Reg. no: 2014/443-1.1
Local Regulations for courses at
first- and second- cycle levels at
Linnaeus University
Determined by:
Rector
Valid from
March 1, 2015
Date of decision: 09/02/2015
Reg. no: 2014/443-1.1
Content
Introduction ________________________________________________________ 3 1. Course and syllabus________________________________________________
1.1 Ratification of syllabus __________________________________________
1.2 Content of syllabus _____________________________________________
1.2.1 Objectives __________________________________________________
1.2.2 Content and forms of teaching ___________________________________
1.2.3 Examination _________________________________________________
1.2.4 Scope, design, establishment, and language ________________________
1.3 Grading criteria ________________________________________________
1.4 Timetable ____________________________________________________
1.5 Students' right to catch up on compulsory elements ____________________
1.6 Courses at second-cycle level in main fields of study that lack degreeawarding powers at second-cycle level ________________________________
1.7 Registration and definition of student _______________________________
1.8 Cancellation of a course _________________________________________
4 4 4 4 4 5 5 6 6 6 6 7 7 2. Course certificate _________________________________________________ 7 3. Course evaluation _________________________________________________ 8 4. Coming into force _________________________________________________ 9 Appendixes
Appendix 1 – Heading template for syllabus
Appendix 2 – Instructions for design of syllabus
2 (17)
Date of decision: 09/02/2015
Reg. no: 2014/443-1.1
Introduction
All courses at Linnaeus University must have a syllabus that has been established in
accordance with the applicable template and instructions for syllabus. The syllabus
is a legally binding document that teacher, examiner, and student have to follow
before, during, and after the completion of a course. The syllabus should clearly
state the aim and content of the course, the forms of teaching and examination, and
the literature in order to make it possible for students, potential employers, and other
seats of higher learning to see what the student is expected to have learnt after
completing the course. The correlation between the course aim, content, and types of
examination should be made clear in the syllabus. The division into first-cycle level
and second-cycle level is to be made clear through an expressed progression,
particularly when it comes to descriptions of the course objectives.
Written information material about the courses the university offers is to be based on
the wording in the syllabus. It is, consequently, essential that syllabus, catalogue and
web texts, and the actual implementation of the education, correspond.
It should be possible to carry out both educational planning and quality assessments
using the syllabus as a basis.
Replaces previous documents with registration number: FAK 2012/388
1. Course and syllabus
All education on first- and second-cycle levels is to be carried out in the form of
courses. Courses may be combined into degree programmes. (HF 6:13)
Every course must have a syllabus. (HF 06:14)
1.1 Ratification of syllabus
Local regulations
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Syllabus ratified in accordance with the delegations of authority.
Syllabus is to be ratified in accordance with the timetable notified by the
office of student affairs following consultation with the faculty
administrations.
1.2 Content of syllabus
The following is to be stated in the syllabus: course level, number of credits,
objectives, specific entry requirements, forms of assessment of student performance,
and any other regulations required. (HF 06:15)
Local regulation
•
The syllabus is to be designed in accordance with the template. (see
Appendix 1)
1.2.1 Objectives
Local regulations
The objectives are to:
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explicitly state what knowledge the student is expected to have acquired.
be stated for the whole course. In cases where a course is divided into
different sub-courses the objectives are to be specified for each sub-course.
be explicit and examinable.
1.2.2 Content and forms of teaching
Local regulations
•
In cases where a course contains sub-courses the content of each sub-course
is to be specified.
4 (17)
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Compulsory course elements are to be indicated in the syllabus. Compulsory
elements are elements which are required in order to be able to meet the
objectives.
If part of the course is student placement training, or the equivalent, the
scope of this part is to be specified (stated in number of credits).
1.2.3 Examination1
Local regulations
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The examination forms used to assess student performance are to be
specified.
The examination forms are to be specified for each sub-course.
The examination forms are to be adapted to the objectives that are to be
examined.
When a course consists of a number of sub-courses it is to be stated how the
grades from the different sub-courses will be weighed together into the
course grade.
1.2.4 Scope, design, establishment, and language
Local regulations
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Normally, a course is to comprise at least 3 credits unless special
circumstances apply.
0-credit sub-courses/elements are not allowed.
Syllabus is to be designed in accordance with the heading template2 and
according to Instructions for design of syllabus3
Syllabus is to be established in Course info
Syllabus is to be ratified in Swedish.
Syllabus is to be translated into English.
Course codes in Ladok are to state level of progression.
New course code is required when any of the following has been changed:
o the course title regarding addition or change of the name
o scope in credits
o grading scale for the entire course
o level of progression and education level regarding first-cycle level
to second-cycle level or vice versa
o main field of study
o major changes to the course's content and objectives, that is to say; a
considerable change which motivates viewing it as a new course.
1
See also Local regulations for examinations at first- and second-cycle levels at Linnaeus University,
section 4 Reg no: 2014/363-1.1
2
Appendix 1
3
Appendix 2
5 (17)
1.3 Grading criteria
Local regulation
•
The course's grading criteria make up the basis for the grading.4
1.4 Timetable
Local regulations
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•
The student's timetable is to be available one month before the start of each
respective sub-course at the latest. Compulsory course elements are to be
indicated in the syllabus.
The student is to be informed of the course's regular examination sittings by the
start of the course at the latest.
1.5 Students' right to catch up on compulsory elements
Local regulation
•
Students are to be provided with the opportunity to catch up on compulsory
elements that coincide with meetings of preparatory and decision-making bodies
at Linnaeus University in which the student is the student union's representative.
The student should, however, to as large an extent as possible, strive to avoid
such situations. The student is to inform the responsible teacher in advance.
If the compulsory course element concerns an examination, the first step will be
to offer the student to take the renewed examination offered in close connection
to the regular examination sitting. If necessary, the university will offer an extra
examination sitting in close connection to the missed examination sitting.
If a student must have completed a certain compulsory element in order to continue
on an education, these rights do not mean that the student may be exempt from this
requirement.
1.6 Courses at second-cycle level in main fields of study that lack
degree-awarding powers at second-cycle level
Local regulation
4
See also Local regulations for examinations at first- and second-cycle levels at Linnaeus University,
sections 2.1 and 4.1. (Reg no: 2014/363-1.1)
6 (17)
•
Course at second-cycle level may be offered despite the lack of degree-awarding
powers on that level following decision by the faculty board in question.
1.7 Registration and definition of student
Student in this ordinance refers to a person who is admitted to and carries out higher
education studies, and doctoral student refers to a person who is admitted to and
carries out education at third-cycle level, unless specifically stated otherwise. (HF 1
chapter 4)
Registration on course is carried out electronically by the student in connection to
the start of the course. For some courses registration may be carried out in a
different way. A student who has not registered according to the university's
instructions and not informed the university of any hindrance will lose his/her place.
In cases where a formal introduction meeting is held, in connection to which
registration takes place, a person who has informed the university of hindrance to
participate at the introduction meeting is to register at the faculty in question, in
accordance with their instructions and within the notified time.
A student has the right to return to take an examination at another time, when an
examination is offered, than during the term when the registration took place. The
student may then be re-registered. A student who has registered on a course but
wishes to retake or complete the course at another time, that is to say not only to sit
an examination but also participate in the teaching, can do this as far as space
allows. In that case the student needs to be re-registered.
1.8 Cancellation of a course
Local regulation
•
Decision regarding the cancellation of a course is to be made in accordance
with the delegations of authority.
2. Course certificate
Higher Education Ordinance, Chapter 6, section 20
Section 20, A student who has received the grade pass on a course should on request
be provided with a course certificate by the higher education institution.
If the course certificate is to concern education at more than one higher education
institution, the certificate is to be issued at the higher education institution where the
student completed the course. However, this does not apply if the concerned higher
education institutions have agreed otherwise in that particular case (2006:1053).
7 (17)
Local regulations
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A course certificate should state the scope of the course in number of
credits, the grading scale, the grade received by the student, and the date of
the grading.
In a course certificate it should also be made clear that 40 weeks of full-time
studies are equivalent to 60 credits.
3. Course evaluation
Higher Education Ordinance, Chapter 1, section 14
Section 14, The higher education institution is obligated to give its students who take
part in or have completed a course the opportunity to state their experiences and
viewpoints of the course through a course evaluation arranged by the higher
education institution. The higher education institution is to compile the course
evaluations and inform about the results and any possible decisions on measures to
be taken as a result of the course evaluations. The results are to be made available
to the students. (SFS 2000:641)
The aim of the course evaluation is to guarantee the quality of the course. It is to
function as a quality improver by providing a basis for comparison, development,
and improvement of the course over time. From the course evaluations it should be
clear how the course's organisation, structure, and implementation has provided the
conditions required for the students to be able to meet the objectives. Course
evaluations are to be carried out for each carried out course that has its own
syllabus/course code. Course evaluations are also an important tool for student
influence.
Local regulations
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The course evaluation is to be carried out using the common evaluation tool
at the university and should include fixed questions that are used in all course
evaluations at the university. Other than that, each respective faculty decides
on the content of the course evaluation.
The course evaluation is to be carried out in close connection to the
completion of the course.
The course evaluation should provide the students with the opportunity to
relate the course's objectives to its content, implementation, and
examination.
Students answer the course evaluation anonymously.
Result and analysis of the course evaluation is to be presented as feedback
both to the students who have completed the course and to the students who
are to participate on the course the next time it is offered.
8 (17)
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A compilation of the course evaluation is to be made available to the students
in close connection to when the course evaluation is carried out. The
compilation is to contain the results from the course evaluation as well as
proposals on measures for further development of the course.
The course evaluation is to be compiled and archived in accordance with the
applicable records management plan.
4. Coming into force
This document is valid as from March 1, 2015
9 (17)
Appendix 1
Heading template for syllabus
Course code
Course code
Course title in Swedish (max 120 characters), number of credits
Course title in Swedish (max 120 characters), number of credits
Course title in English (max 120 characters), number of credits
Course title in English (max 120 characters), number of credits
Main field of study and subject group
Main field of Study - Subject
Level
Level
Progression
Progression
1.1 Ratification of syllabus
Ratification of syllabus
Prerequisites
Prerequisites
Objectives
Objectives
Content
Content
Types of instruction
Types of instruction
Examination
Examination
Course evaluation
Course evaluation
Credit overlap
Credit overlap
Other
Other
10 (17)
Required reading and additional study material
Required reading and additional study material
11 (17)
Appendix 2
Instructions for design of syllabus
Course code
Course codes are decided by the faculty5 in accordance with given instructions.
Course title (max 120 credits), scope in credits
Here the course title is to be stated, constructed in a way so that it corresponds
to the content of the course and is also substantial. Keep in mind that the scope
of the course should not be stated in the course title.
If relative order of courses within the same main field of study must be stated,
then use Roman numerals, for instance I, II, III.
Titles of courses that refer to independent project or degree project are to be
constructed in accordance with the following example:
Title of degree project/independent project for university diploma:
Mathematics, degree project (university diploma), 7.5 credits
or
Mathematics, independent project (university diploma), 7.5 credits
Title of degree project/independent project for bachelor's degree:
Mathematics, degree project (bachelor), 15 credits
or
Mathematics, independent project (bachelor), 15 credits
Title of degree project/independent project for degree at second-cycle level
(1-year master):
Mathematics, degree project (1-year master), 15 credits
or
Mathematics, independent project (1-year master), 15 credits
Title of degree project/independent project for degree at second-cycle level
(2-year master):
Mathematics, degree project (2-year master), 30 credits
or
Mathematics, independent project (2-year master), 30 credits
5
Where appropriate, the board of teacher education
12 (17)
Main field of study and subject group
Both main field of study and subject group are to be stated. A course may
belong to more than one main field of study. If the course does not belong to a
main field of study then only subject group is to be stated. All courses must
belong to a subject group.
Description of main field of study and subject group
Main field of study: (within higher education:) defined field in which a
student primarily specialises in his/her degree. The main field of study is part
of a general degree at university, bachelor, 1-year master, or 2-year master
level. Faculty board at the university decides on the degree level for the main
field of study.
Subject group: All higher education institutions and universities are to
categorise their subjects into subject groups. The course's subject group is
communicated to SCB. There are approximately 180 subject groups. Each
subject group can only be part of one smaller field of study, which in its turn
can only be part of one main field of study. In total, roughly 180 subject
groups, 41 smaller fields of study, and 8 main fields of study.
Level
The higher education is based on three levels where each level is presumed to
build on the previous level. The three levels are first-cycle, second-cycle, and
third-cycle levels. It is also possible to specify the level as a preparatory course.
Progression
The level is to be specified for all courses within education at first-cycle and
second-cycle levels (including preparatory courses) so that all courses belong
to one of the progression classifications below. These follow recommendations
from The Association of Swedish Higher Education (SUHF). A code must be
chosen for each course:
FXX
preparatory level for courses that are qualifying for higher
education
G1N
G1F
first-cycle level, only basic prerequisites
first-cycle level, has less than 60 credits from courses at
first-cycle level as prerequisites
first-cycle level, comprises a degree project designed
specifically for a university diploma
first-cycle level, has at least 60 credits from courses at
first-cycle level as prerequisites
first-cycle level, has at least 60 credits from courses at
first-cycle level as prerequisites, comprises a degree
project for bachelor's degree
G1E
G2F
G2E
13 (17)
GXX
A1N
A1F
A1E
A2E
AXX
first-cycle level, courses that cannot be categorised in
accordance with the above6
first-cycle level, has only course/s at first-cycle level as
prerequisites
second-cycle level, has course/s at second-cycle level as
prerequisites
second-cycle level, comprises degree project for 1-year
master degree
second-cycle level, comprises degree project for 2-year
master degree
second-cycle level, courses that cannot be categorised in
accordance with the above
Ratification
Indicate under this heading:
– decision-making body and date of ratification
– latest revision of syllabus
– as from when the syllabus is in force (year and term).
Prerequisites
For all courses at GN1 level basic entry requirements are to be stated.
Prerequisites are always expressed in plain text.
For courses at first-cycle level with requirements of additional prerequisites
other than the basic entry requirements, field-specific entry requirements
should be stated. The prerequisites required must be absolutely necessary for
the student to be able to benefit from the course. It is permitted to make
exceptions from the entry requirements stated in the field-specific entry
requirements. For additions to the field-specific entry requirements, exemption
must be granted by the Swedish Higher Education Authority. The application
for exemption must be signed by the rector.
For courses above G1N level, prerequisites are to be stated in the form of
course title and course code. In addition, "...or the equivalent" is to be stated.
Occurring standard formulations for G1N courses (first-cycle level):
– General entry requirements
– General entry requirements, prerequisites in plain text and any applicable
field-specific entry requirements. (excluding any exemptions and/or
including additions of upper secondary course)
For instance: "Basic entry requirements like Mathematics C, Science B or
6
Degree projects that are carried out within a professional qualification are classified as GXX or
AXX if the degree project does not meet the qualitative targets for a general degree.
14 (17)
Mathematics 3b/3c, Science 2 (field-specific requirements 3/A3)". (Fieldspecific entry requirements with code is auto-generated for the syllabus)
Standard formulations for other courses at first-cycle level:
Current higher education courses (course title and course code + "...or the
equivalent")
Standard formulations for courses at second-cycle level:
Basic entry requirements for studies at second-cycle level as well as specific
entry requirements: Current higher education courses (course title and course
code + "...or the equivalent")
Note that upper secondary courses in Swedish B/Swedish 2 and 3 and English
A/English 5 or English B/English 6 are not part of the basic entry requirements
for studies at second-cycle level. Therefore, it is recommended considering
specific entry requirements as prerequisites: Swedish B/Swedish 2 and 3 and/or
English A/English 5 or English B/English 6.
For course at second-cycle level offered in English it is recommended that
English B/English 6 is added as a specific entry requirement.
Objectives
Through the objectives it is made clear what skills and what level of knowledge
the student should have acquired during the course. The objectives correspond
to what the student is expected to have learnt after completing the course.
The objectives are to:
- explicitly state what knowledge the student is expected to have
acquired.
- be stated for the whole course.
- be specified for each sub-course, in cases where the course is divided
into sub-courses.
- be explicit and examinable.
In the work with the drawing up of the course's objectives, consider the
following:7
• Demarcate – make a distinction between formulations in the course's
objectives and other descriptions in the syllabus, for instance of the
course's content and implementation.
• Concretise – make the objectives observable and clear
• Refine – make a distinction between learning activity and result
• Clarify – make vague objectives more clear
• Limit – limit the number of objectives (should be in relation to the
course's number of credits)
7
Source: NSHU project, course development
15 (17)
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Control
o The objectives' examinability given their form and content
o Required amount of time for the student
o The course's relation to other courses
Calibrate – the course's relation to other courses from a comprehensive
perspective
Content
State the principal content of the course and any division into sub-courses. The
content of the course is to relate to the objectives of the course. In cases where
a course contains sub-courses the content of each sub-course is to be specified.
Information about compulsory elements is to be stated. Compulsory elements
are elements which are required in order to be able to meet the course
objectives. Compulsory elements should preferably relate to the skills
objectives of the course, rather than the knowledge objectives.
If part of the course is student placement training or the equivalent, the scope
of this part is to be specified (stated in number of credits).
Types of instruction
State the types of instruction used during the course (for instance, lectures and
laboratory work).
Examination
The examination forms used to assess student performance are to be specified.
The examination forms are to be specified for each sub-course. The
examination forms are to be adapted to the objectives that are to be examined.
Any limitation to the number of examination sittings is to be stated.
Under this heading the grading scale used is to be stated. If the final grade on
the course is a weighing together of grades from different sub-courses this is to
be stated, together with information on what criteria apply.
Course evaluation
Proposal for standard formulation
"During the implementation of the course or in close connection to the course a
course evaluation is to be carried out. Result and analysis of the course
evaluation is to be presented as feedback both to the students who have
completed the course and to the students who are to participate on the course
the next time it is offered. The course evaluation is to be carried out
anonymously."
16 (17)
Credit overlap
For courses with overlapping content it should be stated with what course/s the
content overlaps and to what extent.
Other
Here any transitional regulations are to be stated as well as any other necessary
additional regulations.
Required reading and additional study material
The course literature should mirror the content and objectives described for the
course. The bibliography is to be divided into any sub-courses. Where relevant,
it should be stated what pages are to be read.
The bibliography should contain the author's last name, first name, year of
publication, title, publishing house, number of pages, and ISBN number. Year
and ISBN number can be changed for the formulation "latest edition".
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