ordinance. The other steps must follow regulations established by higher education institutions in question.

In order to redesign an already existing programme into a new programme with a joint degree, the participating institutions (see below) must develop a (new) written agreement. Additionally, the information regarding joint education and joint degrees must be entered into the programme syllabus.

Just like for all new degree programmes, it is important to discuss and establish all plans with the department and programme board in question, and subsequently the deputy vice-chancellor (equivalent), who may initiate a discussion with the Board of Education regarding the programme content and place in SLU’s programme offering. Among other things, Annex 2: Annual cycle for course and programme planning, lists joint planning and programme offering decision timeframes.

The Board of Education must approve new joint degree programmes that will result in a joint degree, and be established by the SLU Board, which decides on the programme offering.

SLU’s implementation of the Higher Education Ordinance requirements

In accordance with SLU’s implementation of the Higher Education Ordinance requirements, the following must be included in the written agreement:

1. “every component of the programme is arranged by one of the higher education institutions party to the educational cooperation”;

It should be made clear which courses are included in the joint degree without special review and where they are taught.

2. “which component of the programme the higher education institution shall organise, […] which component of the programme another higher education institution shall organise”;

However, the higher education institutions in question must decide on the different components together.

3. “the components of the programme arranged by an institution other than the higher education institution itself shall also be based on an academic or artistic footing and on proven experience and shall be organised so that the programme maintains a high standard”;

The quality of all components must have high international standard.

4. “to which higher education institution or institutions organising components of the programme an applicant to the programme is to be admitted”;

The agreement must make it clear which higher education institution is responsible for programme admission, for example the institution that is responsible for the first component.

It is very important that the entry requirements are thoroughly based on programme syllabuses and course syllabuses. The programme entry requirements must be coordinated with the entry requirements for the included courses, including the linguistic requirements.

In cases where SLU is responsible for admission, the rules from the Ordinance for SLU and SLU’s admission regulations apply. If another institution manages admission, their rules apply.

5. “that the higher education institution may admit applicants only to the component of the programme arranged by the higher education institution”;

SLU can admit students to the programme in question because all collaborating higher education institutions are jointly arranging the programme, but SLU can only admit students to courses held by the university.

6. “when a student who has been admitted to a component of the programme by another higher education institution shall be considered to be a student pursuant to Section 11c”;

A student who has been admitted to a joint programme that results in a joint degree must be considered a programme student at SLU during their whole study period, regardless of where they conduct their studies.

7. “that students shall be able to transfer credits for a successfully completed component of a programme at another higher education institution to the programme at the higher education institution without special review”;

Within the framework of the joint programme, approved components from participating higher education institutions must be transferred to the student at SLU without special review. Therefore, it is important to be very clear regarding which courses are included in the collaboration and where they are taught (also see item 1 above).

8. “what qualification the programme can lead to at each of the higher education institutions, and”;

In order to ensure fair legal circumstances for the student, it is important to make a great effort to develop correct degree titles at the different institutions. (However, a joint degree is one degree that two (or more) higher education institutions issue.) Also see item 13 below.

9. “other conditions required for the organisation of the programme”;

• special requirements may apply to this kind of collaboration, e.g. within the framework of the Erasmus Mundus programme (housing guarantee, arranged language courses, etc.);
• specific SLU requirements (see below).

Specific SLU requirements

In addition to the above, the written agreement must ensure that SLU’s quality assurance requirements are met. Therefore, the agreement must also state the following:

10. How an independent and continuous education quality control will be carried out at each participating higher education institution.

SLU’s quality assurance work within first- and second-cycle level is described in Chapter 5. Quality assurance.

11. Development and student influence

The agreement must clarify how the programme can develop over time, how student influence can be catered to and how joint possible changes will be decided and documented.

12. Funding and fee management

The agreement must ensure the students’ right to a degree, without SLU having to take funding responsibility for parts of the programme which other higher education institutions are responsible for. Therefore, it is necessary to ensure that there are secure funding sources for the whole programme, and also that the agreement regulates how funding responsibility is divided between institutions. Students in a joint degree programme must pay tuition fees in accordance with Swedish legislation. In other words, students not from the EU, countries or Switzerland must pay a fee that covers the full cost for the components they study at SLU, except when their studies are conducted within the framework of an Erasmus Mundus programme. In those cases, the fee may not surpass the maximum tuition fee amount established by the EU. Therefore, the agreement must establish rules regarding such tuition fees, including what applies to paying students who do not pass their courses within the “regular” period. SLU’s viewpoint is that examination outside a programme’s “regular” period should not include any extra costs.

13. Agreement regarding which laws from the countries involved will apply in the following contexts:

a) The programme as a whole. For example, it will be connected to the higher education institution mainly responsible for admission.

In regard to higher education institutions which must follow the Higher Education Act, the information above means that a certain higher education institution’s decision regarding e.g. suspension only concerns the component arranged by the institution in question. If a student – or a person considered a student – is to be suspended from other components as well, this must occur in accordance with the current regulations at the institution responsible for that component. If two higher education institutions that must follow the Higher Education Act arrange programme components, and the student is to be suspended from both components, the disciplinary board at each institution must decide on suspension in relation to their component.

b) Each component (course). The responsible institution’s regulations regarding e.g. examination must be followed during the component in question. In other words, SLU regulations must be followed in courses arranged by SLU.

Independent project (degree project) regulations need to be considered, especially if students are to be able to carry out this work at two or more higher education institutions included in the collaboration in question. In these cases, the division of labour between partners must be made clear.

c) Furthermore, the agreement should state that the institution’s rules always apply before the agreement rules (in case of conflict during a component).

14. Clear rules for what is required in order to receive a pass grade in each programme component as well as meet the qualification requirements.

In order to ensure, as much as possible, that each student will receive a joint degree, it is important to be very clear what is required to receive a pass grade in each component.

At SLU, the programme syllabus lists qualification requirements, and the course syllabus lists all course requirements. Therefore, always refer as much as possible to the written agreement in a programme syllabus proposal (as an annex).

15. Responsibility for transfer of credits awarded between higher education institutions

All SLU students must be registered in the study documentation system Ladok, including in cases where programme admission is managed by another university than SLU.

Higher education institutions must develop a procedure for information concerning credits awarded between institutions. The agreement must always make clear if the institution or students are responsible for such information.

16. Degree and degree certification

The degree requirements in the Ordinance for SLU must be met in order for SLU to issue a joint degree. For other participating institutions, their national regulations apply respectively.

A joint degree certificate can be designed freely as long as it meets the Higher Education Ordinance requirements for content, and SLU’s visibility requirements. A degree certificate is issued in the form of a joint document, in which SLU must be visible in accordance with the written agreement.

A diploma supplement, which describes the programme and its place in the education system must be attached to the degree certificate. The supplement should follow the model jointly developed by the European Commission, etc., and be issued automatically and without charge to all students.

In order to ensure that the requirements above are met, the written agreement should regulate the degree certificate and annex design and content, and also state which higher education institutions will handle any degree issues. When a degree is issued, it is marked in Ladok as a joint degree.

17. Responsibility for communication, student service and study guidance

It must be made clear which party is responsible for communicating information to the students, both before and during the programme. It is also important to list contact persons at participating institutions, who is responsible for housing issues as well as which institution students can turn to in case of complaints.

18. What happens when/if an agreement comes to an end

The agreement should contain phase-out rules that give the students enough time to complete their studies. The length of the phase-out period should correspond to what is considered normal in relation to the higher education institutions’ own courses and programmes. The rules should also include aspects such as legal consequences in relation to e.g. copyright of established material.

19. New programme criteria

The general aspects and criteria that apply when creating a new degree programme at SLU in accordance with 11.3 Proposing a new degree programme also apply to joint degree programmes arranged by one or several other higher education institutions.

20. Degree programme details

In order to avoid ambiguity, it is important that the written agreement also regulates collaboration requirements at a more detailed level. If possible, refer to the degree syllabus proposal information described in Section 12.1 Programme syllabuses. Among other things, it includes programme objectives and content, teaching language, entry requirements (including language requirements) and other important programme information.

Who is responsible for what?

It is important that joint degree programme plans are well-established at department and faculty level from the beginning. The reason for this is that academic and administrative resources, to a larger or smaller extent, are normally used as soon as the programme begins, and funding must be ensured.

To make the process easier and avoid misunderstandings, a letter of intent must be created as soon as possible. The vice-chancellor must sign this letter. In order for the work to run as smoothly as possible, the workflow stated in Annex X must be followed. It is important that staff who work with admission, agreement and degree issues, primarily at the Division of Educational Affairs. Also, staff at the Legal Affairs Unit must always be consulted during the planning phase.

When applying for joint programme funding from various EU programmes, e.g. Erasmus Mundus, the application – from SLU’s perspective – can be submitted to the EU Commission following consultation with the deputy vice-chancellor (equivalent). The vice-chancellor’s signed letter of intent must also be enclosed. Only when SLU is a full partner in the EU programme can the collaboration in question can lead to a joint degree. In cases where SLU is an associated partner, the collaboration can instead lead to a double degree.

Instructions

Someone who plans/wishes to request collaboration with another higher education institution that will result in a joint degree must talk to their head of department and programme board chair in question early, and subsequently the deputy vice-chancellor. After that, the vice-chancellor must sign a letter of intent (see below). A justification regarding the choice of collaboration partner(s) must be attached to the letter as well. It must also include an evaluation of the potential partner based on the following criteria:

• Strategy and policy – should comply with SLU’s and the faculty in question’s corresponding documents.
• Authority and quality – SLU profiles itself through its partners. It is important the collaboration strengthens, not weakens, the SLU brand.
• The higher education institution’s accreditation in its own country – important with reliable quality information.
• Specialising/formalising contacts with prioritised universities in accordance with SLU’s strategies and strategic direction documents.
• Student, teacher and researcher requests.
• Administrative processes and national regulations – may affect how “heavy” collaboration will be.
• Administrative capacity – how many administrative support resources are there?
• Reciprocity – what each respective higher education will get out of a possible collaboration.

In order to create good conditions for smooth collaboration, the following matters should be taken into consideration early in the planning phase:

• Important differences between the collaborating higher education institutions’ internal regulations (e.g. entry requirements, who has the right to be supervisor, course syllabus design, annual evaluations, etc.).
• Course scheduling (in relation to semester periods at the various institutions).
• Procedure in case key teaching figures at an institution leave.

Links

• Links, literature and websites concerning joint degrees as well as agreement development tools can be found on the page Dubbel examen och gemensam examen (only in Swedish).

To the start of the chapter

11.6 Phasing out a degree programme (when the programme syllabus is not replaced by a new syllabus with a new programme code)

Policy

Degree programmes which no longer meet labour market needs, do not attract enough students or do not meet quality requirements must either be developed or phased out. Before deciding whether to phase out (discontinue) a programme, the programme board must draw up measures which enable students who have already been admitted to complete their studies.

If a degree programme gets a new programme syllabus and a new programme code, it is decided that the previous programme syllabus will be phased out in accordance with applicable parts of the regulations concerning the phase-out of a programme.

National regulations

Established programme syllabuses are legally binding, and a higher education institution is obligated to follow them. A student who has been admitted and subsequently registered on a programme has long-term rights when it comes to the possibility to complete their studies.

Transitional provisions must be established in connection with the decision to phase out a degree programme. Such provisions must be documented in the programme syllabus that is being withdrawn, see Section 12.1 Programme syllabuses and 12.4 Withdrawing a programme syllabus.

SLU rules

A decision to phase out a degree programme also means that the corresponding syllabus and programme code are withdrawn, and a decision taken on transitional provisions, including a final date for the phase-out (see Section 12.4 Withdrawing a programme syllabus). The phase-out decision must state as of which academic year the programme will no longer be part of SLU’s programme offering.

During the phase-out period, the university’s obligations under the programme syllabus to offer the courses that make up the programme will gradually cease. However, phasing out a degree programme does not mean that the courses on the programme are automatically discontinued, see Section 6.7 Discontinuing a course. If the courses are to be discontinued, this must be done in a particular order, and the decisions to do so must be comply with the applicable delegation of authority.

Section 6.7 Discontinuing a course, 8.4 Compulsory components and 8.9 Resits describe how students can complete courses they have already started. In addition, a student who has been admitted to and registered on a programme at SLU has the right to apply to have their credits transferred and apply for a degree. This will be possible even after the programme has been phased out.

A degree programme where a freeze on admissions has been in place for five years must be phased out.

When taking a decision to phase out a programme, transitional provisions must be established.

Once a phase-out decision has been taken, no further admission to year 1 is allowed. Students may be admitted to later years as long as these are offered according to the programme’s course schedule.

The students concerned must be informed of all changes.

The responsible programme board must report on measures that enable students already admitted to the programme to complete their studies. The programme board is responsible for students who study a programme at a normal pace of study. In addition, the needs of the following groups must be taken into account: students who have taken leave from their studies with a guaranteed place as well as students with disabilities, who may have the right to have their study rate adapted.

Who is responsible for what?

• The programme board or the Board of Education proposes the phasing out of a programme at the initiative of a department, programme director of studies or faculty board.
• Faculty boards and programme boards submit opinons on the proposal.
• The SLU Board decides to discontinue the degree programme.
• The Board of Education takes the decision to withdraw the programme syllabus.

The responsible programme board decides who is responsible for informing the students concerned, normally the programme’s director of studies.

Instructions

Phase-out decision

The supporting documents when phasing out and discontinuing a degree programme must include the following:

1. The reason for discontinuing the programme, e.g. strategic concerns, low number of applicants, quality shortcomings that cannot be remedied under current conditions or an uncertain labour market.
2. Draft transitional provisions stating how active programme students and students who have been granted leave from studies, as well as students entitled to an adapted pace of study, can fulfil the qualification requirements.
3. A short impact assessment, e.g. how other programmes and the departments involved will be affected if the programme is discontinued.

The decision to discontinue a degree programme must state the reason(s) for doing so.

Information to the students concerned

Students must be informed in writing, and the information must also be published on the programmes page on the student web. The following must be included:

• The end date for the phase-out period and date as of which the programme syllabus will cease to apply.
• When the final course instances will be offered under the existing programme syllabus.
• Students who are not actively taking the programme but who wish to start studying again should be encouraged to contact the programme director of studies or a study advisor. This is done to, if necessary, set up an individual study plan and/or apply for exam resits (equivalent).
• Information explaining that students risk missing the opportunity to complete the programme and fulfil the qualification requirements if they contact the university too late.
   

If it is not possible to offer programme courses to students who return from approved leave from studies, or students granted an adapted study pace, they must be offered either an individual study plan or another way of fulfilling the qualification requirements.

'Students concerned' means:

• active programme students (registered in of the programme courses during the current academic year)
• programme students who have been granted deferment of studies or approved leave from studies (with a guaranteed place)
• programme students who have been registered on a programme course in the past five academic years (including the current academic year) without having applied for non-completion and who have not completed their degree

Study advisors can also help other students, e.g. students with longer periods of approved leave from studies without special reasons. They can be offered individual study planning in order to complete their degrees.

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12. Programme syllabuses and programme instances

12.1 Programme syllabuses
12.2 Programme instances
12.3 Temporary freeze on admissions
12.4 Withdrawing a programme syllabus

12.1 Programme syllabuses

National regulations

The Higher Education Ordinance contains course and programme regulations:

• “Curses may be combined to create study programmes.
• A study programme shall have a programme syllabus.
• The programme syllabus shall indicate the courses that the study programme comprises, specific entry requirements and other regulations required.”

SLU rules

SLU follows the recommendations for programme syllabuses issued by SUHF (the Association of Swedish Higher Education):

Programme syllabuses must state:

• the courses included in the degree programme;
• the main structure of the degree programme;
• the prior knowledge requirements and other stipulations other than general entry requirements that apply in order to be admitted to the degree programme (specific entry requirements);
• when the programme syllabus or changes to it will apply and the necessary transitional regulations and rules.

The following applies to programme syllabuses for degree programmes at first-cycle and second-cycle level at SLU:

• One programme syllabus comprises one degree programme.
• Prior knowledge requirements (specific entry requirements) in order to be admitted to the programme must be listed.
• Degree programme objectives must be listed.
• The content and structure of the programme must be stated. The schematic overview must contain the programme courses and their level, specialisation, main field of study and scope. Professional programmes must state whether the courses are compulsory.
• The specific requirements needed in order to receive a certain qualification must be listed. They must be connected to the document Lokal examensordning – regler för examina på grundnivå och avancerad nivå vid SLU (SLU’s examination procedures for first cycle and second cycle level – only in Swedish), which contains internal qualification regulations.
• A preliminary programme syllabus must exist when establishing a new degree programme.
• Programme syllabuses for new degree programmes are approved by the SLU Board of Education. See Annex 2: Annual cycle for course and programme planning.
• The Board of Education has delegated decisions regarding certain revision of existing programme syllabuses to the programme board in question. See Who is responsible for what? and Annex 2: Annual cycle for course and programme planning.
• Swedish must be used by public authorities in Sweden. Therefore, programme syllabuses must be written in Swedish. There must be an English translation to put into the course database.

Headings in an SLU programme syllabus

Programme syllabus for the xx programme, xx credits
(Syllabus for the xxx Programme, xx credits)

• The decision must contain the programme code, decision date, approving board, starting date, responsible programme board, ID number, etc.
• Prior knowledge and other entry requirements
• Objective
• Qualification
• Content and structure (schematic overview)
• Transitional provisions and other regulations
• Other information

Who is responsible for what?

• The Board of Education approves programme syllabuses.
• The programme board decides on certain revisions of a programme syllabus.
• Decisions to revise content under the headings “Content and structure”, “Transitional provisions and other regulations” and “Additionalinformation”, as well as clarifications of the programme name, maybe taken by the programme board in question by delegation from the Board of Education.
• The Board of Education takes decisions on changing the name of a programme (unless it is only a clarification), scope (credits), entry requirements, objective, purpose and qualification requirements.

Instructions

Annex 2: Annual cycle for course and programme planning includes, among other things, joint timeframes for planning and decisions on programme syllabuses. Also see the instructions for programme syllabuses under Links for more information.

Developing a programme title 

See Section 11.4 Principles for naming a degree programme.

Programme codes

• The SLU Board approves a new programme → the Board of Education decides on a new programme syllabus → new programme code in the course and programme database. See Section 11.3 Proposing a new degree programme.
• The SLU Board discontinues a programme → the Board of Education decides to withdraw the programme syllabus → programme code remains stored in the course and programme database. See Section 11.6 Phasing out a degree programme.
• The SLU Board decides on a new syllabus for an existing programme → new programme code in the course and programme database. The previous programme is phased out, see Section 11.6 Phasing out a degree programme. The SLU Board decides to withdraw the previous programme syllabus → programme code remains stored in the course and programme database.
• The programme board decides on a syllabus for an existing programme → new version of the programme syllabus → the existing programme code is kept but the version number is updated.

To make it clearer what changes a programme goes through during its lifespan, a short summary will be added to the syllabus for each new version.

The faculty office or other unit supporting the body taking decisions on a programme syllabus is responsible for submitting the approved syllabus for archiving.

Links

• Instructions for programme syllabuses (only in Swedish)
• Programme syllabus template – Swedish
• Programme syllabus template – English
• Lokal examensordning – regler för examina på grundnivå och avancerad nivå vid SLU (SLU’s examination procedures for first cycle and second cycle level – only in Swedish) includes teaching and research duties for SLU’s main fields of study.

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12.2 Programme instances

Important concepts

A programme instance is a programme period and start date.

Policy

Potential students must be provided with information in good time. Therefore, both the programme syllabus and programme instance must be decided in good time before the application period begins.

SLU rules

A decision of which degree programme will be available for the coming academic year must be made by 1 July.

Who is responsible for what?

The SLU Board annually decides on the range of degree programmes offered at first- and second-cycle level.

Instructions

Annex 2: Annual cycle for course and programme planning includes, among other things, joint timeframes for planning and decisions on range of programmes and courses offered.

Links

Degree programmes on the SLU web:

• First-cycle programmes
• Second–cycle programmes

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12.3 Temporary freeze on admissions

Policy

A predictable programme offering is important for students. For this reason, SLU must strive not to freeze admissions without valid reasons and sufficient advance warning.

SLU rules

Any changes to the published programme offering must be made before admission to the subsequent semester. Currently, decisions to freeze admissions to a programme must be taken no later than:

• 1 March for second-cycle programmes taught in English starting in the autumn semester;
• 1 June for other degree programmes starting in the autumn semester;
• 15 November for other degree programmes starting in the spring semester.

A degree programme with a freeze on admissions for five consecutive years must be phased out, see Section 11.6 Phasing out a degree programme.

Who is responsible for what?

A temporary freeze on admissions is by decision of the vice-chancellor.

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12.4 Withdrawing a programme syllabus

Policy

A predictable programme offering is important for students. For this reason, SLU must strive not to withdraw or revise programme syllabuses without valid reasons and sufficient advance warning.

Withdrawing a programme syllabus must be done with existing students in mind.

If a new syllabus, with a new programme code, is established for a programme, a decision to withdraw the previous syllabus should be taken within a year of establishing the new syllabus.

National rules

Established programme syllabuses are legally binding, and a higher education institution is obligated to follow them. A student who has been admitted and subsequently registered on a programme has far-reaching rights when it comes to the possibility to complete their studies.

SLU rules

A decision to withdraw a programme syllabus also involves establishing transitional provisions. Such provisions must be documented in the programme syllabus that is being withdrawn and be published on the SLU student web, see Section 12.1 Programme syllabus and the instructions for programme syllabuses.

Valid reasons for withdrawing a programme syllabus include the following:

• The SLU Board has decided to discontinue the programme. See Section 11.6 Phasing out a degree programme.
• It needs to be replace by a new syllabus because the programme’s name, scope, entry requirements, local qualification requirements or purpose has changed.

Note that withdrawing a programme syllabus does not automatically mean that the courses included in the programme are discontinued. If the courses are to be discontinueed, this must be done in a particular order, and the decisions to do so must comply with the applicable delegation of authority. See Chapter 6, Course syllabuses och course instances.

Withdrawing a programme syllabus means it ceases to apply after the period stated in the transitional provisions.

Who is responsible for what?

• The responsible programme board proposes transitional provisions.
• The Board of Education takes the decision to withdraw a programme syllabus, and to establish transitional provisions, usually after deciding on a new syllabus or after a decision by the SLU Board to discontinue a programme.
• The responsible programme director of studies (or a person appointed by the programme board) is responsible for informing the students concerned.

Instructions

Decision to withdraw a programme syllabus

A proposal to withdraw a programme syllabus (with a programme code) must contain the following:

• a short justification
• a proposal for transitional provisions.

The reason(s) for withdrawing the syllabus must be stated in the decision. The following must be added to the programme syllabus in question:

• The date the decision to withdraw the syllabus was taken.
• Transitional provisions detailing how students who are already registered but have not yet completed all components can fulfil the qualification requirements.
• The final phase-out date, i.e. the date as of which the programme syllabus ceases to apply.
• Any decision on transitional provisions must comply with the instructions for programme syllabuses at SLU.

Information to the students concerned

Students must be informed in writing, and the information must be entered in the register. The information must also be posted on the programme’s page on the student web. See Section 11.6 Phase out a degree programme. The following must be included:

• The date the decision to withdraw the programme syllabus was taken and the phase-out date, i.e. the date as of which the syllabus ceases to apply.
• When the final course instances will be offered under the existing programme syllabus.
• Students who are not actively taking the programme but who wish to start studying again should be encouraged to contact the programme director of studies or a study advisor. This is done to, if necessary, set up an individual study plan and/or apply for exam resits (equivalent).
• Information explaining that students risk missing the opportunity to complete the programme and fulfil the qualification requirements if they contact the university too late.

If it is not possible to offer programme courses to students who return from approved leave from studies, or students with an adapted study pace, they must be offered either an individual study plan or another way of fulfilling the qualification requirements.

'Students concerned' means:

• active programme students (registered on a programme courses during the current academic year);
• programme students who have been granted deferment of studies or leave from studies (with a guaranteed place);
• programme students who have been registered on a programme courses in the past five academic years (including the current academic year) without having applied for non-completion and who have not completed their degree.

Study advisors can help other students, e.g. students with longer periods of approved leave from studies without special reasons, with advice on options for fulfilling the qualification requirements.

The programme syllabus in the administrative education systems

When a decision is taken to withdraw a programme syllabus (with a programme code), the following applies:

• The decision date and the transitional provisions are added to the programme syllabus in the course and programme database.
• No more programme instances can be created for the programme.
• No more new students may be registered on the programme after the final programme instance. However, students may be admitted to latter parts of the programme as long as courses are offered in accordance with the programme’s course schedule.

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13. Programme studies

13.1 Programme application (programme instance)
13.2 Programme admission (programme instance)
13.3 Programme registration (programme instance)
13.4 Admission to latter parts of a programme
13.5 Approved leave from studies and non-completion of a programme
13.6 Changes to the range of courses offered within a programme
13.7 Programme director of studies

13.1 Programme application (programme instance)

National regulations

'A person seeking admission to first or second-cycle higher education shall apply within the time prescribed and in compliance with the procedures laid down by the higher education institution.'

The Swedish Agency for Higher Education Services (UHR) coordinates higher education applications in Sweden. The application deadline for each semester can be found at www.antagning.se and www.universityadmissions.se.

Applications can be made at:

• antagning.se or
• www.universityadmissions.se

Links

• Application and admission

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13.2 Programme admission (programme instance)

National regulations

'Any specific entry requirements imposed shall be totally essential for a student to be able to benefit from the course or study programme.'

'If special grounds exist, a higher education institution may decide to waive one or more entry requirements. A higher education institution shall waive one or more entry requirements if the applicant has the capacity to benefit from the course or study programme without meeting the entry requirements.'

SLU rules

Entry requirement assessment

Antagningsordning för tillträde till utbildning på grundnivå och avancerad nivå (admission regulations for first- and second-cycle education – only in Swedish) regulates access to courses and programmes at first- and second-cycle level.

Admission decision

The applicant receives an email saying that their admission decision is available under 'My Pages' at www.antagning.se.

If the applicant must reply to the admission decision, the decision must include:

• a deadline;
• if the applicant must answer via www.antagning.se or in another way.

An applicant who has been admitted to a programme and accepted their place, but who does not intend to take the programme, must decline as soon as possible under 'My pages' at www.antagning.se.

Admission from waiting list

Under 'My pages' at www.antagning.se, a student can see if they are on the waiting list. After receiving an offer to study the programme, the student must reply within 24 hours.

Who is responsible for what?

The student must:

• apply before the set deadline;
• accept or decline their place (within 24 hours for admission from waiting list).

The head of admissions decides on:

• admission to first- and second-cycle education;
• entry requirement exemptions.

Instructions

SLU follows the guidelines applied by the Swedish Agency for Higher Education Services (UHR) regarding application and admission, as well as the Association of Swedish Higher Education’s (SUHF) recommendations within the field.

Links

• Antagningsordning för tillträde till utbildning på grundnivå och avancerad nivå (admission regulations for access to the first- and second-cycle education – only in Swedish) as of 1 January 2020.
• Application and admission
• www.antagning.se
• www.universityadmissions.se

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13.3 Programme registration (programme instance)

Important concepts

By registering, the student confirms that they accept their place on the course.

SLU rules

Registration

Students can register themselves on a programme by registering to take the introductory programme course. They must be present at the roll-call (equivalent), and are subsequently registered in the first programme course.

Lost programme place

A student who does not attend when the programme starts may lose their place, unless they have notified the Division of Educational Affairs beforehand stating why they cannot attend. Special reasons are defined in more detail in Section 8.6 Special reasons.

Late start to a programme

A student can begin studying a programme after it has begun if they still have a place. However, this must occur no later than two (2) weeks after the programme starts. Shorter time periods apply to certain programmes.

Who is responsible for what?

The head of admissions, in consultation with the programme director of studies in question, decides:

• if a student will lose their place on a programme;
• how late a student is allowed to begin studying a programme after it starts – however, it must be no later than two (2) weeks after the programme starts.

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13.4 Admission to latter parts of a programme

SLU rules

SLU allows admission to the latter part of programmes. The programme board decides on exemptions for specific programmes.

A student can be admitted to latter parts of degree programmes before the second semester at the earliest, provided there is space.

Application

Applications must be for a specific semester and year. The applicant’s previous studies govern which programme semester they are admitted to.

Requirements

SLU’s admission regulations govern requirements.

Available places

The number of available places per year is established by the programme board in question before every application period.

Selection

In accordance with SLU’s admission regulations, the programme board in question can decide on more detailed ranking and selection guidelines.

Appeals

If a student has been rejected for a latter part of a programme because there are no available places, they cannot appeal.

A decision stating that an applicant does not meet the entry requirements can be appealed.

Who is responsible for what?

The responsible programme board decides on admission to latter parts of a programme. This decision may be delegated.

Instructions

There is more information on how admission to latter parts takes place on the student web (see link below). The applicant must use a special application form which is then submitted to the registrar in question.

SLU announces a period in which prospective students can submit applications before each autumn and spring semester, respectively.

The body which decides on these matters must also archive:

• applications for the latter part of programmes, and
• decisions regarding admission to the latter part of a programme (archived permanently).

Links

• Admission to the latter part of a programme

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13.5 Approved leave from studies and non-completion of a programme

See Section 3.13 Approved leave from studies and non-completion.

13.6 Changes to the range of courses offered within a programme

SLU rules

The range of courses offered within a programme is revised over time, but the programme board in question is responsible for giving students the possibility to complete their studies in accordance with the programme syllabus objectives in question. Changes to the range of courses offered within a programme are announced in the form of a revised programme syllabus. See Section 12.1 Programme syllabuses.

Certain changes can be added directly to a programme syllabus. Other changes to a degree programme require gradual adjustment regarding already admitted programme students. See the instructions for programme syllabuses under Links for more information.

The programme board is responsible for students who study a programme at a normal pace of study. In addition, students who have taken approved leave from studies with a guaranteed place, and students with disabilities who may have the right to an adapted course of study, must be taken into consideration.

For more information on the phasing out of a degree programme. see Section 11.6 Phasing out a degree programme.

Links

• Instructions for programme syllabuses (only in Swedish)
• Programme syllabus template – Swedish (Word)
• Programme syllabus template – English (Word)

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13.7 Programme director of studies

Important concepts

Programme directors of studies have a general responsibility for one or several degree programmes. The tasks of programme directors of studies are defined in the vice-chancellor’s delegation of authority. See Delegations of authority.

Who is responsible for what?

The responsible programme board appoints programme directors of studies for degree programmes.

Instructions

Contact information for programme directors of studies must be available in connection with the programme descriptions on the SLU web. The faculty office supporting the programme director of studies in question is responsible for making contact information available.

Links

Contact information for programme directors of studies can be found on the student web programme pages:

• First-cycle programmes
• Second-cycle programmes

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14. Credit transfer system

Important concepts

Credit transfers aim to replace part of a degree with higher education studies completed at other higher education institutions (both in Sweden or abroad), or knowledge and skills attained through previous professional experience. The university assesses whether previous studies or professional experience can be approved for credit transfer. If successful, the students will be able to include the transferred credits in their degree and will not need to take the equivalent course at SLU.

Policy

SLU is to have a generous approach to credit transfer. A credit transfer should also be possible even if there is no similar course or programme at SLU, or if course syllabuses and reading lists from studies abroad do not correspond with those at SLU.

National regulations

The right to credit transfer from previous studies or professional experience is regulated in Chapter 6, Sections 6–8 of the Higher Education Ordinance. However, the right to credit transfer does not apply if there is a substantial difference between these courses or study programmes (Higher Education Ordinance, Chapter 6, Section 6).

Before an assessment can be made, the student must have been admitted to a course or programme and be carrying out studies at first or second-cycle level at the higher education institution where they have applied for credit transfer.

A credit transfer decision applies at the higher education institution where the decision was taken.

A partial or full appeal regarding a negative credit transfer decision can be submitted, as per the Higher Education Ordinance, Chapter 12, Section 2, Paragraph 4. In these cases, grounds for the decision must always be stated. A decision must be appealed in writing, see Section 3.16 Appealing a decision.

SLU rules

The overall aim is for the student to be able to obtain a degree and/or final result for a course. Hence, the decision on credit transfer needs to be specified based on the final degree expected upon completion of studies, or the course for which the credit transfer applies. This way, the student can find out which courses they need to study and which credits they can transfer instead. The credit transfer decision will also be used as support when assessing whether the student meets the requirements when they apply for their degree.

Credit transfer for professional qualifications

Courses that are not part of a student’s programme must be credited if they are to be included in a professional qualification. This applies for both courses taken at other higher education institutions (including study abroad) and those taken at SLU (outside the programme).

Credit transfer for general qualifications

Usually, courses completed at other Swedish higher education institutions can be included in general qualifications without a prior decision on credit transfer (see the instructions for degree applications).

Credits from foreign higher education institutions must always be transferred for both general and professional qualifications.

Assessment of credit transfers

The higher education institution where the student took the course(s) must be approved by the educational authority or corresponding organisation in the country in question and must be the equivalent of Swedish university-level courses. For a credit transfer to be approved, students must have passed the course’s summative assessment/examination. Credit transfers are usually made for a degree (general qualification and/or professional qualification). It is also possible to transfer credits from previous studies or professional activities that are the equivalent of a specific course or course component.

An assessment in conjunction with a credit transfer from previous studies includes:

1. Assessment of:

• document authenticity
• the higher education institution’s status
• education cycle (university level)
• course scope
• passing grade
• anything else relevant to the assessment.

2. Academic/subject-based assessment of:

• the courses’ subject area
• level and any specialisation
• any content overlap with other courses
• relevance for the professional qualification
• other specific requirements (e.g., whether compulsory, programme profile, practical skills training etc.).

An assessment for credit transfer from professional or vocational experience includes:

• Decision/certificate for credit transfer from prior learning.

When a credit transfer is assessed for a professional qualification, courses or previous professional or vocational experience will be assessed to determine which components they can replace. Both compulsory and elective courses can be assessed for credit transfer. Credit transfer for compulsory courses is assessed against the intended learning outcomes of the course to be replaced. Credit transfer for elective courses is assessed based on the courses’ relevance to the intended professional qualification. The subject and level of the transferred credits will be specified if this is needed to fulfil the qualification requirements.

When assessing a credit transfer for a general qualification, subject and level are specified if this is needed to fulfil the qualification requirements.

When assessing a credit transfer for a course corresponding to a specific course, or part of a course, the transfer is assessed against the intended learning outcomes for the course, or part of a course, that the credit transfer applies to.

If the content overlaps, the credits cannot be included in the degree.

For foreign higher education institutions that use the European Credit Transfer System (ECTS), 1 ECTS = 1 credit. If a foreign higher education institution does not use ECTS, credits will be calculated using standard programme/course length based on the qualification requirements at the higher education institution in question.

Grades from transferred credits are not converted to the SLU grading scale.

A preliminary decision or learning agreement is not a decision on credit transfer. The preliminary decision has the planned study path in mind, hence it is not legally binding, nor can it be appealed. The final assessment of the courses will take place in conjunction with the application for a credit transfer. However, a preliminary decision can act as a supporting document when assessing the credit transfer.

Who is responsible for what?

An administrative officer will take the decision on whether credits from a Swedish and/or foreign course/programme/equivalent from a professional qualification can be transferred. The administrative officer will obtain a statement of opinion from the relevant programme director of studies or subject expert. This statement will form the basis of any decision. Course credits transferred for a professional qualification can also be included in a general qualification. However, if a credit transfer for a general qualification has been approved, it is not possible to convert the transfer so it applies to a professional qualification – a new credit transfer decision must be taken.

At SLU, a decision to transfer credits for study abroad to include them in a general qualification is taken by an administrative officer. If needed, the administrative officer obtains the opinion of a subject expert (e.g. programme director of studies) on subject and level; the decision will be based on this opinion.

A decision to transfer credits for part of a course is taken by an administrative officer after obtaining the opinion of the examiner for the course in question (applies regardless of any future qualification).

Instructions

The student applies for a credit transfer as per the instructions on the student web.

The administrative officer will send out a decision on credit transfer to the student and enter it into the student registry.

SLU’s processing of credit transfers is based on the Administrative Procedure Act (2017:900) and must be quick and easy.

Links

Instructions for processing credit transfer for first-cycle and second-cycle level (forthcoming)

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15. External collaboration 

15.1 External collaboration
15.2 Purpose and objectives
15.3 Education planning – external collaboration
15.4 External collaboration and student progression
15.5 External collaboration for professional networking for teachers
15.6 Follow-up

15.1 External collaboration

Important concepts

External collaboration is a means or a process where SLU, together with parties within and outside academia, achieves goals the parties could not have achieved on their own. Collaboration enriches SLU's work and strengthens its impact in society. SLU’s external collaboration partners can be national or international. Systemic educational collaboration activities should be planned focusing on joint objectives and the situation of both parties.

Who is responsible for what?

The programme boards are generally responsible for educational collaboration, and it can be planned in the following way:     

15.2 Purpose and objectives

The responsible programme board must state the students’ intended learning outcomes, educational quality objectives and other collaboration objectives.

The degree programme’s external collaboration objectives should be listed. How does collaboration benefit the programme? Does it focus on student employability and day-one skills, and/or educational quality in general? According to programme and business representatives, which expertise and skills are completely necessary for students to learn?

15.3 Education planning – external collaboration

SLU’s external collaboration partners should be given a real opportunity to take part of educational planning.

Collaborating with working life representatives when planning a programme, course or teaching can contribute to better preparing students for their future working lives. It can also give future employers an insight into the education process and possible parts of research. To reduce dependence on personal contacts, business clusters, alumni and industry organisations can be used, as well as organised systematic collaboration (e.g. programme board or industry council participation) (equivalent).

When a course or a programme is revised, external reference groups should be given the opportunity to provide viewpoints. External viewpoints must also be included when deciding on the dimension of a course or programme.

15.4 External collaboration and student progression 

External collaboration activities and their intended learning outcomes must gradually become more complex for students on a course or programme. Professional contacts must be made available to students even if they decide not to take an optional placement course.

External collaboration can be organised into individual courses such as placement or project courses, seminar series or course components. Courses should be divided into appropriate years. In addition, external collaboration objectives and content should be listed in course syllabuses.

External collaboration progression can mean introducing professional contacts early during a course or programme and subsequently deepening and integrating them in teaching activities. Ultimately, a student can then use their learned skills and knowledge at a company, within an organisation, public authority or in a similar, realistic context. Higher progression may mean increased student activity requirements and more actively involved students. An example of a model with an increased complexity degree involves study visits, guest lectures, cases/assignments and more “concentrated” external collaboration projects.

The choice of components and collaborations forms should be governed and justified based on the intended learning outcomes and conditions of the specific course or programme and industry that it specialises in.

External collaboration activities should complement the students’ unions’ business and labour market days or mentor programmes.

15.5 External collaboration for the professional development of teachers

Collaboration should be used for the professional development of teachers, helping them stay updated about the conditions of working life.

Working life involves many changes, and it can be difficult for teachers to have current knowledge of which skills are in demand in the private sector. In order for courses and programmes to be relevant to society and up-to-date, various forms of external collaboration can enable teachers to e.g. make study visits, go on exchanges, work as adjunct teachers, take up externally employed senior lectureships etc., and this can support the connections between teaching and the labour market.

15.6 Follow-up

Follow-up of the external collaboration objectives must be done from the course or programme’s, students’ and external partners’ perspective.

The university is responsible for maintaining good teaching quality from a student perspective. Collaboration activity qualities can be followed up through e.g. course evaluations and examinations. Special focus should lie on how relevant the collaboration components are to the students.

Course or programme collaboration can be clarified and followed up through systematic documentation of the external collaboration activities, for example in a digital skills portfolio.

It is in SLU’s interest that our external partners are satisfied and wish to continue collaborating with us. Therefore, follow-up of the joint objectives for external collaboration must be carried out, or supported, by SLU, even if it partly lies outside the university’s assignment. 

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16. Sustainable development in teaching

16.1 Starting points
16.2 Procedures at first-cycle and second-cycle level

16.1 Starting points

Important concepts

“Sustainable development is development that meets the needs of the present without compromising the ability of future generations to meet their own needs.”

Sustainable development is built on three dimensions: the social, environmental and financial. The UN’s Sustainable Development Goals include all three dimensions.

Policy

SLU must make visible the university operations that contribute to promoting sustainable use of natural resources. Environmental content in courses and programmes must be clear to SLU’s current and future students.

Relevant sustainable development dimensions must be integrated in our education. Early on in their study period, first-cycle and second-cycle students must be introduced to the connection between the course/programme content and sustainable development.

• Students must be aware of the department’s/SLU’s environmental management systems. They must be involved in environmental work by e.g. reporting non-conformities, etc.
• Sustainable development content in single courses must be identified and communicated.
• Sustainable development content in single courses must be strengthened when relevant.
• Course/programme implementation must be carried out with limited environmental pressure (double-sided prints, electronic material, environmentally adapted transports, etc.).

National rules

'In the course of their operations, higher education institutions shall promote sustainable development to assure for present and future generations a sound and healthy environment, economic and social welfare, and justice.'

SLU rules

SLU has general environmental objectives relating to energy usage, business travel, purchasing, environmental monitoring and assessment as well as sustainable development education.

General education for sustainable development objectives: All students who take part in an SLU programme must be given a good foundation to consider all sustainable development perspectives (financial, social, and environmental) in their future profession. This is achieved by meeting a few sub-objectives.

Who is responsible for what?

Educational format – see Chapter 6. Course syllabuses and course instances as well as Chapter 12. Programme syllabuses and programme instances.

Implementation in teaching – see Section 16.2 Procedures at first-cycle and second-cycle level, Chapter 7. Before and when a course starts as well as 8. Assesment (exams) and compulsory components.

16.2 Procedures at first-cycle and second-cycle level

Department courses contain varying degrees of sustainable development. When relevant, the departments must work to promote and strengthen the course components that include sustainable development and sustainable usage of natural resources. In order to achieve this, each course must be reviewed, and possible opportunities to strengthen relevant environmental components must be investigated. Courses must be continuously evaluated in relation to knowledge transfer within the framework of sustainable development.

The following items need to be taken into consideration at course level:

1. Review course content, consider strengthening environmental content and the sustainable development connection, among other things by using previous course instance follow-ups as the foundation.
2. As much as possible, implement practical course components (e.g. laboratory sessions, excursions, field placements, exercises in studios and workshops) in an environmentally adapted way and in accordance with applicable procedures. If possible, modes of transport during excursions should be environmentally adapted.
3. Provide, as much as the copying agreement allows, digital or double-sided copies of published course literature. Lecture presentations (equivalent) must primarily be made electronically available to students.
4. Let affected persons know that the department has an environmental management system in accordance the ISO 14001 standard, and encourage students to submit non-conformity reports and improvement proposals. When the course starts, it is also good to present a short summary of the environmental-related issues included in the course.
5. During course syllabus review, reflect on the course’s environment and sustainable development connection, and consider increasing it if relevant. An example is to make additions to or change the course syllabus content or design.
6. Follow up measures taken to increase the connection to sustainable development in the course, using a specific question from the course evaluation.

Sustainable development education measures are followed up in the environmental management system that SLU uses.

Who is responsible for what?

The environmental coordinator and department directors of studies (or equivalent) normally have important roles in first- and second-cycle sustainable development education. The course coordinator has an important role at course level. The head of department is generally responsible for department activities.

It is preferable to use student representatives in local coordination and environmental management groups (equivalent).

Instructions

The work at course level can be made easier by having the responsible department classify their courses into three groups:

1. sustainable development course, i.e., the course is about sustainable development issues
2. course with sustainable development components
3. course completely without sustainable development components.

When relevant and possible, special attention must be given to strengthen the sustainable development aspect and content in group 2) course with sustainable development components. 

Annexes

Annex 1: Education organisation
Annex 2: Annual cycle for course and programme planning
Annex 3a: First-cycle and second-cycle subjects at SLU
Annex 3b: Main fields of study with subject descriptions
Annex 5: Joint course evaluation questions (Evald)
Annex 6: Joint course evaluation questions (Evald) for independent projects (degree projects)
Annex 7: Joint programme evaluation questions (Evald)
Annex 8: Information to include on the cover and title page of independent projects (degree projects) at SLU
Annex 9: Depublication process for pdf files already published in Epsilon
Annex 10: Changing a pdf file already published in Epsilon