2004:6 R

Evaluation of Agrarian Study Programmes at the Swedish University of Agricultural Sciences

The report consists largely of a commentary from an external assessor group. This group comprised assessors from the world of work as well as that of higher education, from Sweden, Norway and Denmark. Since the evaluation related to several fairly disparate study programmes, each assessor evaluated one or more specific programmes. However, every assessor took part in drawing up the whole report and the group´s views are also represented in it as a whole. The group´s assessments were based both on self-evaluations from the various study programmes and on interviews from visits to the Swedish University of Agricultural Sciences (SLU).

The assessor group found that SLU´s study programmes were of high quality on the whole. By far the greater part of the content of the group´s report therefore consisted of comradely advice on how to become even better. The group´s report opens with a comprehensive analysis. One overall issue identified by the group was that SLU must analyse its own role at a time when the farm sector is changing, and adapt and create a distinctive image for its study programmes. The Bologna Process´ is also influencing SLU´s programmes, especially those of two years´ duration. SLU has problems in recruiting students for several of its programmes, and needs to recruit from non-traditional groups. An analysis of the programmes may affect entrance qualifications and, accordingly, student recruitment.

Several of the issues discussed by the assessors relate to organisational conditions. Decision-making systems must be made more purpose-oriented, the organisation´s responsibility for internationalisation must be clarified and SLU needs a uniform system of quality assurance linked to organisational levels. The teachers´ skills must be used strategically and skills development must be systematised. More vigorous use could be made of the excellent infrastructure.

The Agricultural Sciences programme offers several entirely different specialist options, which means that it is not clearly demarcated from other study programmes. It has well-qualified teachers, a good connection with research and high teaching density, but the educational content is uneven, as are the demands made on the students. The labour market awaiting them is favourable and the students are pleased with their situation, but — except for the specialist option in animal husbandry — it is difficult to fill the study places.

The students can take degrees with Soil Science (Pedology) as the main subject in several different programmes containing courses classified as Soil Science (Pedology). The courses are good, but unclearly defined in relation to biology; and there is no common definition of the subject of soil science (or pedology).

Postgraduate education in Soil Science (Pedology) and Animal Husbandry is impressive, with many PhD students and supervisors and a high throughput. In Animal Husbandry, there are many PhD students from developing countries; more strategic use could be made of this fact. With the exception of these, almost all PhD students support themselves by means of postgraduate studentships. However, these positions are not generally advertised. Several research institutes exist, and play a very important part in doctoral studies. Few PhD students wish to remain in higher education, and this may be a problem in terms of skills provision. However, there is a good level of preparedness for work outside higher education.

The Landscape Architecture programme is available at both Ultuna and Alnarp, with different profiles. The two programmes should collaborate better. There are too few teachers in the subject of Landscape Architecture, especially at Ultuna. The teachers who have obtained PhDs are good at linking their teaching to research, but lecturers provide much of the teaching. The lecturers are qualified, but need support to complete their doctoral studies. Forms of skills development other than the traditional scholarly route should count. For this programme, there are more applications than places.

Numerous PhD students are engaged in Doctoral studies in Landscape Planning. Here, the throughput is high for those who are employed as lecturers. Supervisor skills are limited at Ultuna. The PhD students who are not lecturers have postgraduate studentships, but these positions are usually not advertised. The doctoral studies have insufficiently clear objectives and should learn from more established fields. Almost everyone who has obtained a PhD is still working at SLU, and the employment market outside the university needs to be investigated.

The Landscape Construction and Management programme has been extended to three years, and the proportion of female students has risen sharply. It is not as clear as it used to be what job tasks the students are being trained for. A small proportion of the teaching staff have PhDs, but they provide a good connection between their teaching and research. The other teachers´ postgraduate studies are impeded by their teaching burden. The programme is well designed, with a great deal of teaching, but the level of requirements could be raised.

The Agricultural and Rural Management programme lasts two years, and long practical experience is required for admission. The students receive a great deal of teaching and the teachers are committed to the programme. A majority of the teachers have PhDs, but not the teachers in the subject of Economics despite its central position in the programme. Progression in the programme is weak. The assessor group recommends that the programme be extended to three years and reviewed.

Equine Studies is a two-year programme, conducted at establishments for horse-breeding and equine sports. The cost is borne partly by the equine industry. The programme has many good qualities but is not, perhaps, a genuine study programme in higher education. The students have a great deal of compulsory practical work whose suitability is debatable. The objective of the programme and the selection of students should be analysed, notably since the places are not being filled. One of the options in the programme — trotting and flat-racing — does not fulfil requirements of sufficient quality, and must be discontinued or restructured.