The browser you are using is not supported by this website. All versions of Internet Explorer are no longer supported, either by us or Microsoft (read more here:

Please use a modern browser to fully experience our website, such as the newest versions of Edge, Chrome, Firefox or Safari etc.

Quality assurance and quality development of doctoral education

The evaluation of the faculty's doctoral education began in the spring semester of 2019 and was completed in the autumn semester of 2020. The assessment took place partly through a self-evaluation and partly through peer review by external experts. Student participation took place through the participation of representatives from the Faculty of Law's doctoral student council.

The Committee on Doctoral Education (NUF) appointed a working group (the chairman, the director of studies, a doctoral student representative and the secretary of the board) with special responsibility for preparing the design, implementation and follow-up of the quality assurance for third-cycle education at the Faculty of Law.

The Board of the Faculty of Law appointed Professor Inger Johanne Sand, University of Oslo, and Professor Henrik Palmer Olsen, University of Copenhagen as external reviewers.

The self-assessment report was presented to the Faculty Board in December 2019 and then handed over to the external reviewers.

The work on the self-assessment began with a joint start-up meeting for the Faculty of Law's committees for education (NUF and NUGA) in the spring semester of 2019. During the autumn semester of 2019, two half-days were held with the members of the board, a supervisor meeting and a doctoral student meeting.

The self-evaluation is based on operational documents, statistics and other documentation from doctoral education, as well as on the views obtained at a special supervisor meeting and at a special doctoral student meeting that constituted two parts of the educational evaluation.

The self-evaluation is structured so that after a short section containing an overall introduction to third-cycle education, three sections follow that, from a quality development perspective, deal with the conditions, processes, and results of the education. In the section on educational outcomes, doctoral education processes are analysed on the basis of the criteria for educational evaluation found in the University's Policy for Quality Assurance and Quality Development of Education at Lund University. Some overlapping descriptions of the education appear in the report. These repetitions are a conscious balance so that each section (conditions, process and results) becomes an independent part. Issues of gender equality, equal treatment and internationalisation are continuously integrated throughout the petition and are therefore not dealt with under separate headings (other than, in the case of gender equality and diversity, in the Prerequisites section).

Self-evaluation is part of the first evaluation of third-cycle education that the faculty has carried out within the framework of Lund University's structure of assessments, according to which all programmes at Lund University are to be evaluated every six years. An evaluation of this comprehensive kind involves a thorough and comprehensive analysis of the education, and gives reason for reflection both on the education itself and on the quality development work that has been done in the education during the evaluation period. It also provides a basis for the focus of the coming years' work in the Committee on Doctoral Education to proactively analyse the needs for quality assurance. This is necessary in order to cope with the changes in the conditions of education that can be expected in the future.