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Division of Strategy and Planning
2013-03-28
PhD Student Satisfaction Survey 2011
English version
Contact person: Ingeborg Amnéus, Division of Strategy and Planning
E-mail: ingeborg.amneus@slu.se, tel. +46 (0)18 671189
SLU, Box 7070, SE-750 07 Uppsala, Sweden
Corp. ID no. 202100-2817
www.slu.se
tel: +46 (0)18 67 10 00
info@slu.se
PhD Student Satisfaction Survey 2011
English version
Content
Summary .............................................................................................................. 3
Background .......................................................................................................... 5
Description of the survey ................................................................................ 5
Results .................................................................................................................. 5
Background information regarding the respondents ....................................... 6
How satisfied are the PhD students? ............................................................... 8
Supervision ................................................................................................... 12
Courses.......................................................................................................... 15
Contacts with the research community ......................................................... 18
Academic and psychosocial environment ..................................................... 19
Health ............................................................................................................ 21
Confidence in the future................................................................................ 23
Harassment .................................................................................................... 25
Awareness of guidelines, etc. ........................................................................ 26
Introduction to studies................................................................................... 28
What do PhD students want to improve? – Summary of open answers ....... 30
References .......................................................................................................... 34
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PhD Student Satisfaction Survey 2011
English version
Summary
At the end of 2011, SLU conducted a survey of all active PhD students. The survey
is a repeat of previous surveys conducted in 2006 and 2009.
The response rate was 57 per cent. Based upon background variables, such as
gender, nationality and faculty association, those who answered have been deemed
representative of the student population.
Three questions in the survey were used in order to calculate a satisfaction index on
a scale of 1–10, where 1 is the lowest and 10 is the highest. For 2011, the
satisfaction index was calculated at 7.0 per cent, putting it at the same level as in
2009 (7.1) and somewhat higher than 2006 (6.6). This is also reflected in the entire
survey. On the whole, PhD students were slightly less satisfied than in the 2009
survey, but they were more satisfied than in the 2006 survey.
On average, men were more satisfied than women. This applies to all areas of the
survey. Women also more frequently mentioned health problems and expressed a
higher degree of concern for the future, compared to the men. International PhD
students were, on average, more satisfied than the Swedish students. There were no
great differences between the faculties.
PhD students were satisfied with their supervision. When questioned whether they
had confidence in their supervisor, 69 per cent answered with a value of 8–10, and
when questioned if they are satisfied with the quality of their supervision, 61 per
cent stated a value of 8–10.
Those who answered were on average slightly less satisfied with the number of
courses, particularly the number of courses within the student's own subject. A
quarter of those who answered provided a value between 1–3 when questioned if
they are satisfied with the number of courses available within the student's own
subject. However the number of students who provided a value between 8–10 was
equal.
Over 80 per cent of those who answered believed they had good opportunities to
participate in research conferences, had access to research methods and were
satisfied with their research equipment. Three quarters stated that they had access
to international research networks.
Approximately two thirds of those who answered stated a value between 8–10
when questioned if they believed that they were respected amongst colleagues and
the if daily working environment was positive. The same number answered yes to
the question of whether they have good opportunities to participate in academic
discussions within the department.
A number of PhD students stated that, during their studies, they had been harassed
because of their disabilities, ethnic background, religion, gender or sexual
orientation.
Amongst the international PhD students, only 69 per cent were aware of how to
contact the PhD Student Commissioner, compared to 90 per cent of the Swedish
students.
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PhD Student Satisfaction Survey 2011
English version
Two thirds stated that they received a formal introduction to PhD studies and to
their department when they started. Almost all had an individual study plan,
however only 50 per cent had received an appraisal from their direct supervisor.
In the open response section, PhD students were able to describe the changes that
they felt should be made to their studies. The most common comments concerned
supervision, the number of courses, the academic environment and the psychosocial environment.
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PhD Student Satisfaction Survey 2011
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Background
Description of the survey
This survey aims to describe the situation of PhD students at the Swedish
University of Agricultural Sciences (SLU). Results from the survey will be used to
obtain information regarding the areas that should be prioritised to improve PhD
studies and the position of PhD students.
Corresponding surveys were conducted in 2006 and 2009. Results from the latest
survey have, for example, contributed to an increase in the number of research
schools and courses; common university regulations have been adopted and
seminars on 'learning outcomes' have been organised for PhD students and
supervisors.
The aims and objectives of the survey and its formulation have been decided by the
Council for PhD education at SLU (FUR). The results have been further discussed
within FUR in addition to how these results can be used in the continuing work to
develop PhD studies. A departmental evaluation of the survey questions has been
compiled and distributed within FUR.
The results from the survey were presented at a major meeting held during SLU's
PhD Day. The report will be available online.
As in the two previous years, the survey was sent to active PhD students via e-mail.
A total of 735 students were selected, only 726 of whom had a known e-mail
address. It was not possible to establish contact with 11 of these 726 persons, due
to incorrect e-mail addresses. Furthermore, 10 were on parental leave, had taken a
break from their studies or did not wish to participate in the survey. This left 705
PhD students, of whom 403 (57 per cent) responded to the survey.
The survey consisted of 85 questions, divided into seven sections:







Courses, seminars and supervision,
Working relationships, available resources and conditions for study and
research,
Health,
Confidence in the future, treatment and discrimination,
Overall satisfaction,
Knowledge of laws, rules and guidelines,
Background information.
To a large extent, the questions were the same in the surveys conducted in 2006,
2009 and 2011, making comparisons between the years possible.
Results
In this section, the results of the survey are discussed, primarily as an overview of
SLU as a whole. Departmental accounts are also provided in certain cases.
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PhD Student Satisfaction Survey 2011
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The accounts have also been divided into groups of male/female and
international1/Swedish PhD students. The analysis has only shown differences
between the participants in the research school and others in2 certain cases.
Comments have been made in these cases, although generally there has been no
separate evaluation of these groups.
Background information regarding the respondents
In total, 57 per cent of the PhD students answered the survey. A comparison
between SLU's total PhD student population and those who responded to the
survey shows that there is roughly the same division of characteristics (gender, age,
international background, employed doctoral position). The students who
responded to the survey appear therefore to be representative of SLU PhD students
as a whole.
It is important to remember that, even if those who responded are representatives of
certain background variables, it is not possible to express the opinions of those who
did not respond.
In certain respects, the group of PhD students has changed since the first survey
was conducted in 2006. The proportion of international PhD students has
increased, and this conforms with national statistics. There has also been a stark
increase in the number who participate in research schools, something which has
been a part of the SLU strategy. Likewise, the increasing number of PhD students
with an employed doctoral position can be explained as being the result of an
explicit SLU strategy. See table 1.
1
Students who responded with 'yes' to the statement I completed my undergraduate studies
at a university abroad have been deemed international students. The definition may imply
an under-representation, since international students who completed their first-cycle studies
in Sweden are not included; at the same time, it may also lead to an over-representation of
Swedish PhD students who completed their first-cycle studies abroad.
2
Participants of a research school are defined by those who answered 'yes' to the question
Are you participating in a Research School?
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PhD Student Satisfaction Survey 2011
English version
Table 1: Background information regarding the respondents in 2006, 2009
and 2011
2006
2009
2011
Total number of respondents
343
416
403
Response rate (%)
52
60
57
Background variables
Women (%)
59
63
58
Aged over 35 (%)
23
24
25
Completed their first-cycle studies at another
Swedish university (%)
39
36
41
Completed their first-cycle studies at a foreign
university (%)
Participate in research school (%)
22
28
31
42
34
65
Teach on a part-time basis or have another
employed position within the department (%)
49
47
45
Have used more than half of their total net study
time (%)
66
58
60
69
72
76
32
36
32
Have a doctoral position (%)
Have taken a break from their studies (for more
than one month) (%)
Background information per faculty
The number of PhD students who responded to the survey varies between the
different faculties. Two thirds of PhD students belonging to the Faculty of
Landscape Planning, Horticulture and Agricultural Sciences (LTJ) answered,
whereas less than half of the Faculty of Veterinary Medicine and Animal Science
(VH) responded.
The four faculties also differ with regards to the profiles of their PhD students as
far as gender, foreign first-cycle education, age, etc. are concerned (see table 2). As
the background variables appear to be different, this could explain the variations
between the faculties, to a certain extent.
Three out of four respondents from the VH faculty were women,, whereas women
formed less than half of those who answered from the LTJ faculty and the Faculty
of Forest Sciences (S). Age distribution also appears to vary; the LTJ faculty has a
higher number of older students than the other faculties.
PhD students at the VH faculty are recruited mainly from SLU. The number who
obtained their first-cycle degree from another Swedish or foreign higher education
institution was considerably lower than in other faculties. The LTJ faculty houses
the greatest number of international PhD students. Participation in research schools
also differed; approximately 80 per cent of PhD students in the VH faculty and the
Faculty of Natural Resources and Agricultural Sciences (NL) stated that they
participated in research schools, compared to approximately 40 per cent in the LTJ
and S faculties.
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PhD Student Satisfaction Survey 2011
English version
Table 2: Background information regarding respondents, per faculty (2011)
Respondents per faculty 2011*
LTJ
NL
S
Total number of respondents
54
165
100
Response rate (%)
65
52
58
Background variables
Women (%)
48
59
48
Aged over 35 (%)
39
21
28
VH
81
45
73
20
Completed their first-cycle studies at another
Swedish university (%)
39
47
49
21
Completed their first-cycle studies at a foreign
university (%)
Participate in research school (%)
46
44
33
79
34
38
28
83
Teach on a part-time basis or have another
employed position within the department (%)
22
57
34
49
Have used more than half of their total net study
time (%)
67
65
54
53
Have a doctoral position (%)
60
Have taken a break from their studies (for more
than one month) (%)
22
*3 persons did not state the faculty to which they belong
83
78
70
52
30
22
How satisfied are the PhD students?
General Satisfaction Index
Just as in the presentation of results for the 2006 and 2009 surveys, we have
created a summarised General Satisfaction Index for the 2011 review, based on
three questions:



If you make a general judgement of your situation as a research student,
how satisfied are you?
Does your situation as a research student match your expectations?
Compared with the perfect PhD education and the perfect work situation at
the perfect department, please describe how close to perfection your
situation is.
The three questions were answered by participants choosing a value between 1 and
10, where 1 is the lowest and 10 is the highest.
The satisfaction index has been calculated at 7.0 for 2011. This is the same level as
in 2009 (7.1) and somewhat higher than in 2006 (6.6). As the scale ranges from 1–
10, this means that the index value of 7.0 shows that on average, PhD students at
SLU are, on the whole, satisfied with their studies.
The index therefore provides an overall view of the general level of satisfaction
amongst PhD students. The following analysis examines this general view, broken
down into the different parts of the survey. First of all there is an account of the
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PhD Student Satisfaction Survey 2011
English version
questions concerning satisfaction that are included in the satisfaction index; after
this the other areas are presented, starting with those areas that, in previous studies,
have been thought to have the greatest influence on the satisfaction index3.
Diagram 1: Questions regarding satisfaction, average values in 2006, 2009
and 2011
In addition to the three questions included in the General Satisfaction Index, there
was one question that dealt with whether or not the PhD students would take up
third-cycle studies again. For all four questions, the average values were higher in
2011 than in 2006. However, the average values in 2009 were somewhat higher
than in 2011, although the differences between these two years were not
statistically significant. However, for two of the questions, the difference between
the 2006 and the 2011 figures was statistically significant: How the current
situation meets expectations; and how close the current scenario is to the 'perfect
situation'.
A common feature in this report is that men appear to have a more positive
experience than women. This was something that was also noted in the report from
2009. For all of the questions concerning satisfaction in 2011, the difference
between women and men is statistically significant. At the same time, it should be
noted that survey answers show that both women and men are generally satisfied
with their PhD studies.
3
In the presentation of results from the 2006 study, a calculation of the areas with the
greatest impact on the satisfaction index was made. Supervision, Courses, Research
Contacts and Research Environment.
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PhD Student Satisfaction Survey 2011
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Questions regarding satisfaction in 2011, averages, women and men
PhD students from overseas are, on average, more satisfied than Swedish students.
Above all, the most satisfied students were foreign men; this was also the case in
the 2009 survey. In contrast to the 2009 survey, foreign women were also, on
average, more satisfied than Swedish women.
Questions concerning satisfaction in 2011, average values, women/men
and foreign/Swedish background
Women
Men
2011
Foreign Swedish Foreign Swedish
Compared with the perfect PhD education and
the perfect work situation at the perfect
department, please describe how close to
perfection your situation is
6.5
5.8
7.3
6.2
Does your situation as a research student match
your expectations?
7.6
6.9
7.4
6.7
If you make a general judgement of your
situation as a research student, how satisfied are
you?
7.4
6.9
7.2
6.7
If you were to choose today, would you choose
to do your PhD education again?
7.6
7.3
7.3
7.1
However, the average value only provides an overall picture. If we have many
dissatisfied and many very satisfied, the average value will suggest that, overall,
the group is relatively satisfied. It is therefore important to see the spread of
answers over the ten-point scale. Through this, we can see whether opinions are
divided on certain issues.
The question referring to the PhD student's general opinion of their situation can
serve as a benchmark for issues concerning satisfaction. If the individual answers
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PhD Student Satisfaction Survey 2011
English version
are broken down, they show that in 2011, 38 students – representing five per cent
of the respondents – provided a value between 1 and 3 (which can be interpreted as
dissatisfaction), whilst 42 per cent stated a value between 8 and 10 (which can be
interpreted as great satisfaction). The overall picture presented is one of satisfied
PhD students, regardless of whether one concentrates on the mean value or the
spread of values.
Question: If you make a general judgement of your situation as a research
student, how satisfied are you?
No differences in satisfaction between the faculties
The satisfaction index per faculty in 2011 varied between 6.9 and 7.1. PhD students
are therefore generally satisfied, regardless of the faculty to which they belong. It is
not surprising therefore that the four faculties present a similar picture, with regard
to the individual questions on satisfaction.
Over time, the greatest change has occurred within the LTJ faculty. When
compared to 2006, PhD students at the LTJ faculty have become considerably
more satisfied. The combined mean value for the four questions concerning
satisfaction has increased between 2006 and 2011 from 5.5 to 6.8. This difference
is statistically significant in all four questions. On the other hand, there has been no
change when compared with the survey responses from 2009.
There is a slight difference between men and women within the same faculty; men
are generally more satisfied than women. However, the differences between men
and women within the same faculty are not of statistical significance, with the
exception of the NL faculty. Here, the average responses from women to the two
questions regarding a general evaluation and that which is lacking from a perfect
research education are statistically significantly lower than the average evaluation
from the men.
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PhD Student Satisfaction Survey 2011
English version
Questions concerning satisfaction in 2011, averages, per faculty, women
and men.
LTJ
Women Men
If you were to choose today, would you
choose to do your PhD education again?
If you make a general judgement of your
situation as a research student, how
satisfied are you?
How does your situation as a research
student fulfil your expectations?
Imagining perfect PhD education and the
perfect work situation at the perfect
department - Please rate how close to
this perfect
VH
Women Men
NL
Women Men
S
Women Men
6,8
7,8
7,2
7,4
7,0
6,9
6,9
7,8
6,5
6,9
6,9
7,1
6,5
7,2
6,7
7,1
6,5
7,3
6,9
7,2
6,5
7,2
6,9
7,2
6,0
6,7
6,4
6,8
5,8
6,6
5,8
6,7
In all four faculties, there are PhD students who responded with a value between 1
and 3 when stating how generally satisfied they were with their studies. However,
the combined number is too small to be divided up per faculty.
Supervision
On average, PhD students gave their supervision a good grade. There were nine
questions in the survey that focused on supervision. The questions were answered
by the PhD students stating a value on a scale of 1–10 (1= not at all and
10=absolutely). The average value for the nine questions in the 2011 survey was
7.4, the same level as in 2009 and slightly higher than in 2006.
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PhD Student Satisfaction Survey 2011
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Questions on supervision, average values in 2006, 2009 and 2011
In contrast to 2006, there is a significant statistical difference for three of the
questions:



My supervisor is interested in my whole education, that is both courses and
thesis work.
I am satisfied with the progress of my education in general.
I am satisfied with the progress of my thesis work
More than two thirds – 69 per cent – of respondents provided a value between 8
and 10 when asked whether they have confidence in their supervisor; this can be
interpreted as a vote of confidence. When also questioned about the quality of
supervision, a large number awarded high grades: 61 per cent gave a value between
8 and 10. At the same time, approximately one tenth set a value between 1 and 3 on
both of these questions. Even though a large portion of PhD students are very
satisfied with their supervision, there are also a number of students who are very
dissatisfied.
Matters regarding supervision arose in the open response section. In the section
What are PhD students unhappy with? it is evident that the majority of negative
comments concern supervision. At the same time, supervision was the aspect most
commented upon when the PhD students were asked what they were most satisfied
with.
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PhD Student Satisfaction Survey 2011
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Since so many of the PhD students stated that they have a high level of confidence
in their supervisor, it is not surprising that only a small portion have stated that they
considered changing supervisor. For that question, where 1 equates to no
consideration about changing supervisor, and where 10 is great consideration
about changing supervisor, only 12 per cent answered with a value between 8 and
10. Of the 44 persons who were very dissatisfied with their supervision (those who
gave a value between 1 and 3 when questioned), only half had considered changing
supervisor.
Differences between men and women
There are differences in how men and women perceive their supervision. In
general, both men and women set a high grade, although the grades set by the men
are consistently higher than those set by the women. For the nine questions
regarding supervision, the collected mean value given by men in 2011 was 7.7,
compared with 7.2 for women. In seven out of nine questions, the difference
between women and men is statistically significant. It is just the questions
concerning the encouragement given by the supervisors and their influence
regarding the planning of the studies where there is no significant statistical
difference.
Questions on supervision in 2011, averages, women and men
Furthermore, there is the question concerning whether the student had considered
changing supervisor. There is a significant statistical difference between men and
women, even if both genders have a low average value (3.0 for women and 2.4 for
men).
In contrast, there are no significant statistical differences between Swedish and
international PhD students regarding supervision.
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PhD Student Satisfaction Survey 2011
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Faculty account
PhD students from the LTJ faculty have become more satisfied with their
supervision since the first survey was conducted in 2006. If an average value from
the nine questions is calculated, satisfaction has increased from 6.6 in 2006 to 7.7
in 2011. For many of the questions, there has been a significant increase between
2006 and 2011. This applies to questions concerning the amount and quality of the
supervision, confidence in the supervisor and satisfaction with how the overall
studies and supervision work are conducted. On the other hand, when compared to
the survey responses from 2009, there has been no change.
Based on the surveys over the three years, PhD students at the VH, NL and S
faculties have experienced roughly the same level of satisfaction with their
supervision.
Questions on supervision in 2011, average values, per faculty
2011
LTJ
I am satisfied with the amount of supervision*
I am satisfied with the quality of the supervision*
My supervisor** is interested in my whole
education, i.e. both courses and thesis work.
I have confidence in my supervisor**.
I get encouragement from my supervisor** when I
have done something good
I have influence on the planning of my PhD
education
I am well informed about everything of importance
in my PhD education
I am satisfied with the progress of my education in
general.
I am satisfied with the progress of my thesis work
VH
NL
S
7,4
7,5
7,4
7,3
7,4
7,4
7,5
7,1
7,9
8,2
7,7
8,0
7,7
7,9
7,7
7,8
8,3
7,9
7,5
7,6
8,3
8,2
8,0
8,5
7,4
6,8
6,8
6,8
7,2
6,8
7,1
6,5
6,9
6,6
6,9
6,7
Just as with many other questions, there is a difference in the levels of satisfaction
with supervision amongst men and women. Within the S faculty, women are on
average less satisfied than men with the quality of supervision and, on average,
they have lower confidence in their supervisor. Within the LTJ and NL faculties,
women are on average less satisfied than men with the general running of the
courses. It is only amongst the PhD students within the VH faculty – where the
majority are women – that there are no significant statistical differences between
men and women.
On the whole, international PhD students within all faculties are more satisfied
with their supervision than the Swedish students, even if the differences are not
always statistically significant.
Courses
Four questions in the survey related to courses within the PhD programme. The
questions related to the number of courses and their quality; courses in the student's
own subject and common PhD courses were evaluated.
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PhD Student Satisfaction Survey 2011
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The combined average value for all four questions in 2011 was 6.4, similar to the
values for 2006 and 2009. For all three years, the average number of courses in the
student's own subject has been relatively low – in 2011 it was 5.4.
Questions on courses, average values in 2006, 2009 and 2011
There are no significant statistical differences between the answers from the 2006
and 2011 surveys. In contrast, regarding the quality of courses in the student's own
subject, there is a significant statistical difference between 2009 and 2011. The
average value for this question was 7.4 amongst the 2009 respondents and 7.1
amongst those who responded in 2011.
Students were split regarding the matter of course availability in their own subject.
A quarter of PhD students in 2011 provided a value between 1 and 3. The same
amount provided a value of between 8 and 10.
On average, men awarded higher grades than women for courses within the PhD
programme. In three of the four questions, the difference is also of statistical
significance. These questions concern how satisfied PhD students are with the
number of courses available in their own subject, the quality of the courses in their
own subject and the quality of the general courses within their PhD programme. In
these cases, men are more satisfied than women.
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PhD Student Satisfaction Survey 2011
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Questions on courses, averages, women and men
A comparison between PhD students participating in research schools and other
PhD students shows significant statistical differences in one case. This is with
regards to the number of general courses within the PhD programme, where the
students participating in research schools were more satisfied than others.
Another statistical difference can be found when comparing the number of general
courses within the PhD programme between international and Swedish students.
Here, the international PhD students were more satisfied than their Swedish
counterparts.
Faculty account
Within the LTJ and VH faculties, certain changes have occurred over time, relating
to satisfaction with courses. Whilst PhD students at the LTJ faculty were more
satisfied in 2011 than in 2005, the opposite situation was true for the VH faculty.
Here, PhD students were more satisfied with the courses in 2006 than in 2011.
Above all, student satisfaction with the quality of the individual courses has
changed. In this respect, the average value has increased from 6.0 in 2006 to 7.6 in
2011 at the LTJ faculty. PhD students are also more satisfied with the amount of
general courses in 2011 (average value 6.5) than they were in 2006 (average value
5.3) The difference between the years is of statistical significance.
Within the VH faculty, the average value for the quality of courses within the
individual subjects has decreased from 7.2 in 2006 to 6.4 in 2011. This is a
statistically significant decrease.
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PhD Student Satisfaction Survey 2011
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Questions on courses in 2011, average values, per faculty
LTJ
VH
I am satisfied with the number of courses
in my own subject
5.4
4.8
I am satisfied with the quality of the
courses in my own subject that I have
attended
7.6
6.4
I am satisfied with the number of general
research training courses at SLU
6.5
6.2
I am satisfied with the quality of the
general research training courses at SLU
6.9
6.3
NL
S
5.6
5.3
7.4
6.7
6.6
5.8
7.1
6.3
Contacts with the research community
There were three questions in the survey that dealt with the opportunities that PhD
students had to develop contacts with the research community.
Two additional questions focused on the opportunities to make use of the research
methods and equipment needed by PhD students. These five questions required
'yes' or 'no' answers; that is there was no grading of satisfaction on a scale of 1–10.
Those who answered 'yes' to the questions can be described as follows.
In total, a high proportion – over 80 per cent – of students answered 'yes' to
questions regarding participation in research conferences, access to research
methods and satisfaction with research equipment. As far as opportunities for
participation in research conferences were concerned, there was an increase of six
percentage points – from 83 to 89 per cent between 2006 and 2011, an increase
which is of statistical significance.
Approximately three quarters stated that they had access to international research
networks.
Questions on Research Contacts, total who answered YES in 2006, 2009
and 2011
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PhD Student Satisfaction Survey 2011
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Within this area there are no significant statistical differences between men and
women or between Swedish and international PhD students.
Faculty account
Between 2006 and 2011, there has been a large increase in PhD students within the
LTJ faculty who have answered 'yes' to questions regarding accessibility to
academic contacts. This mainly applies to the question regarding satisfaction levels
for access to international research networks; the number of those who answered
'yes' has increased from 57 per cent in 2006, to 83 per cent in 2011.
At other faculties, the number of positive opinions regarding access to academic
contacts has been relatively constant.
Questions regarding Research Contacts in 2011, total who answered YES,
per faculty
There are good opportunities for me to participate
in research conferences
I have access to the research methods I need
I am satisfied with the equipment I am working with
I have access to international research networks
LTJ
VH
NL
S
89%
87%
81%
83%
80%
86%
81%
74%
91%
88%
82%
74%
92%
86%
91%
74%
Academic and psychosocial environment
The PhD students' experiences of the academic and psychosocial environment in
which they work has been derived from three survey questions:



I am a respected part of my work group/division/department.
My daily working atmosphere is positive.
I have many opportunities to take part in scientific discussions at the
department.
The first two questions evaluated the environment on a scale of one to ten. The
average grade for the two questions combined has been similar for all of the three
years in which the study has been conducted. In 2011, the average value was 7.8
and 7.7 for academic and psychosocial issues respectively. This indicates that PhD
students are generally satisfied.
When questioned about the daily work environment, answers were positive;
however, there has been a decrease from an average value of 8.0 in 2009, to an
average value of 7.7 in 2011, which is of statistical significance. There are no
differences in answers between the various groups worth mentioning.
For both questions, approximately two thirds of those who answered in 2011 were
very satisfied, that is they stated a value between 8 and 10. The number of
dissatisfied students who gave a value between 1 and 3 was minor: 5–6 per cent.
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Questions on academic/psychosocial environment, average values in 2006,
2009 and 2011
The third question was of a slightly different nature, primarily because the answer
was not provided on a scale of one to ten, instead it required a 'Yes' or a 'No'. This
question concerned the potential for PhD students to participate in academic
discussions within the department.
In total, 69 per cent of the 2011 respondents stated that they had good opportunities
to participate in academic discussions within the department. There has not been
any great change over time. In contrast, there is a clear statistical difference
between the opinions of men and women. Whilst 76 per cent of men answered 'yes'
to this question, only 64 per cent of women were of the same opinion.
Those who answered 'no' when asked if they had good opportunities to participate
in academic discussions were on average less satisfied with the running of their
studies than those who answered 'yes'. They also awarded a generally lower grade
to their study situation (see tables below). The differences between genders are of
statistical significance.
Question: I am satisfied with the progress of my education in general
(average value)
I have many opportunities to take part in scientific discussions
at the department
Women
Men
Total
Yes
7.1
7.7
7.4
No
5.8
6.6
6.1
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Question: If you make a general judgement of your situation as a research
student, how satisfied are you? (average)
I have many opportunities to take part in scientific
discussions at the department
Women
Men
Total
Yes
7.0
7.4
7.2
No
6.0
6.2
6.0
The academic environment was also the subject of many of the critical comments
in the open response section. (See the section What do PhD students want to
improve? – Summary of open responses.)
For these questions, there is no significant difference between international and
Swedish PhD students.
Faculty account
There have been positive changes to the perceived work environment (academic
and psychosocial) within the LTJ faculty. In 2006, the average value for the
question regarding whether the respondents felt that they were a respected member
of their work group was 7.2. This can be compared with the average value of 8.2
for 2011. For the question regarding whether the daily atmosphere in the workplace
is positive, the average value has increased from 6.8 in 2006 to 7.9 in 2011. Both
these changes are statistically significant. There were no greater differences over
time at the other faculties.
The number of students answering 'yes' to the question regarding their
opportunities to participate in academic discussions has somewhat increased within
the LTJ and VH faculties, whilst for the NL and S faculties, the results were largely
the same between 2006 and 2011.
Questions on academic/psychosocial environment in 2011, average values,
per faculty
2011
I am a respected part of my work group/division/department
My daily working atmosphere is positive
LTJ
8,2
7,9
VH
8,0
7,7
NL
7,7
7,6
S
7,6
7,6
I have many opportunities to take part in scientific discussions
at the department
59%
70%
71%
68%
Health
Nine questions in the survey related to the physical and mental health of PhD
students. Respondents were asked to respond with 'yes' or 'no' when questioned if
they had experienced specific physical or mental symptoms at least once per week.
There were also two questions directed those who has answered 'yes' to one or
more of these questions: whether they felt that their ill health was connected with
the PhD programme, and whether they felt that their ill health was connected with
their place of work.
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The most common symptoms experienced by those who answered 'yes' were stress
and difficulty in relaxing. In the 2011 survey, 61 per cent responded to that
question with 'yes', approximately the same level as in previous surveys. When
compared to previous years, between 2009 and 2011 there has been a statistically
significant increase in the number of students who have expressed concentration
difficulties. This increase is also confirmed by statistics between 2006 and 2011,
regarding the total who stated they experience difficulty sleeping.
59 per cent of respondents who had experienced mental and physical problems in
2011 attributed them to the PhD studies and 33 per cent attributed them to their
workplace.
Do you (at least every week)…,percentage who answered YES in 2006,
2009, 2011
There is a slight link between health and the students' perceived progress in their
studies. Students who experienced stress and difficulties relaxing once per week
were on average less satisfied with their dissertation work and their studies on the
whole, compared with those who did not experience stress. These students also
have less confidence in their supervisors. It is likely that the feeling that they are
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making no progress in their studies, and problems with their supervisors, can cause
stress. At the same time, there are many students who are satisfied with their
supervision and the progress of supervision work and other studies. These students
also state that, at least once per week, they experience stress and find it difficult to
relax.
There are certain health differences between men and women. One common
feature is that a greater portion of women than men replied 'yes' to the various
questions that concerned mental and physical problems. A statistically significant
difference between the genders was evident from questions about neck and
shoulder pain; more than half of the women but only around one third of men
stated that they experienced such pain. There was a significant statistical difference
between the genders when questioned about concentration difficulties. 41 per cent
of men and 57 per cent of women stated that they experienced concentration
difficulties at least once per week.
In contrast, there were no large health differences between international and
Swedish PhD students.
Confidence in the future
The survey contained six questions that aimed to describe the confidence that PhD
students have for the future. The questions were answered by asking students to
provide a value on a scale of one to ten. However, as the questions were phrased in
different ways, a low value may in certain cases indicate a high degree of
uncertainty/doubt and in other cases, a low degree of uncertainty/doubt. It is
therefore meaningless to provide a combined average value for the questions.
Comparisons made between the survey answers from 2006 and 2011 had a
significantly statistical difference in two questions. One question asked if the
student believed they would complete their studies within the stipulated time. The
other question asked to what extent the student could see themselves in suitable
employment one year after graduation. In both cases, the answers in 2011 were
more positive than those in 2006.
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Questions about the future, average values in 2009, 2006 and 2011
For many of the questions within this category, the average values of the
evaluations from men and women were statistically significantly different; in all
cases, the differences highlighted that women feel more uncertainty and doubt for
the future than men. The questions concerned whether the student had considered
changing supervisor, whether the student had considered interrupting their studies
before graduation, if they believed that they would complete their studies in the
stipulated time, and if the student believed that they would obtain satisfactory
employment within one year after their graduation.
Questions about the future in 2011, women and men
In certain cases there were significant statistical differences between international
and Swedish PhD students. This applied partly to the question regarding personal
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finances, where international PhD students were on average more concerned than
their Swedish counterparts. It also applied partly to the question of whether the
student had considered finishing their studies without graduating and in these
cases, Swedish PhD students had considered this option more than the international
students.
After graduation
What do the PhD students envisage after graduation? Approximately one third (36
per cent) of those who responded stated that they were aiming for a career within
the university sector, whilst approximately a quarter (27 per cent) were focused on
a career outside of academia. Around one third of those who responded – 36 per
cent – answered the question with "don't know".
There is a difference between the way in which men and women answered this
question. Whilst roughly half of the men (48 per cent) stated that they were aiming
for a career within the university sector, roughly a quarter (28 per cent) of women
gave the same answer. Instead, a large number of women – 41 per cent – answered
'don't know'. This can be compared to 30 per cent of the men who answered 'don't
know'.
With my PhD-studies I primarily aim for… (2011), women and men
Harassment
Approximately 20 of the survey respondents in 2011 stated that during their
studies, they had been harassed because of their disabilities, ethnic background,
religion, gender or sexual orientation. In total, 14 respondents stated that they had
been harassed on grounds of gender; 11 of these were women.
At all four faculties there are PhD students who claim to have been harassed on one
of the five grounds mentioned above. These people are spread across 17
departments. As there are so few cases of harassments, it is not possible to see any
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correlation with other factors. For five departments, more than one person stated
that they had been subject to harassment.
It is common that harassment is not a study-related problem, but rather a problem
associated with working environments. Persons with managerial responsibilities in
the units and departments have to create a working environment where harassment
is tackled and prevented. PhD students who have been subject to harassment or
other problems related to the working environment must contact the Head of
Department or the contact person at the Human Resources Division who is
responsible for working environment matters. The PhD Student Commissioner can
help the students, if they so wish.
Has any supervisor, colleague, student, etc. harassed you or insulted you
during the last year with regard to…
2009
2011
Women
Men
Women
Men
any disablement you may have?
4
2
3
1
your ethnicity?
4
4
2
4
your religion?
4
1
1
2
your gender?
17
1
11
3
your sexual orientation?
1
1
2
0
*A number of persons had stated more than one ground for harassment, hence a summary is
not possible.
There were no questions in the surveys that dealt with discrimination. It is therefore
not possible for respondents to state the way in which they had experienced
discrimination, or how they had been treated differently due to their disabilities,
ethnic background, religion, gender or sexual orientation.
Awareness of guidelines, etc.
A number of the survey questions dealt with the extent to which the PhD students
were aware of laws and guidelines, etc. Compared with 2006, there was in 2011 a
significantly larger proportion of students who had read the SLU general goals for
PhD studies and the faculty guidelines for PhD studies.
There is no major difference between the responses from men and women in this
matter. The only aspect that actually divides the genders was the question of
whether the students use the website as an information channel. A significantly
larger portion of men (40 per cent) than women (22 per cent) use the website. To a
certain extent, this corresponds with the fact that a large proportion of the men are
international PhD students. (For more details, see below.)
A comparison between participants in research schools and other PhD students
shows a significant statistical difference for one question: Whether they have read
the general study plan for their PhD subject area. With regards to this question, a
higher proportion of those not involved in research schools (61 per cent) answered
'yes', compared to those who do participate in research schools (50 per cent)
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Questions regarding knowledge of guidelines, etc., total who responded
YES in 2006, 2009 and 2011
It is worthy of note that even though a high proportion (83 per cent) know how to
contact the PhD Student Commissioner, this has decreased by seven percentage
points between 2006 and 2011. The change is statistically significant. To a certain
extent, the increase in international PhD students can explain this change. The
survey responses show that, compared to their Swedish counterparts, international
PhD students are significantly less likely to be aware of how to contact the Student
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Commissioner. International PhD students also displayed less awareness of how to
contact their PhD student advice council, compared with Swedish students.
It can also be noted that international students use the university website to obtain
study information to a greater extent than Swedish students. It is primarily male
international students use the university website – 57 per cent compared with 37
per cent of female international students.
Questions regarding knowledge of guidelines, etc., total who answered
YES, Swedish/Foreign background.
Introduction to studies
Only two thirds of PhD students stated that they received a formal introduction to
their studies (63 per cent) in addition to a formal introduction to their department
(69 per cent) when they started. In comparison to the survey from 2006, there was
nevertheless an increased number who stated that they had received a formal
introduction to research studies when they started. As far as the introduction is
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concerned, there are statistically significant differences between various groups:
men and women, and Swedish and international PhD students.
Whereas three quarters of men surveyed in 2011 had received a formal introduction
to their department, only two thirds of women had received the same. More
international PhD students had been given a formal introduction to research studies
(72 per cent) than Swedish students (59 per cent).
Virtually all PhD students had an individual study plan (99 per cent). The majority,
81 per cent, stated that the study plan had been updated during the past year. When
asked to what extent students believe that the individual study plan supports them
in their studies, three quarters answered that it does so, or at least that it supports
them to a large degree. Nevertheless, one quarter believed that their individual
study plan only provided slight support. The extent to which PhD students believed
the individual study plan provided support varied according to the stage the
students had reached in their studies. It comes as no surprise that the individual
study plan is primarily of support for those students in the early stages of their
education.
Less than half – 48 per cent – of PhD students stated that they had undergone an
appraisal with their direct supervisor during the past year. This is an increase of
eight percentage points, compared with the two previous studies. However, there is
a significant statistical difference between men and women. 58 per cent of men had
undergone an appraisal. For women, this figure was 42 per cent. Appraisals were
also more common amongst international PhD students than amongst Swedish
students (58 per cent compared to 44 per cent).
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Questions regarding introductions, etc., total who responded YES in 2006,
2009 and 2011
What do PhD students want to improve? – Summary of open answers
Survey respondents had the opportunity to expand on and clarify their opinions
with regards to three open questions (I am very satisfied with, I think the following
need to be improved, Further I want to add)
A review of all open responses shows that in the 2011 survey, 230 students had
made comments about situations with which they were not satisfied. Even if some
very specific issues were raised within the open questions, the majority of
responses were focused on the following eight areas: 1) supervision, 2) the number
and quality of courses, 3) the academic environment, 4) the psychosocial
environment, 5) salary and other work conditions, 6) information about and
introduction to the studies, 7) lack of career planning and 8) Swedish/English as
language of instruction. Many of these areas were also raised in specific survey
questions.
Below can be found a brief review of the comments to the open question I think the
following needs to be improved, divided into these eight areas.
Supervision
Of the 230 comments, approximately 40 dealt with supervision. The comments
concern both the quality of the supervision and how the students are treated by
their supervisor.
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Many comments reveal conflicts with the supervisor, and even sexual harassment
and discrimination. Some students write that they are poorly treated by the
supervisor and that the supervisor takes advantage of their students.
However, not all comments are strongly critical; many are more carefully worded,
for example, the need for "more guidance" is expressed, or clearer guidelines are
requested regarding the responsibilities of the supervisor and students. Some
students mention the supervisor's lack of time and that there is too little
supervision. Some request more feedback from their supervisor. Furthermore, there
are comments that suggest that the supervisor is not aware of rules and guidelines.
Some of the comments state that students are tied to one supervisor, as the
financing of a project is linked to him or her.
Many of those who provided negative comments about their supervision have low
confidence in their supervisors, and more of this group have strongly considered
changing supervisor.
However, amongst the dissatisfied students – those who responded 1–3 on the
question of general satisfaction – not all were dissatisfied with their supervision.
Instead, more of them stated that supervision was one of the elements with which
they were very satisfied.
Course number and quality
There were less than 40 comments that were in some way concerned with the
courses. Many of these students expressed a desire for more courses, often ones
specific to their own subject, but also for more general courses. A number of the
respondents also provided information if courses were not satisfactory. In addition,
there were comments regarding the low quality of courses; this was commented
upon, for example, by some of the dissatisfied PhD students.
Academic environment
The academic environment in the department was commented upon by around 40
students. Comments about the academic environment were provided by many of
the dissatisfied PhD students, in addition to such comments from reasonably
satisfied and satisfied students.
These comments refer primarily to a lack of academic discussion within the
department. Some comments described PhD students not being welcomed into the
ongoing academic discussions in their department, or that other researchers are not
interested in participating in discussions initiated by PhD students. (This is linked
to the psychosocial environment, see below.) Some of those who responded felt
isolated and alone within their subject area. Many expressed a desire to expand
their network outside of SLU.
There are also comments about a lack of technology and infrastructure needed in
their studies. Comments about this involved access to a room of their own, more
space in laboratories, better equipment in laboratories and access to ergonomic
equipment.
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Psychosocial environment
Around 30 of the negative comments dealt with the psychosocial environment in
the department. For the majority of cases, comments were made about how other
employees appear to have no respect for PhD students. The homogeneous nature of
the environment also received comments (regarding gender, ethnic background,
etc.).
Amongst those who we refer to as 'dissatisfied PhD students' – that is, those who
responded 1–3 when questioned about their general satisfaction, there were many
who mentioned the psychosocial environment in the department. Amongst these
there are comments regarding how PhD students are over-utilised and used as
cheap labour, and that their education comes second. There were also comments
that questioned the reason for survey – how it is pointless to complete such a
survey when no changes are likely to occur as a result.
Salary and working conditions
Approximately 20 comments mentioned low salary and poor working conditions.
Amongst the dissatisfied PhD students, salary was not a major issue, but many of
the other PhD students raised this issue. Comments about working conditions dealt
with aspects such as workload and the expectation for students to work overtime
without compensation.
Information regarding rules, introduction to studies, etc.
Many of those who responded stated that they had not received any form of
introduction to their studies. A large proportion of their time was therefore spent
finding information and rules of a simple practical nature. There are many who
claim that it is difficult to find information on the SLU website, and some stated
that the information is only available in Swedish. A number of comments also
stated that PhD students rely on their supervisor for information about rules and
guidelines, and for an introduction to the studies – and this does not always work.
Career planning
About ten students wished that there was some form of career-coaching, both in
relation to finding employment inside or outside academia.
Swedish/English as workplace language
A number of international PhD students commented how they would like English
to be used as the workplace language to a greater extent. This also applied to
administrative tools such as Primula, Baltzar, etc.
Shortcomings in the educational environment can lead to students
dropping out
As was previously mentioned, the majority of PhD students were satisfied with
their studies. However, at the same time there were students who were not
satisfied. For the question If you make a general judgement of your situation as a
research student, how satisfied are you? 38 students (five per cent) of those who
responded gave a value between 1–3.
Dissatisfied PhD students were a homogeneous group. This group included both
men and women and both Swedish and international PhD students. They are spread
across the organisation, that is, they belong to different faculties and departments.
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There are those who intend to continue in academia after graduation and there are
those who are planning for a career outside the academic realm. It is not possible to
state the stage in their studies which the dissatisfied students have reached; they
may have just started their education or may have progressed further. Nor is it
possible to link those dissatisfied to participation or non-participation in research
schools – both groups are represented. It is not therefore possible to associate the
dissatisfied students with any particular background factor(s)
The majority of the 38 dissatisfied PhD students had strongly considered leaving
their studies without graduating. Of the dissatisfied PhD students, 21 stated a value
of between 8–10 in this regard. Many of the students, 22, were also dissatisfied
with the progress of their dissertation work (They gave a value between 1–3 for
this matter).
National and international studies show that factors both within and outside the
control of the higher education institutions decide whether or not PhD students
leave their studies without graduating. There are factors within the study
programme and the study environment which the institution can influence whilst
factors such as personal relationships that are not linked to the studies themselves
(for example, the PhD student becomes ill) are of course beyond their control.
A report by NIFU in Norway has, by examining international students, identified
reasons for why students 'drop out' in other countries. Lack of supervision and poor
study environment are factors within the control of the higher education institutions
that have proven to be important reasons for PhD students interrupting their
studies. Examples of shortcomings as far as supervision is concerned might be that
the supervision is not sufficiently structured, that it was not frequent enough, or
that the supervisor lacked special competence. Poor study environment can include
factors such as the student not having been integrated into the social and academic
environment of the department, or that the PhD student has too little contact with
their contemporaries (Kyvik and Olsen, 2009).
Similar reasons are named in a survey conducted by the Swedish National Agency
for Higher Education amongst Swedish PhD students who left their studies without
graduating (Swedish National Agency for Higher Education, 2012).
The factors identified, that is, those that the higher education institution could
influence in order to minimise the drop-out rate are, to a large extent, the same as
those expressed in the PhD students' open responses.
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References
Kyvik, S. and Olsen, T.B. (2009). Gjennomstrømning i doktorsgradsutdanningen.
Nordic Institute for Studies in Innovation, Research and Education. Report
40/2009.
National Agency for Higher Education (2012). Orsaker till att doktorander lämnar
forskarutbildningen utan examen – en uppföljning av nybörjarna på forskarnivå
läsåren 1999/2000 och 2000/01. Report 2012:1 R.
SLU (2007), Office of Strategy and Planning, Omdömen om forskarutbildningen
samt studie- och arbetsmiljö. Resultat av en enkät till forskarstudenterna i oktober
2006.
SLU (2009), Office of Strategy and Planning, PhD Student Satisfaction Survey
2009.
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