At Genombrottet, half of the pedagogical training we deliver annually is to doctoral students. With our limited resources, it is important that we strategically plan the work we do so that we achieve the best possible results. At the same time, good pedagogy requires that our teaching efforts be based on a good understanding of the actual needs of our course participants. Given that doctoral students face a very different reality from that of academic faculty, can we be sure that our efforts yield the results we want, for all parties involved? In order to answer this question, we need to gain a better understanding of the organisational meso-level where doctoral students at LTH learn how to teach and how to do research. This study, which is in its early stages, aims to do just that.
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