Contested Deservingness: Eastern and Western Ukrainians Under Temporary Protection: Eastern Ukrainian Perspectives in the Czech Republic

This article explores the Temporary Protection Directive through the perspectives of displaced Ukrainians in the Czech Republic. Based on qualitative research, it reveals how many Ukrainians from the eastern regions view their western co-nationals as undeserving of the protection granted by the directive. However, due to significant pre-war migration from western Ukraine to the Czech Republic, western Ukrainians are better positioned to adapt and benefit from temporary protection amid the mass influx of refugees

It Takes a Village to Get a PhD: Producing the “Independent Researcher” by Extending the Supervisory Relationship.

What should be the outcome of the PhD journey? One frequent answer is to produce an independent researcher who, after years of doctoral education and supervision is ready to take on the academic world. In this context, metaphors such as master and apprentice or even parent and child are frequently invoked. However, research in higher education pedagogy has pointed out that, in the context of the neoliberal university, the rather intense supervisory relation can quickly turn oppressive, especially when intersecting with other power asymmetries around class, race, ethnicity, gender, age, or physical ability. The aim of this article is to ‘trouble’ the linear notion of the independent researcher by reflecting on the multiple, and often un- or under-recognized, relations that accompany the PhD journey. Drawing on feminist approaches that reconceptualize supervision as a care-practice, we reflect on the question of how the benefits and risks of the traditional supervisory model can be balanced through an embedment of PhD supervision into an extended set of relationships. We challenge the notion of independence as alleged self-sufficiency and instead suggest that independence can successfully be produced through \u27interdependence’. Such shift, we argue, may help to: first, acknowledge the net of care practices already in place and dignify it as a fundamental part of the social infrastructure of doctoral education; second, mediate some problematic tendencies of neoliberal academia and conceptually reconcile the tensions between care and independence in doctoral education

ENHANCING DOCTORAL RESEARCH OUTPUT WITH OVERALL RESEARCH EFFECTIVENESS (ORE): : A MAINTENANCE ENGINEERING APPROACH

Doctoral research requires efficient time management, resource allocation, and quality output. This paper introduces the Overall Research Effectiveness (ORE) framework, adapted from Overall Equipment Effectiveness (OEE) in maintenance engineering, to optimize doctoral research. ORE focuses on availability, performance, and quality, to help PhD candidates improve productivity. Strategies include time management, Lean research techniques, and peer review. ORE in doctoral programs aims to enhance supervision, streamline research, and ensure high academic standards.Doktorandforskning kräver effektiv tidsplanering, resursfördelning och hög kvalitet på forskningsresultaten. Denna artikel introducerar Overall Research Effectiveness (ORE)-ramverket, inspirerat av Overall Equipment Effectiveness (OEE) inom underhållsteknik, för att optimera doktorandforskning. ORE fokuserar på tillgänglighet, prestation och kvalitet, vilket hjälper doktorander att öka sin produktivitet. Strategier inkluderar tidsspårning, Lean forskningsmetoder och kollegial granskning. ORE i doktorandprogram syftar till att förbättra handledning, effektivisera forskningsprocessen och säkerställa höga akademiska standarder

PhD Education in Brazil and Sweden: A Comparative Pedagogical Analysis

This study provides a comparative analysis of PhD programs in Sweden and Brazil, focusing on structural conditions, processes, and products such as the thesis. The research highlights differences between the two systems: Sweden’s approach, characterized by formal employment for PhD candidates, rigorous qualification reviews, and public defenses with minimal post-defense corrections, and Brazil’s scholarship-based model, which offers greater flexibility in research development, formal qualification processes, and more iterative correction phases. The study examines these differences and discusses how support structures and evaluation processes influence doctoral research quality and candidate experiences.  Denna studie presenterar en jämförande analys av doktorandprogram i Sverige och Brasilien, med fokus på strukturella förhållanden, processer och produkter av doktorandutbildningen, såsom avhandlingen. Forskningen belyser skillnader mellan de två systemen: Sveriges modell, som kännetecknas av formell anställningsstatus för doktorander, strikta kvalifikationsgranskningar och offentliga disputationer med minimala efterföljande korrigeringar; och Brasiliens stipendiebaserade modell, som erbjuder större flexibilitet i forskningsutvecklingen, formella kvalifikationsprocesser och mer iterativa korrigeringsfaser. Genom att undersöka dessa skillnader diskuterar studien hur varierande stödfunktioner och utvärderingsprocesser påverkar kvaliteten på doktorandforskning och kandidatens erfarenheter. &nbsp

An Overview and a Reflection of the Process and Product of Ph.D. Programs

This paper aims to analyze the Ph.D. thesis process and outcomes through the perspectives of three key actors— upervisee, supervisor, and academic institution—by drawing upon the personal experiences of the authors. Reflections are based on the authors past experience as supervisees and firsthand involvement in supervision, program management, and committee participation, with the key findings highlighting the intricate dynamics of these roles in shaping Ph.D. education. The aspects discussed in this work are motivation, previous experience, the individual study plan, guidance, and contributions. The motivations for pursuing a Ph.D. were diverse, encompassing personal and professional goals, passion for research, career advancement, and societal contributions. Previous experience from all actors is recognized as a critical factor influencing the success of the Ph.D. journey, where considerations regarding academic background, research interests, and cultural factors may influence the time and the outcome. The individual study plan is recognized by the authors as a vital tool for modeling a Ph.D. student’s research and professional development trajectory. Guidance throughout the Ph.D. process is discussed in terms of frequent and consistent supervision, providing regular support and feedback, which gradually shifts towards fostering research independence. This approach emphasizes the importance of mentorship and effective communication among peers at every stage. Finally, contributions are discussed as a final phase of the Ph.D. journey, where students are expected to demonstrate their expertise and impact through publications, awards, patents, and other forms of recognition. Supervisors and institutions also play a crucial role in supporting and showcasing such contributions. This reflection paper shows the relations between these factors and the collective responsibility shared by the actors in producing a successful Ph.D. thesis and an independent researcher. We argue our reflections are a valuable resource for those involved in Ph.D. programs, offering insights into the various dimensions of the Ph.D. journey and highlighting the importance of collaboration and support among these critical actors.Denna artikel syftar till att analysera processen och resultaten av en doktorsavhandling utifrån perspektiven hos tre nyckelaktörer—doktorand, handledare och akademisk institution—genom att dra nytta av författarnas personliga erfarenheter. Reflektionerna baseras på författarnas tidigare erfarenheter som doktorander och deras direkta engagemang i handledning, programledning och kommittéarbete, där de viktigaste resultaten lyfter fram de komplexa dynamikerna mellan dessa roller och deras inverkan på doktorandutbildningen. De aspekter som diskuteras i detta arbete är motivation, tidigare erfarenhet, individuell studieplan, handledning och bidrag. Motivationerna för att påbörja en doktorandutbildning var mångfaldiga och omfattade personliga och professionella mål, en passion för forskning, karriärutveckling och samhällsbidrag. Tidigare erfarenhet från alla aktörer ses som en kritisk faktor för att påverka framgången i doktorandresan, där hänsyn till akademisk bakgrund, forskningsintressen och kulturella faktorer kan påverka både tid och resultat. Den individuella studieplanen erkänns av författarna som ett viktigt verktyg för att forma en doktorands forsknings- och yrkesutveckling. Handledning under doktorandprocessen diskuteras i termer av frekvent och konsekvent handledning, regelbundet stöd och feedback, som gradvis skiftar mot att främja forskningssjälvständighet. Detta tillvägagångssätt betonar vikten av mentorskap och effektiv kommunikation mellan kollegor i varje steg. Slutligen diskuteras bidrag som ett sista skede i doktorandresan, där studenter förväntas visa sin expertis och påverkan genom publikationer, priser, patent och andra former av erkännanden. Handledare och institutioner spelar också en avgörande roll i att stödja och lyfta fram sådana bidrag. Denna reflekterande artikel visar relationerna mellan dessa faktorer och det kollektiva ansvar som delas av aktörerna för att producera en framgångsrik doktorsavhandling och en självständig forskare. Vi hävdar att våra reflektioner är en värdefull resurs för de som är involverade i doktorandprogram, genom att erbjuda insikter i de olika dimensionerna av doktorandresan och belysa vikten av samarbete och stöd mellan dessa viktiga aktörer

WE’RE NOT ALL IN THE SAME BOAT: ON SUPERVISION IN THE FIELD OF CREATIVE WRITING

This essay reflects on the ways that supervision in the field of Creative Writing comes with queries and situations that are at the moment perhaps unusual in other academic fields. Some of the aspects of supervision outlined here demand a multifaceted response from a supervisor, particularly in how the boundaries between private, personal, professional behaviour are negotiated and renegotiated on a continuous basis. The shifting sands of these relationships in text and in real life have to be seen as a reciprocal relationship where the student will want to set boundaries, the same as the supervisor. These are human interactions which involves a morass of interaction on many, often parallel, levels, best ameliorated by clear communication.Denna uppsats reflekterar över hur handledning inom området kreativt skrivande kan ställa frågor och innefatta situationer som för tillfället kanske är ovanliga inom andra akademiska områden. Vissa av de aspekter av handledning som beskrivs här kräver ett mångsidigt och komplicerat svar från en handledare, särskilt i hur gränserna mellan det privata, personliga, professionella förhandlas och omförhandlas på en kontinuerlig basis. Dessa relationers skiftande i text och i verkligheten kommer också att behöva ses som ett ömsesidigt förhållande där studenten kommer att vilja sätta gränser, på samma sätt som handledaren. Framför allt annat är dessa mänskliga interaktioner som innebär en dialog på många, ofta parallella, nivåer, vilka alla bäst närs av tydlig kommunikation

The Supervisor\u27s Role in Facilitating the Doctoral Student\u27s Identity Development

In this reflective essay I discuss possible avenues for how the supervisor(s) of a doctoral candidate can contribute to the candidate’s identity formation as a researcher, and their socialization into a larger academic context. I discuss the doctoral education as identity work, relational aspects of the supervision process, and finally argue that tenets from the self-determination theory can be used as a guiding framework to understand which factors and drivers are important in the doctoral student’s identity development process. I conclude by discussing how such a framework can be useful for a reflective practice in doctoral supervision.I den här reflekterande essän diskuterar jag hur doktorandhandledare kan bidra till en doktorands identitetsskapande som forskare, och deras insocialisering i ett bredare akademiskt sammanhang. Jag diskuterar forskarutbildningen som identitetsarbete, relationella aspekter i handledningsprocessen, och argumenterar slutligen för hur principer från self-determination theory kan användas som ett vägledande ramverk för att förstå vilka faktorer och drivkrafter som är betydeslefulla i doktorandens identitetsskapande. Jag avslutar med att diskutera hur ett sådant ramverk kan vara användbart för en pågående reflekterande praktik i doktorandhandledning

Intercultural Policies in Spain: Insights from the Intercultural Cities\u27 Experiences: Assessing Local Strategies for Inclusion, Dialogue, and Anti-Discrimination

Over the past 25 years, Spain, along with several of its regions and municipalities, developed various policies aimed at integrating people of foreign origin—an integration often framed, at least formally, in intercultural terms. The State, several regions, and multiple municipalities have implemented plans, programs, and resources to foster intercultural dialogue and exchange. In fact, Spain is the country with the second-highest number of cities participating in the Council of Europe’s Intercultural Cities programme (ICC). This research brief succinctly analyzes key characteristics of intercultural policies in a set of Spanish intercultural cities, focusing on their efforts to combat racism and discrimination, as well as the main challenges they currently face. The findings presented are primarily based on a series of interviews with key actors involved in the development of these policies across various Spanish municipalities. Participation in the Intercultural Cities Network has served as a pathway to political and social engagement with the intercultural paradigm, as well as a means of promoting inclusion and conviviality. However, there are notable differences between cities, and significant progress remains to be made in combating discrimination and evaluating these policies effectively.&nbsp

STUDENT EXPECTATIONS – AN ASPECT EASILY OVERLOOKED

It is reasonable to believe that students have preconceptions about a course and an education programme, standing on the threshold of entering. It is also likely that these preconceptions will influence the perception of a range of aspects of the course due to content, pedagogy, lecturers, and the level of satisfaction. These expectations were investigated at the time of course introductions at a Swedish university for three different courses and subjects in three different years. A mix of methods, qualitative and quantitative, via two open-ended surveys were employed: one focused on the expectations before the course introduction, the other on the reflections on the expectations after the course introduction. Overall, it can be concluded that the student groups are diverse regarding expectations of a course. Academic skills such as academic writing was highlighted as an expectation and seemed to overshadow other course objectives. Active verbs that govern different steps of learning were neglected and not noticed at all. The course introduction could be viewed as an underestimated aspect of developing a course design. However, as a teacher, it is imperative to raise one’s awareness of students’ expectations and preferences concerning the initial part of a curriculum design, ensuring its potential.Föreliggande studie tar sin utgångspunkt i att studenter inför kursstart har förutfattade meningar om en kurs och ett utbildningsprogram. Sådana förutfattade meningar kan komma att påverka uppfattningen om en rad aspekter på kursen såsom innehåll, pedagogik, föreläsare och graden av tillfredsställelse. Studien belyser studentens förväntningar i samband med kursintroduktionen vid tre olika kurser samt ämnen under tre olika årskurser på ett svenskt universitet. Två enkätundersökningar genomfördes innefattande såväl kvalitativt som kvantitativt innehåll, varav den ena fokuserade på förväntningar inför kursintroduktionen, den andra på reflektioner kring förväntningarna efter kursintroduktionen. En övergripande slutsats är att studenterna har skilda och olika förväntningar på en kurs. Synen på akademiska färdigheter såsom akademiskt skrivande lyftes särskilt fram som en förväntan vilket tycktes överskugga andra kursmål. Aktiva verb som styr olika steg i inlärningen uppmärksammades inte alls. Kursintroduktionen kan ses som en underskattad del i att utveckla en kursdesign, som lärare är det dock centralt att öka medvetenheten om studenters förväntningar och preferenser särskilt när det gäller den inledande och introducerande kursdelen

Closing the Door to Sweden: Migration Legislative Changes and Government Inquiries in 2024

The Swedish government has committed to reducing immigration and is increasingly moving toward stricter migration policies and reduced rights for migrants. This article provides an overview of migration policy developments in Sweden during 2024, drawing on a unique database that maps and categorizes migration policy changes from 1954 to the present. The year 2024 saw a mix of restrictive and liberalizing reforms, including tighter asylum reception rules, more demanding citizenship criteria, and expanded access for highly skilled labor migrants under the EU Blue Card scheme. Additionally, temporary protection holders from Ukraine gained improved access to services. Ongoing and upcoming government inquiries signal a continued shift toward more restrictive policies, reflecting a broader realignment in Sweden’s migration governance