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Have enough supervisions it makes it easier

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each module should be dealt with individually, as there are different expectations. Clear instructions and similar to module 1 with Heidi.

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give space to raise this topic in general. Have meetings with explaining and offering anonymous way to contact

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give space to raise this topic in general. Have meetings with explaining and offering anonymous way to contact

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Talk about expectations in the beginning of the program and each module to be clear and have a common understanding.

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Have a half an hour of time in the schedule when one of the staff is available for the individual (ex. during the lunch time)

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talk about it in the beginning. Mention this and clarify different definitions without judging.

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talk about it in the beginning. Mention this and clarify different definitions without judging.

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have one responsible person during each module that introduces themselves (maybe someone "neutral" from the university) where we can go to with our concerns

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have one responsible person during each module that introduces themselves (maybe someone "neutral" from the university) where we can go to with our concerns

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Possibly create it for each modle WITH the tutors to also understand as students what tutors expect from us/what would not be okay in the respective context

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making sure in the meeting that the students feels safe to share their views

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making sure in the meeting that the students feels safe to share their views

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- offer the opportunity to have somebody with you as a student and as a teacher, if you think support is needed
- if something happens on site, a personal meeting would be the first steps
- have a external person (non of the supervisors or markers) at either each university or for the whole program (online consultation must be offered in this case, which has its limitations)

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setting groundrules in the start of a module together, like the way Heidi did it, go over it within all the module to see if it changes

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setting groundrules in the start of a module together, like the way Heidi did it, go over it within all the module to see if it changes

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compliant sheet/concern form that is just on Brightspace. Mentors and module coordinators could be a channel; but maybe student feels more comfortable to chat to OC rep. I think there should be options for students as it depends on the person with what they feel most comfortable with

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approach student directly, maybe students can also write down emergency contact

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approach student directly, maybe students can also write down emergency contact

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have an officilal "complaint" document that could be sent anonymously

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have an officilal "complaint" document that could be sent anonymously

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Clear instructions
Clear missions
Timelines with check-points (kinda similar to this PBL process)

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Within our mentoring group with Leonie, I felt like I had the space to either approach only my mentor or the whole group to discuss difficult situations, e.g. mental exhaustion in M2, and Leonie said she brings it back to staff. I think Mentors of the mentoring groups should be representatives of students within staff meetings

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Starting with the student representative of the cohort, mentor and/or other teacher you want to raiseyour concerns to … and then see, what next step is needed.

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This is a good method because people might not be comfortable to speak out in front of their group

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At the staff meeting we discussed the processes we have in place for developing and working accoring to a code of conduct for students and staff. This was partly triggered by the situation that played out in another programme at ZHAW around the time that our M3 took place there. Luckily, we have never experienced such inappropriate behavior in our students – but what would we do if this happened?

In addition, for the past few years Heidi has given time to the process for cohorts to consider and discuss students’ and staff’s commmunication with each other and general expectations about conduct.

We would like to have your input into these processes, starting from the point of view that all students are professionals and therefore expected to follow professional standards (from their national associations). That there are also professional standards and codes of conduct related to research. These are relevant also when students are in the role as a student.

We don’t seek to formalise lots of regulations around behaviour, but rather create an environment that is safe, constructive and pleasant for all, an in which it is clear what to do if problems ado rise, e.g. first response should be at a personal level instead of pointing out hard rules.

The students’ view is important to us! Could you therefore provide us with suggestions how we could proceed when we are concerned about a student, a group of students, or cohort-level challenges? E.g.

how could students raise concerns (to whom/how)

how can staff react when concerned about a student?

And also:

what is the best way to develop a common understanding of expectations at the start of the programme: in addition to or other than what already happens in M1?

And any further thoughts you and the cohorts have.