Assessment of KID-applications
The aim is that each application should be assessed by assessors with good expertise within the field to which application refers. Therefore, the specified keywords play an important role in this matching process.
Depending on the research project's focus, the applicant specifies the main research area, methodology, and keywords in a separate enclosure, Enclosure D. This information determines which assessors will assess the application.
From spring 2013 the Board of Doctoral Education has decided to introduce a joint assessment panel for all applications.
Assessors were nominated by departmental heads for the 2012/2014 period. During each application cycle a questionnaire is sent to all assessors asking if they could consider participating in the assessment process.
All applications shall be assessed on the same grounds. No application may receive special treatment with reference to the applicant's gender, age, origin or other irrelevant aspects.
All applications are assessed on the basis of the following four criteria
- scientific quality and potential of the proposed project
- project feasibility
- the project's suitability as a doctoral education project
- quality and potential of the supervision
Weighting of the following criteria is performed by the KID office: 1 + 1 + 2 + 1 (for suitability of the project as a doctoral education project the scores are doubled).
Scientific quality and potential of the proposed project
- Is the project original, innovative and challenging of reigning opinions or praxis?
- Does it include an innovative hypothesis or does it seek to resolve important obstacles for continued progresses within the research area?
- Does the project involve new ideas, therapies or interpretations?
- If the project aims are achieved, would that significantly enrich knowledge in the particular research field and our knowledge of health, disease and healthcare?
- Does the project have clinical relevance and are the results implementable?
- Are the total financial resources realistic in relation to the scope of the doctoral project?
- Are the available spaces, equipment and time sufficient to permit implementation of the project?
- Is there sufficient methodological know-how to implement the project in the manner described?
- Are there other experiences that in combination with the applicants various competencies strengthen the projects feasibility?
- Are materials, patients and methods well chosen and adjusted for the hypothesis or problem area in question?
- What are the strengths and weakness of the chosen approach ?
- Is the project ethically defensible?
- Are there sufficient financial resources to cover: a) project costs; b) supervision; c) doctoral candidate
The project's suitability as a doctoral education project
- Is the doctoral project designed to follow KIs general study plan for studies at this level?
- Is the research environment suitable for doctoral education projects?
- Are there opportunities for liaising with other doctoral candidates for example, via network activities?
- Is there support for the candidates studies for example, in the form of postdocs, statisticians, BMA and other researchers?
- Are there opportunities for international sharing of knowledge and interaction (exchange/contacts)?
- Are there alternative approaches to achieving the stated objectives, if the chosen does not prove successful?
- Is there a description given of how the general and specific knowledge associated with the project is to be attained for example, in suggestions of suitable courses?
- Is there sufficient argumentation for individual subprojects and are such projects well integrated with the overall goal of the project?
- Is the time plan adequate?
- Does the project include clearly described learning outcomes ?
Quality and potential of the supervision
- What previous experience of supervision has the constellation of supervisors, i.e. principal and co-supervisors? Do they have formal supervision competence?
- How many PhD candidates are currently under the applicants supervision? What is their presence in the group (full or part-time, physical workplace, etc.)?
- The ability to describe the idea of supervision and to motivate how they want to organize the supervision in the suggested project.
- The assessment of applicant competence shall pay special attention to the persons development and activities over the past five years in the form of grants, publications and supervision.
- How do the applicants intend to organise supervision in the proposed doctoral project? (That is, in what way will the applicants various competencies benefit the project?)
5 points = outstanding
4 points = excellent
3 points = very good
2 points = good
1 points = insufficient
Written feedback to applicants
At the December meeting in 2013, the KID-steering group decided to implement written feedback into the KID-process. This means that all applications will receive short written feedback on their applications after the decision on KID-funding has been taken, starting in the spring of 2014.