Doctoral students enjoy the research environment but demand better support and greater influence
The Doctoral Student Survey 2025 shows that many doctoral students are happy in their research environments, but also that there is a need for better support, clearer information and greater opportunities to influence the study situation.
The survey was conducted in September 2025. 85 doctoral students submitted replies, corresponding to 40% of the respondents (45% of the doctoral students in the HUV faculty, 39% in the NMT faculty).
For most questions positive responses predominate but in some areas the outcome was mixed. Doctoral students usually enjoy their research environments and the scientific support in the supervision is given generally favourable comments. Perceived stress and fatigue are however relatively common. In survey questions about service and infrastructure good reviews are given for e.g. the library and IT, and less favourable for e.g. information about rules and support in case of stress. Information before admission is criticised, especially for international doctoral students. MIUN’s own doctoral courses receive relatively unfavourable scores. Also course availability in general appears to be a problem.
Individual working time for research studies was assessed to 34 hours/week on average at the HUV faculty and 40 hours/week at the NMT faculty. Reported time for planned supervision is limited, often estimated to a few hours per month. A change of supervisors is considered by relatively many (about one third), but knowledge about the change procedure is often lacking. In questions about support from supervisors, workload, and strain, the assessments are more positive among doctoral students at the HUV faculty.
Conditions for men and women are perceived as largely equivalent, and it is judged that gender equality is taken into due account at MIUN. The majority believe that participation in doctoral education occurs on equal terms (i.e., that discrimination is not a major problem). However, foreign doctoral students are perceived to be disadvantaged compared to Swedish students, mainly at the NMT faculty; problems with information and language are the most common stated reasons.
The ability to influence education or study situations is generally considered to be small. Individual study plans and the work on them are given varying opinions.
What happens now?
The results will be used in the faculties' continued work to develop doctoral education and in the university administration's work to improve support for doctoral students
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