Education planning and administration handbook - Chapter 2

Last changed: 03 September 2025

Educational framework

2.1 Legal aspects
2.2 Financial aspects
2.3 Organisational aspects
2.4 Academic year and semester dates
2.5 Subject, main field of study, disciplinary domain

Shortcuts to other parts of the handbook

2.1 Legal aspects

National regulations

SLU is a public authority and operations are regulated by acts and ordinances adopted at national level. Below is a link to a list of some of the acts and ordinances most important to SLU.

'As the accountable authority, the Government shall establish higher education institutions for the provision of courses and study programmes based on scholarship or artistic practice and on proven experience [...]' (Higher Education Act (1992:1434), Chapter 1).

Courses and study programmes must be provided at:

first-cycle/undergraduate level
second–cycle/Master's level
third-cycle/doctoral level.

Links

Laws and other statutes (only in Swedish)

To the start of the chapter

2.2 Financial aspects

SLU rules at university level (step 1)

Reimbursement for the faculties

The vice-chancellor has decided on rules for the allocation of direct government funding to the faculties for courses and programmes at first- and second-cycle level (SLU.ua.2022.1.1.1-4519). The model is based on the following basic principles:

All programmes are classified in one of seven different categories based on subject.
Templates are used to divide each category into disciplinary domains.
Reimbursement for the various disciplinary domains is based on the increase of reimbursement levels for higher education institutions under the Ministry of Education and Research.
Student volume is based on the number of FTEs (full-time equivalents) and predicted performance in APEs (annual performance equivalents).
Until further notice, decisions on resource allocation are made at programme board level.
Settlement will occur later based on the number of FTEs and APEs, see below.

Categories at this level:

Social science programmes
Mixed programmes focusing on social sciences
Mixed programmes focusing on natural sciences
Natural science/technology programmes
Design programmes
Veterinary Nursing programme
Veterinary Medicine programme

Joint objectives

Joint funds at university level can be used to fund certain shared resources, primarily infrastructure that is available to all SLU students. The funding will normally be strategic development funds and reimbursement for teaching premises in cases where these are not paid for with user fees.

Who is responsible for what?

The Board of Education proposes an allocation of funds for the programme boards as well as for joint objectives.
The SLU Board decides on the allocation of funds for joint objectives and for the faculties. The faculty boards are then tasked with allocating funds further as per the proposals from the programme boards.

SLU rules at faculty level (step 2)

Reimbursement for the departments

Reimbursement for courses consists of the following:
- basic reimbursement (SEK/credit) – the same for all courses;
- variable, performance-based reimbursement (SEK/FTE) dependent on the reimbursement category.
Reimbursement categories are based on the type of teaching. The objectives in the course syllabus act as starting points. The programme board must take an active standpoint and make a qualified assessment. Resource-based categorisation is ultimately an expression of the programme board’s ambitions for each course within the given resource frame.
The programme boards decide the number of reimbursement levels as well as the reimbursement for each level.
The number of students is calculated based on the number of planned and assigned FTEs, which refers to a combination of the forecast and allocation for the budget year in question. To level out differences between years, the forecast may have to be based on up to three years of history.
The programme boards may create incentives and make other adjustments to course reimbursement.
Each programme board must keep to the resource framework stated in the SLU Board’s decision on funding allocation.
For courses bought from another higher education institution, allocation must be at the same level as the costs SLU is paying the contractor. This applies provided that the programme board has decided to purchase the course.
Reimbursement for independent projects (degree projects) is managed outside the joint model. It is possible to partly fund supervision of degree projects at second–cycle level with funds from the reporting area research and third-cycle education.
The Equine Science programme and the supplementary training for veterinarians with degrees from countries outside the EU/EEA and Switzerland (Tu-vet) are not included in the joint model for calculating course reimbursement. SLU receives targeted funding for these programmes.

Component	Calculating reimbursement for courses
Basic reimbursement	Number of credits * X SEK.
Performance reimbursement	The number of full-time equivalents (FTEs) * variable reimbursement in accordance with the course’s resource-based categorisation described below. The level is decided by the programme board.
Incentive payments	Supplements, or, in certain cases, deductions, as described below. Where appropriate, the programme board decides on the appropriate measure.

Reimbursement category	Qualitative description for resource-based categorisation of courses. The programme board decides the numberof reimbursement levels as well as the reimbursement for each level.
1	Typical courses can be described as 'self-study courses' with a minimal amount of exercises led by teachers. Most teaching is done as whole-class teaching. The course includes general skills training.
2	Typical courses can be described as 'seminar courses' with a relatively high number of lectures** and a moderate amount of teacher-led exercises*. Most teaching is a combination of whole-class teaching and relatively large groups. As stated in the course syllabus, the course includes general skills training.
3	Typical courses combine theory and application through lectures** and teacher-led exercises*. Study visits and field exercises may also be included. Most teaching is done as whole-class teaching and various exercise groups. As stated in the course syllabus, general skills training is an important part of the course.
4	Typical courses can be described as 'lab courses' with a relatively high number of teacher-led exercises. Study visits and field exercises may also be included. Most teaching is done with whole lab groups, but lectures* and other whole-class or large group activities are also included. As stated in the course syllabus, general skills training makes up a considerable part of the course, and is important for the students’ future professional life.
5	Typical courses can be described as intensive with mostly teacher-led exercises, e.g. studio courses. Field exercises and study visits may also be included. Most teaching is done with small groups, but lectures* and other whole-class or large group activities are also included. As stated in the course syllabus, general skills training makes up the biggest part of the course, and is important for the students’ future professional life.
6	Typical courses can be described as intensive with the maximum number of teacher-led exercises. Field exercises and study visits may also be included. Most teaching is done in very small groups, but large group activities are also included. As stated in the course syllabus, general skills training makes up the biggest part of the course, and is important for the students’ future professional life.
7	The programme board proportions resource allocation for specific courses not included in the replacement categories listed above. Exceptions must be reported to the Board of Education and be justified in the same manner as the programme boards do. This normally includes so-called clinic rotation courses within the Veterinary Medicine programme.

* Exercise time or 'module activity' are used as umbrella terms for teaching dependent on the number of students taking a course, i.e. the number of groups normally increase if the number of students increases. Here, the concepts are used to include a number of various forms of teaching with a high degree of student-teacher interactivity. 'Module activities' include exercises, seminars, excursions, field exercises, laboratory sessions, workshops, design studios and clinical training.

** Lectures or 'whole-class activity' are used as umbrella terms for teaching not dependent on the number of students taking a course. Lectures, lessons and similar are considered whole-class activities.

Distance learning courses are included in the joint allocation model, even if the category descriptions above have their starting point in campus-based courses.

Incentive payments

Incentive payments and other specific supplements or deductions can ge granted for the following:

Courses year 1 (at first-cycle level) – recurring supplements
New course or changed design of an existing course – temporary supplement
Increased joint studies between programmes or department cooperation – temporary supplement
Changed resource categorisation or discontinuation of a course – temporary supplement
Structure support at course level – temporary supplement
Course with several course instances per academic year – recurring deduction
Course carried out in parallel with and sharing important components with another course – recurring deduction
Course with a decision to cancel a course instance – temporary deduction.

Continual evaluation and development regarding single courses must be covered by the department's regular course reimbursement. They do not warrant incentive payments.

Joint objectives

Funding of certain specific resources can be done using joint funds at faculty level. This mostly applies to fixed infrastructure that will be used short- or mid-term by several degree programmes/student groups, but not by all SLU students. In certain cases, allocation must be shared by two or several programme boards. This mostly concerns reimbursement for programme directors of studies, exercise laboratories, drafting rooms, clinical training centres and other specially designed teaching premises, cultivation facilities, field courses, stables, animal hospitals.

Who is responsible for what?

The Board of Education decides on the joint allocation model and basic reimbursement levels.
The programme boards decide on the reimbursement category for single courses, variable reimbursement levels and any incentive payments, other specific supplements or deductions – all within the given resource framework.
The programme boards propose an allocation of funds for the departments and joint objectives.
The faculty boards decide on the allocation of funds for joint objectives and the departments

SLU rules at department level (step 3)

Between departments

A faculty’s resource allocation includes distributing tasks and funds between departments that run courses jointly.

Within the department

The department decides how to use the funds allocated to them within the framework described in the budget and course syllabuses. Even if reimbursement is calculated per course, each department must decide how to use its resources to fulfil their assignment in the best way. However, when several departments are jointly responsible for a course, redistributing resources is limited to the specific funds allocated to each department.

The course syllabus objectives govern how a course is to be run at general level. The resource allocation model should not hinder desirable development dynamics, but provide incentives to reconsider how to carry out and implement new types of teaching. Most importantly, the course coordinator designs the schedule and therefore decides on teaching methods, group sizes, practice intensity, etc.

Who is responsible for what?

The head of department or the person(s) appointed by them decides on redistribution between and within single courses.

When allocating duties within the department, the head of department must consider the working hour agreement for teachers and researchers.

Joint objectives

The vice-chancellor decides on the basis for reimbursement for university- and faculty-wide costs when the SLU Board decides on the allocation of funds. Reimbursement for university-wide study administration and study infrastructure, as well as the course or programme’s share of the library, is based on the predicted number of full-time equivalents and is paid from by the course and programme funds at department level. The course or programme’s share of reimbursement for other university- and faculty-wide objectives, such as staff and financial administration, as well as university and faculty management, is based on a percentage of staff salaries added as a supplement.

The course or programme share of reimbursement for department objectives is decided at department level and based on a percentage of staff salaries added as a supplement.

To the start of the chapter

2.3 Organisational aspects

SLU’s educational organisation is schematically described in Annex 1: SLU's education organisation.

Important concepts

Dean – the head of an SLU faculty.

Delegation of authority – sets out the responsibilities and powers of bodies and decision-makers within the university. It also lists the composition of deciding and advisory bodies as well as their mandate periods. The departments normally have an internal division of responsibility for education issues. Student influence is described in Section 3.14 Student influence.

Faculty – an organisational unit led by a faculty board/dean at SLU. The faculties are responsible for the departments.

Department – education, research and environmental monitoring and assessment are carried out at a number of departments (or equivalent). A department belongs to at least one faculty.

Head of department – head of an SLU department.

Programme board (PN) – part of SLU’s educational organisation. See Annex 1: SLU's education organisation.

Programme director of studies (PSR) – part of SLU’s educational organisation. See Annex 1: SLU's education organisation.

Director of studies – normally, a department has one (or several) employees with a coordinating responsibility for education at first-cycle and second-cycle level. These are often called director of studies, department director of studies, person responsible for undergraduate studies, deputy head of department responsible for education or equivalent. The handbook includes the term department director of studies (or equivalent) to avoid confusion with programme director of studies (see Section 13.7 Programme director of studies).

University administration – supports and provides services for the university’s education, research and environmental monitoring and assessment (see the delegation of authority for the university administration).

Board of Education (UN) – part of SLU’s educational organisation. See Annex 1: SLU's educational organisation.

Annual cycle – SLU applies joint time frames for planning and deciding on the course and programme offering. See Annex 2: Annual cycle for course and programme planning.

Who is responsible for what?

The SLU Board and vice-chancellor decide on the general organisation and division of responsibility within the university. Each faculty decides on their internal division of responsibility. The departments normally have an internal division of responsibility for education issues. The Board of Education decides on the joint annual cycle for course and programme planning.

2.4 Academic year and semester dates

Important concepts

The academic year is divided into an autumn, spring and summer semester. The academic year begins on the first day of the autumn semester and is concluded on the last day before the next autumn semester begins.

Monday–Friday count as weekdays, excluding holidays.

National regulations

“The extent of a course or study programme shall be denoted by credits, with full-time study during a normal academic year of 40 weeks corresponding to 60 credits.” (Higher Education Ordinance, 1993:100, Chapter 6)

SLU rules

SLU follows SUHF’s recommendation on how to divide semesters.

Semester dates including periods of 15 credits must be published on the SLU web at least one academic year in advance. Teaching-free days and site-specific semester information such as course and programme information and joint resit dates must be listed on the SLU web in good time before the coming semester’s courses are scheduled.

Normally, there is no teaching on Wednesday afternoons. Exceptions may be granted by the programme board in question.

No classes must be scheduled on the following days:

Roll-call day (applies to year 1 all programmes. For other year groups, no compulsory classes can be scheduled).
Day before All Saints' Day
23–31 December

The following semester dates apply at SLU:

The autumn semester begins on the Monday which falls between 28 August and 3 September, and lasts for 20 weeks.
The spring semester begins on the first Monday after the end of the autumn semester, and also lasts for 20 weeks.
The summer semester begins on the first Monday after the end of the spring semester and lasts until the beginning of the next autumn semester.
The autumn and spring semester are both divided into two periods of 15 credits each.

Who is responsible for what?

The Division of Learning and Digitalisation publishes semester dates, including period divisions, on the SLU web.

Site-specific information is decided by the programme board(s) responsible for education on the campus in question.

Links

Semester dates

To the start of the chapter

2.5 Subject, main field of study, disciplinary domain

Important concepts

Education at first-cycle and second-cycle level is classified into subjects. Some subjects are main fields of study at SLU. Within these, SLU can offer progressive specialisation which enables the students to also be awarded general qualifications.

Every subject/main field of study is part of a disciplinary domain. Each subject/main field of study is part of a disciplinary domain (see Section 2.2 Financial aspects). In addition, each subject/main field of study is linked to a subject group/group of main fields of study (as per SUN, the Swedish classification system for education). A group of main fields of study is also referred to as a ‘national main field of study’.

SLU’s subjects, main fields of study and disciplinary domains are listed in Annex 3a: First and second cycle subjects at SLU. See also Annex 3b: Main fields of study with subject descriptions.

Policy

A subject/main field of study can be broad and focus on synthesis, or narrow and involve specialisation. This division is not always the same at first-, second- and third-cycle level.

The main fields of study can be viewed as strategic standpoints and should also be viewed in relation to SLU’s mission statement, role and profile. Our main fields of study are important for student recruitment since they contribute to communicating course and programme content and their distinctive character; they also govern possible qualifications.

SLU rules

Subject

Course content decides subject classification. See Section 6.2 Course syllabuses.

When proposing a new subject at SLU which will not act as a main field of study, the following must be specified:

The proposed subject and its relation to existing subjects.
Proposed link to a subject group (see above).
Justification for the proposed subject.
The teaching and examination competence available for the proposed subject.

Main field of study

When proposing a new main field of study at SLU, the following must be specified:

The proposed main field of study (subject description, including definition, disciplinary foundation and boundaries as well as international viability).
Proposed link to a group of main fields of study/national main field of study (see above).
Justification for the proposed main field of study.
Description and justification of the field's durability over time in relation to education and research.
Relation to existing main fields of study (how they are affected by possible new main fields of study).
If the proposed main field of study will be taught at first-cycle and second-cycle level, or just at one level. Any need for extending an existing main field of study to include first- or second-cycle level must be justified.
The teaching and examination competence available for the proposed main field of study.
The range of courses offered, or possible new courses, as well as degree projects (independent projects) for the proposed main field of study.

Proposals for new main fields of study must consider opinions from all programme boards and faculty boards.

When proposing to withdraw a main field of study at SLU, the following must be specified:

Justification for the proposed withdrawal.
Relation to remaining main fields of study (how they will be affected by withdrawing the main field of study).
The effect on students already admitted to a course or programme which includes the main field of study.
Proposed transitional provisions, including a timeframe for when courses and degree projects (independent projects) within the affected main field of study will be discontinued.

Qualification specialisation

A qualification specialisation can be used to:

separate a certain main field of study specialisation;
showcase a certain combination of different types of expertise/skills.

The following must be specified in proposals for new SLU specialisations:

the proposed specialisation title and justification for creating it;
relation to existing specialisations;
description of the proposed specialisation’s durability over time in relation to education and research;
specialisation requirements in relation to the specified course offering;
relation to the main field of study (where applicable) as well as international viability.

Who is responsible for what?

The Board of Education decides on the main fields of study for general qualifications at the first- and second-cycle level to be offered at SLU (SLU Board’s delegation of authority) and the groups of main fields of study they should be linked to.
The Board of Education decides which subjects are to be offered at the university without being main fields of study and which subject groups they should be linked to.

Activity	Main field of study
Proposal	Department, programme board or faculty board
Approve/reject	Programme board, faculty board and Board of Education
Decision to establish	Board of Education
Decision on subject description	Board of Education

Instructions

Annex 2: Annual cycle for course and programme planning lists, among other things, joint timeframes for planning and deciding on the course and programme offering. Any changes to subjects/main fields of study must be made in good time to enable adjustments to e.g. course and programme syllabuses.

The following range of courses should be available, or be possible, to justify a new main field of study at first-cycle level:

at least 75 credits in courses with progressive specialisation (G1N, G1F, G2F);
15 degree-project credits (Bachelor’s project/G2E).

The following range of courses should be available, or be possible, to justify a new main field of study at second-cycle level:

at least 30 credits in courses with progressive specialisation (A1N, A1F);
30 degree-project credits at second cycle level (Master’s project/A2E).

Terms relating to course level and specialisation within a main field of study are listed in an annex to Lokal examensordning – regler för examina på grundnivå och avancerad nivå vid SLU (SLU’s local system of qualifications for first-cycle and second-cycle level, only in Swedish).

Links

Lokal examensordning – regler för examina på grundnivå och avancerad nivå vid SLU

To the start of the chapter

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