Sub-policy for the University
Frameworks that promote well-being and completion
An informed choice of education programme and a positive start to the programme are important prerequisites for students completing a programme that will create value for the students and for the development of society in Denmark and abroad. We offer students a carefully planned and inclusive welcome to the University of Southern Denmark both before and after choosing their studies. The University’s students encounter a study environment that puts high academic standards at the centre, provides good conditions for students to thrive and complete their studies, and creates opportunities for students to influence the framework of their education programme.
See the policy's goals for:
Informed choice of education
At the University of Southern Denmark, we are continually developing the way we welcome students to the University, ensuring that prospective students get a realistic and up-to-date picture of the education programmes offered and what is required of students, and how the programmes can strengthen skills and academic development in relation to employment. Insight into the requirements, content, organisation and DQPs of the programmes as well as future employment opportunities also strengthens the basis for choosing a programme.
Standards of practice
At the University of Southern Denmark, an informed choice of education is ensured and developed in at least the following ways:
- The profile of the individual programmes must be clear to prospective applicants. Presentations should provide information about admission requirements and the content of the programme, opportunities for graduates, relevant study choice activities and student life on the programme.
- Potential applicants are offered competent guidance about relevant educational opportunities as well as what student life is like at the University of Southern Denmark, and a wide range of bridge-building activities and information events are organised.
- Information and activities for potential applicants are systematically evaluated and developed based on input from potential applicants and recruited students as well as additional relevant knowledge.
Support for the sub-goal
The sub-goal is followed up on as part of the ongoing work of the study board, as well as at status meetings held in connection with the Study Programme Report.
The follow-up must include:
- Drop-out rate after the first year of study and total drop-out rate for the entire education programme
- Insights from student-centred surveys (including the Danish Student Survey and the Study Environment Survey)
- Admission figures
- Any additional insights (e.g. input from teachers, students and study administrative staff)
Responsibilities may be delegated, but are in principle divided as follows:
- The faculty is responsible (with the involvement of relevant representatives of the education programmes) for regularly assessing the communication efforts vis-à-vis prospective students, and for ensuring that presentations (in relevant languages) of all the programmes are available with information on admission requirements, content, job opportunities, possibilities for credit transfers and any supplementary requirements.
- The faculty is responsible for ensuring that follow-up on recruitment and admission is included in the study board’s annual cycle.
- The management of the Central Administration is responsible for supporting the heads of studies and faculty managements in the best possible way in their efforts to meet the aforementioned responsibilities. This includes, among other things, contributing to bridge-building activities and other student-recruitment activities as well as their evaluation.
Task allocation:
- SDU Communications: Marketing and online presentation of all SDU’s bridge-building activities.
- SDU Analytics: Presentation of relevant data from the study start survey (integrated in the Danish Student Survey and the Study Environment Survey).
- SDU IT and Technical Services: Venues for use in connection with information, communication and activities for prospective students as well as digital support.
- SDU Education: The coordination, conduct and evaluation of bridge-building activities and other student-recruitment activities.
- SDU Education: Marketing of joint recruitment activities.
- SDU Education: Supports the organisation and implementation of the study start survey (integrated in the Study Environment Survey and the Danish Student Survey).
- SDU Education: Provides and develops guidance services for prospective students.
- SDU Education: Admission according to application deadlines and legal requirements for admission.
Operationalisation at the faculties
This section is currently under translation.
This section is currently under translation.
This section is currently under translation.
This section is currently under translation.
This section is currently under translation.
The good introduction
At the University of Southern Denmark, we continuously focus on organising the study start and other introductions to give all students – regardless of background and any special challenges – the opportunity to develop as university students, become part of an academic community and prepare for future employment. Based on the latest knowledge and in dialogue with students, we develop safe, inclusive introductions whose scope and content are adapted to the course of study. We also introduce students to the education programme in a way that promotes expedient ways of working both in and outside the classroom, and which provides a sound foundation for the successful completion of the programme.
Standards of practice
At the University of Southern Denmark, a good introduction is ensured and developed in at least the following ways:
- Students are offered a comprehensive introductory course that is relevant, coordinated and closely aligned with their future studies.
- The information provided to new students about their education programme and the University is relevant and timely.
- The introduction should be organised so that all students have the opportunity to participate in a safe and inclusive introductory programme, ensuring that they are integrated at an early stage in social and academic communities. Among other things, the introduction should ensure that students know what is expected of them in terms of workload and active participation, and it should provide an opportunity to exchange experiences and collaborate with other students from their own year group as well as other year groups.
- The introduction is systematically adapted, evaluated and developed based on, for example, input from students and teachers as well as key figures for first-year drop-out rates.
Support for the sub-goal
The sub-goal is followed up on as part of the ongoing work of the study board, as well as at status meetings held in connection with the Study Programme Report.
The follow-up must include:
- Drop-out rate after the first year of study and total drop-out rate for the entire programme
- Admission figures
- Insights from student-centred surveys (including the Danish Student Survey and the Study Environment Survey)
- Any additional insights (e.g. evaluations and other input from teachers, students and study administrative staff)
Responsibilities may be delegated, but are in principle divided as follows:
- The faculty is responsible for organising introductory activities for each education programme that meet the above principles. All introductory activities must be organised with the involvement of the study management and (where appropriate) teachers on the education programme.
- The faculty is responsible for ensuring that follow-up on introductory activities is included in the study board’s annual cycle.
- The study board is responsible for following up on the introductory activities, including information, communication, academic and social activities, and the students’ opportunities for exchanging experience and collaborating with other students in connection with the introduction.
- The Central Administration is responsible for supporting the heads of studies and faculty managements in the best possible way in their efforts to meet the aforementioned responsibilities.
Task allocation:
- SDU Communications: Responsible for the structural guidelines for the study start pages at MitSDU.
- SDU Analytics: Presentation of key figures and data from the study start survey.
- SDU IT: Information about and access to IT systems (including, among others, SSO, student email and print).
- Technical Services: Venues for study start activities.
- SDU Education: Supports coordination of the study start for undergraduate programmes across the faculties.
- SDU Education: Supports the study start activities organised by student organisations.
- SDU Education: Facilitates the organisation and implementation of the study start survey (integrated in the Study Environment Survey and the Danish Student Survey).
- SDU Education: Provides international students with relevant information regarding their arrival and stay in Denmark based on the specific needs of this target group.
- SDU Education: Offers a short introductory programme for exchange students prior to study start, which introduces them to general conditions at SDU based on the specific needs of this target group.
Operationalisation at the faculties
This section is currently under translation.
This section is currently under translation.
This section is currently under translation.
This section is currently under translation.
This section is currently under translation.
The good study environment
The University of Southern Denmark is a good place to be a student – both in and outside the classroom – and we support and develop the good study environment while focusing on the well-being of students. The University of Southern Denmark attaches the highest importance to the social, psychological and physical study environment and to the efforts to support and develop a good study environment being knowledge-based and based on dialogue with students.
Standards of practice
At the University of Southern Denmark, the good study environment is ensured and developed in at least the following ways:
- The psychological and social environment at the University is always characterised by mutual respect, and it is always clear to students whom they can turn to if they experience inappropriate behaviour.
- The organisation of the University and its physical and digital facilities support a good student life, among other things through the availability of study workspaces, coherent communication and facilities that support socialising, societies and associations and informal learning groups.
- The physical, social and psychological study environment must be continually evaluated and developed based, among other things, on evaluations and other input from students and teachers as well as on current knowledge in the field.
Support for the sub-goal
The sub-goal is followed up on in the Central Administration and as part of the ongoing work of the study board, as well as at status meetings held in connection with the Study Programme Report.
The follow-up must include:
- Insights from student-centred surveys (including the Danish Student Survey and the Study Environment Survey)
- Any additional insights (e.g. input from teachers, students and study administrative staff)
Responsibilities may be delegated, but are in principle divided as follows:
- The Central Administration is responsible for supporting the physical and social study environment and the well-being of students in general (including study places and access to sports facilities), for supporting student organisations, for following up on student-centred surveys, and for ensuring continuous dialogue about the conditions for a good student life with the cities where campuses are located.
- The faculty is responsible for supporting the social study environment at programme level, and for ensuring that evaluation and follow-up on the work with the study environment are included in the study board’s annual cycle.
- The faculty is responsible for ensuring timely and accurate communication to students about their education programmes, including a plan for the publication of syllabuses and exam plans.
- The study board is responsible for following up on the study environment.
Task allocation:
- SDU IT and Technical Services: Study spaces, places for students to gather for social and academic activities and events and access to printing services.
- SDU Library: Library facilities (including information searches) and study spaces.
- SDU Communications: Technical operation and development of platforms aimed at providing information to students.
- SDU Analytics: Presentation of relevant data from the study start survey (integrated in the Study Environment Survey and the Danish Student Survey).
- SDU Education: Providing support to student associations and university-wide student events, dialogue with the surrounding community about the study environment as well as access to sports facilities.
- SDU Education: University-wide student communication and information (and coordination thereof), as well as handling enquiries about abusive behaviour.
- SDU Education: Facilitates the organisation and implementation of the Study Environment Survey and the Danish Student Survey at SDU.
Operationalisation at the faculties
This section is currently under translation.
This section is currently under translation.
This section is currently under translation.
This section is currently under translation.
This section is currently under translation.
Influence through councils, boards and committees
The University of Southern Denmark supports and develops opportunities for students and employees to be able to seek influence through councils, boards and committees in at least the following ways:
- It is clear to students and staff which opportunities elected and non-elected representatives have to contribute to the quality assurance and development of education programmes and the University as a whole through boards, councils and committees, including how one can be elected to these bodies.
- The work of councils, boards and committees is characterised by relevant information being available to all members, transparent procedures and members having a say in the agenda and being involved in discussions.
- Students and employees elected to councils, boards and committees are prepared and supported in being able to fulfil their task in the best possible way.
- There is systematic follow-up on the involvement of students and staff in collegiate bodies based, among other things, on input from students and staff, as well as lessons learned from collegiate elections.
Support for the sub-goal
The sub-goal is followed up on in the Central Administration and as part of the ongoing work of the study board, as well as in connection with Study Programme Report status meetings.
The follow-up must include:
- Input from representatives in councils, boards and committees as well as from study administrative staff.
- Any other input (e.g. from students and teachers).
Responsibilities may be delegated, but are in principle divided as follows:
- The Central Administration is responsible for informing and communicating about councils, boards and committees, about their tasks and procedures, as well as about elections to these bodies.
- The Central Administration, Faculty and head of department are responsible for ensuring the transparency of the proceedings of councils, boards and committees (including making available information on meeting dates, minutes, deadlines and information by expected response times).
- The Central Administration and the Faculty are responsible for ensuring that members of councils, boards and committees are qualified to perform their duties.
- The Faculty is responsible for ensuring that evaluation and follow-up on the influence exerted via councils, boards and committees is included in the study board’s annual cycle. The Faculty is responsible for ensuring that the study board’s schedule for following up on individual elements of the quality policy is publicly available.
- The study boards and other collegiate councils, boards and committees are responsible for following up on the influence exerted by students and staff in connection with the ongoing work as well as at meetings related to the Study Programme Report process.
Task allocation:
- SDU Communications: Information for students and staff about elections to councils, boards and committees.
- SDU Communications: Development and implementation of awareness campaigns targeted at students and staff within the scope of the framework decided by SDU’s election committee.
- SDU HR: Support for co-determination and involvement at SDU through the skills development of managers (including serving the election committee and the University’s co-determination and involvement portal).
- SDU Education: Information for staff and students (including members of councils, boards and committees) about the quality system for education programmes and the work on educational quality.
Operationalisation at the faculties
This section is currently under translation.
This section is currently under translation.
This section is currently under translation.
This section is currently under translation.
This section is currently under translation.
Qualified study and career guidance
Students have access at all times to accurate information and holistic and user-friendly guidance on education, student life and their future working life. Information and guidance are accessible, reliable and relevant, promoting student well-being, enabling students to make informed educational choices, and supporting their study journey and transition to careers following graduation.
Standards of practice
Qualified study and career guidance is ensured and developed at the University of Southern Denmark in at least the following ways:
- It is clear to students how they can access information and guidance covering key laws and regulations, completion, well-being, careers and the planning, interruption and resuming of studies.
- The University offers guidance services to students which are preventive, outreach and available from the start of studies and throughout their course of study. The guidance is competent, visible, relevant, accessible and coherent so that students are given a helping hand whoever they contact, and obtain relevant information and advice.
- Guidance at the University of Southern Denmark is systematically evaluated and developed in dialogue with students, and the University continually adapts information and guidance offerings to student needs based, among other things, on information from student-centred surveys and graduate surveys.
Support for the sub-goal
The sub-goal is followed up on in the Central Administration and as part of the ongoing work of the study board, as well as in connection with Study Programme Report status meetings.
The follow-up must include:
- Insights from student-centred surveys (including the Danish Student Survey and the Study Environment Survey).
- Any additional insights (e.g. input from teachers, students and study administrative staff).
Responsibilities may be delegated, but are in principle divided as follows:
- The University is responsible for ensuring that there is a common standard for which information should be readily available on the University’s website for each education programme, and the University continually reviews and adjusts this information for students.
- The Central Administration is responsible for providing, coordinating, evaluating and following up on student guidance: Completion guidance, well-being guidance, guidance on choice of education programme, career guidance, and guidance on key rules and legislation in the field (including provisions on the State Education Grant and Loan Scheme in Denmark (SU), leave and exams).
- The Central Administration is responsible for ensuring that key supervisors have skills corresponding to the level set by the University’s guidance strategy.
- The Faculty is responsible for: providing access to study-specific, academic guidance; for ensuring supervisors skills are updated, and for ensuring that the heads of studies and the study administrative staff know about relevant and applicable laws and regulations as well as the frameworks established by the faculty.
- The Faculty is also responsible for ensuring that evaluation and follow-up on the work with guidance is included in the study board’s annual cycle.
- The study board is responsible for following up on offers of guidance in the ongoing work as well as in meetings related to the Study Programme Report process.
Task allocation:
- SDU RIO: Information and job and career guidance (including an overview of offers of central and/or decentralised individual career guidance activities as well as activities that support job searches, networking and the transition from studying to a career, e.g. career days, career seminars, workshops, and presentations from companies and other relevant groups).
- SDU RIO: Continually supports companies, organisations and other external partners so that they are prepared for cooperation with teachers and students, ensuring that expectations are mutually aligned.
- SDU RIO: Job bank where students can search for project collaborations, internships, student jobs and full-time work.
- SDU Library: Support for students’ library study techniques, literature searches, reference tools, study spaces and study rooms.
- SDU Education: The provision, coordination and evaluation of central well-being guidance, completion guidance, programme planning guidance and guidance on key rules and laws (including the State Education Grant and Loan Scheme in Denmark (SU), leave and exams).
- SDU Education: Guidance on well-being, mental health, doubts, study techniques, academic practices and general study rules (through conversations, group sessions, podcast, webinars and knowledge universes).
Operationalisation at the faculties
This section is currently under translation.
This section is currently under translation.
This section is currently under translation.
This section is currently under translation.
This section is currently under translation.
Last Updated 09.05.2025