Radiography Programme Programme description

Generell studiekompetanse eller realkompetanse

Tilleggskrav

• Minst 40 prosent stilling i barnehage, gjennom hele studietiden. Dette må dokumenteres på eget skjema. Skjemaet består av en bekreftelse på tilsetting og samarbeid om gjennomføring av studiet.;

Studiet forutsetter at studenten har et tilsettingsforhold i en barnehage og at denne kan benyttes aktivt som en læringsarena for både studenten og medstudenter. Ved endring i tilsettingsforholdet i studietiden må studenten orientere OsloMet og ny samarbeidsavtale må inngås.

The programme will build on a master's degree in an engineering discipline, applied mathematics or physics, or a similar master's degree relevant to the PhD programme.

Formal requirements:

3.1.Norwegian master's degree in an engineering discipline, applied mathematics or physics worth 120 ECTS

OR

3.2.Foreign degree-equivalent in an engineering discipline, applied mathematics or physics, equivalent to a master's degree in the Norwegian higher education system. In cases where the foreign master¿s degree does not comprise 120 ECTS, admission may be granted subject to individual assessment, provided the qualification presented grants access to PhD studies in the country of origin.

3.3.The average grade awarded for the bachelor's degree must not be lower than a C.

3.4.The average grade awarded for the master's degree must not be lower than a B.

3.5.A minimum grade of B must be awarded to the master's thesis.

Documentation of the completed education on which the decision regarding admission should be based (certified copies of original certificates) must be submitted.

Students seeking admission to the programme, must submit an application providing the following information:

1. A description of the research work that will lead to the thesis. This description shall consist of:

• A problem statement that is related to a societal problem that can be solved - completely or partly - through engineering preferably pointing out interdisciplinary aspects.
• A project plan describing the background and identifying a research gap to demonstrate that the student has an overview of the research field.
• The project plan should include a proposed research design to solve the problem.
• A milestone plan for finishing the thesis.
• A publication plan.
• A plan for internationalisation.
• Specification of language in which the dissertation will be written
• Information about any possible restrictions connected to intellectual property rights that may affect the planned project.
• If the project calls for special academic or material resources, this must be documented in the application.

2. A list of coursework to fulfill the 30 ECTS coursework requirement

3. Supervisor's signature

4. A funding plan.

5. An account of prospective judicial and/or ethical issues the project may present.

6. Information on whether the project requires approval by research ethics committees, other public authorities or private actors. This kind of approval should be collected pre-submission when possible, and attached to the application.

Excellent English language skills are required for all participants in this PhD programme. International students must document this before appointment by taking one of the following tests and achieving the stipulated minimum total scores:

• TOEFL - Test of English as a Foreign Language, internet-based test (IBT). Minimum total score: 92. Or Paper based test with a minimum score of 600
• IELTS - International English Language Testing Service. Minimum overall band score: 6.5. Certificate in Advanced English (CAE) and Certificate of Proficiency in English (CPE) from the University of Cambridge.
• PTE Academic - Pearson Test of English Academic. Minimum overall score: 62.

The following applicants are exempt from the abovementioned language requirements:

• Applicants from EU/EEA countries
• Applicants who have completed one year of university studies in Australia, Canada, Ireland, New Zealand, the UK or the US
• Applicants with an International Baccalaureate (IB) diploma

Decisions on admissions are based on an overall assessment of the applications. The doctoral committee at the Faculty of Technology, Art and Design at OsloMet shall consider admission applications.

Admissions to the PhD Programme in Engineering Science are considered on an ongoing basis. Pursuant to the PhD Regulations, section 2-6, admission to PhD programmes is formalised by a written contract between the PhD student, the supervisor(s) and the Faculty of Technology, Art and Design.

An application for admission to the PhD programme should normally be submitted within three (3) months after the start of the research project which will lead to the degree.

On completion of the PhD Programme in Engineering Science, each student shall have achieved the following learning outcomes, in accordance with the Norwegian Qualifications Framework for Lifelong Learning:

Knowledge

On graduation, the student:

• is at the forefront of knowledge within the engineering science topic of his/her thesis and masters the field's scientific theories, principles and methods.
• is at the forefront of knowledge in his/her professional field of engineering
• has breadth of knowledge and an ability for cross-disciplinary work in engineering science.
• can evaluate the expediency and application of theories, methods and processes in research, scholarly projects and professional engineering projects specific to his/her field of engineering.
• can contribute to the development and documentation of new knowledge and methods within her/his field of engineering science.

Skills

On graduation, the student can:

• formulate research questions, plan and conduct independent research and scholarly work within engineering science.
• carry out independent research and scholarly work at a high international level.
• deal with complex professional issues with an academic approach and reflect critically on established knowledge and practice in the field.
• apply technologies, scientific methods, digital and simulation tools suitable for solving complex engineering problems.
• develop innovative, sustainable engineering solutions and transform the latest scientific discoveries into enabling new technologies.

General competence

On graduation, the student can:

• identify, discuss and reflect upon ethical and societal implications of his/her own research as well as of the applications it enables.
• produce scientific publications and communicate research and development work through recognised national and international channels.
• participate in debates and present his/her research at national and international fora.
• assess the need for, initiate and drive innovation.

Barnehagelærerutdanningen skal bygge på forskningsbasert kunnskap og etablere møteplasser for forpliktende samarbeid mellom utdanningsinstitusjon og profesjonsfelt. For å utvikle en helhetlig profesjonskompetanse skal det være et forpliktende samarbeid mellom studentenes barnehage, praksisbarnehager og OsloMet. Arbeids- og undervisningsformene skal bidra til at studentene tilegner seg profesjonsfaglige kunnskaper, ferdigheter og holdninger. Dette danner grunnlaget for studentenes handlingskompetanse og evne til kritisk refleksjon over egen og barnehagens pedagogiske praksis

;

I dette studiet veksler studenten mellom ulike læringsarenaer, og studentaktiviteter foregår både på universitetet, på arbeidsplassen og ved bruk av digitale læringsplattformer (LMS). Arbeidsmåtene i studiet bygger på studentenes erfaringsbaserte og praksisnære kunnskap og skal bidra til å åpne for refleksjon og læreprosesser. Studiet inneholder en stor grad av selvstudier, og det forutsettes at studenten møter forberedt til alle samlinger.

Undervisningen vil foregå i ulike format, med fellesundervisninger for hele kullet, og ellers i seminargrupper eller mindre studiegrupper. Samhandling og kollektive læreprosesser både med medstudenter og kollegaer på egen arbeidsplass er viktige element i studiet.

;

Struktur for samlinger på campus, nett og barnehagene

Samlinger på campus:;; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ;;

Første studieår starter studiet med fem dagers samling på campus. Deretter er det i hovedsak to dagers samlinger på campus hver tredje uke.

;

Samlinger på nett og/eller i barnehagene:;; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ;;

Studiet har samlinger på nett eller i barnehagene de ukene det ikke er samlinger på campus. Noen av nettsamlingene foregår i nåtid i virtuelle klasserom og forutsetter at studentene er online samtidig. Andre samlinger er lagt opp til at de kan gjennomføres på andre tidspunkter. Samlingene i barnehagen foregår i hovedsak hver tredje uke, de rullerer mellom barnehagene i studiegruppen, og mellom og være studentledet og ledet av ansatte ved universitetet.

Samlingene på nett forutsetter at studentene har kjennskap til digitale verktøy og har nødvendig utsyr for å kunne delta i nettsamlinger. Nettsamlingene inneholder ulike digitale læremidler og læringsressurser, f. eks webinarer, online undervisning, oppgaver, diskusjoner i både skriftlig og muntlig form.; Undervisningen på nett organiseres slik at studentene kan utvikle gode relasjoner i digitale omgivelser for å skape et konstruktivt og inkluderende læringsmiljø som fremmer interaksjon, engasjement og motivasjon for læring. Den digitale læringsplattformen skal også bidra til å skape helhet og sammenheng mellom de ukentlige samlingene.

Helheten og progresjonen i studiet sikres gjennom studentaktive læringsformer (aktiviteter) som knyttes sammen gjennom pedagogiske dokumentasjonsprosesser og kritisk refleksjon. Refleksjon og fordypning skjer i perioden mellom samlingene og knyttes tett opp til studentens arbeidsplass og den pedagogiske praksisen.

The programme is divided into two main parts:

Training component (30 ECTS credits).

Research component (150 ECTS credits).

The programme structure is flexible in that students may choose when to take the courses in order to adapt the training component to their individual theses. All courses are concluded with an examination. The academic year lasts for 40 weeks, and students are expected to work 37.5 hours per week. This includes scheduled activities, individual activities, and the examination.

Students who wish to use external courses to fulfil an elective element in the training component will be given supervision in finding such courses at other units at OsloMet or at other national or international institutions. The doctoral committee at the Faculty of Technology, Art and Design shall consider the approval of such courses in individual applications. Students are advised to apply for approval in advance. The doctoral committee considers the approval of external courses only if the course is not provided at OsloMet. This has to be argued by the supervisor in the application for appoval.

The PhD Programme in Engineering Science is built on education and research related to the following engineering disciplines:

• Civil engineering - where OsloMet has activities in structural engineering, building technology, energy and indoor climate.
• Digital Engineering and Computational Science - where OsloMet and SimulaMet have activities in universal design, scientific computing, security and reliability, IT management, software engineering, learning systems, autonomous systems and networks, modelling and simulation.
• Electrical engineering - where OsloMet has activities in robotics, automation and health technology.
• Mechanical Engineering - where OsloMet has activities in solid mechanics and materials technology, fluid mechanics and mechatronics.

The programme will be structured as follows:

5 ECTS - Engineering Science and Ethics - compulsory course

5 ECTS - Scientific Research Methods and Data Analysis in Engineering Science - compulsory course

20 ECTS - Combination of specialisation courses each worth 5 or 10 ECTS, chosen from the list of elective courses offered by OsloMet, or external courses approved on an individual basis.

150 ECTS - Doctoral thesis

The study will build on a master's degree in an engineering discipline, applied mathematics or physics, or on a similar master's degree relevant to the PhD programme. Based on this requirement, students will be required to:

1. Complete 30 ECTS of coursework comprising two compulsory courses each worth 5 ECTS and 20 ECTS of either elective courses chosen from the list of courses offered in the programme or courses from other faculties/institutions, subject to approval by the doctoral committee.

2. Write a thesis at the forefront of research. The thesis will account for 150 ECTS, and may be submitted in either monograph or article-based format.

The PhD programme may be undertaken either as a full-time programme over three years or as a part-time programme over four years combined with 25% required duties.

Training component

The training component promotes the students' research and competence development. It comprises courses offering theoretical and methodological training in writing the thesis. The compulsory courses will provide students with a joint theoretical and methodological platform. The content and curricula of the compulsory courses are composed in order to cover the entire scope of Engineering Science.

The elective element of the PhD programme forms multidisciplinary arenas that will support interdisciplinary research. The courses integrate scientific theories and methods that are relevant to the areas of research in engineering science. The elective courses are thematically and methodically rooted in the research activities of the faculty and SimulaMet, and offer students the opportunity to specialise in approaches and ways of thinking that are particularly relevant to their thesis.

The PhD programme is closely linked to current research, and students will contribute to developing the respective fields of study through their own projects.

Compulsory courses, worth a total of 10 ECTS credits (each offered once a year):

Engineering Science and Ethics (5 ECTS credits)

Scientific Research Methods and Data Analysis in Engineering Science (5 ECTS credits)

Elective courses, worth a total of 20 ECTS credits. Students choose freely from the following courses:

Advanced Project within Structural Engineering and Building Technology (10 ECTS credits)

Finite Element Modelling and Simulation of Structures (10 ECTS credits)

Advanced Topics in Building Services Engineering (10 ECTS credits)

Universal Design in Multidiciplinary contexts (10 ECTS credits)

Cloud Computing and Security (10 ECTS credits)

Topics in Artificial Intelligence and Machine Learning (10 credits)

Applied Mathematical Modelling and Analysis (10 credits)

Advanced Topics in Biomedical Engineering (10 ECTS credits)

Advanced topics in Robotics and Control (10 ECTS credits)

Evidence based Engineering (5 ECTS credits)

Future Energy Information Networks (5 ECTS credits)

Internet Architecture and Measurements (10 ECTS credits)

The elective courses will be offered once a year provided 3 or more students sign up for the course. If less than 3 students sign up for the course, the course may be cancelled for that year but not necessarily.

The students are responsible for acquiring knowledge and skills in research methods relevant to their chosen field of expertise. Methodology courses can be chosen from OsloMet's portfolio or at other institutions. External courses must be approved by the programme committee, preferably prior to starting the course.

Research component

The research component amounts to the work on the doctoral thesis (150 ECTS credits). Work on the thesis is spread across all six semesters and includes planning and conducting the research project, processing the results, and structuring and writing the thesis. The thesis may be produced as a compilation of articles or as a monograph; see the PhD Regulations under 'Training component' above.

An article-based thesis must contain at least three articles and an introductory chapter displaying the relationship between the articles. The student must be the sole author of the introduction and the main author of at least two of the articles. If articles are included where the student is not the main author, he/she must confirm in writing that he/she meets the requirements for co-authorship by stating her/his material contribution to the article in terms of collecting data, interpreting results, and which parts of the article he/she has written. On submission of the thesis, at least one of the articles must already be accepted for publication.

OsloMet har et strategisk fokus på storby, mangfold og internasjonalisering, og flerkulturelle perspektiver er gjennomgående i hele barnehagelærerutdanningen. I studiet skal studentene forholde seg til faglitteratur på skandinavisk og engelsk språk. OsloMet tilbyr engelskspråklige fordypninger for studenter på alle bachelor programmene, der deltar også innreisende studenter. Disse fordypningene går i perioden august – desember, dvs. at det er andre undervisningsdager enn ellers på programmet.

Ordninger for utveksling finnes i fjerde studieår, hvor både fordypning og bacheloroppgave kan gjennomføres ved utdanningsinstitusjoner OsloMet har samarbeidsavtaler med. Å studere eller å ta praksis i utlandet kan gi studenten mulighet til å utvikle sin internasjonale kompetanse, språkferdigheter, personlige egenskaper og omstillingsevne.

The learning outcomes of the programme include knowledge at the forefront of research, complex skills, and a high level of general competence in the field of engineering science. This means that the working and teaching methods will be sufficiently varied and complex to support the student's learning process on the way to achieving the learning outcomes.

Training component

Lectures

The lectures will cover key topics in the courses and will disseminate current issues and new research findings.

Self-study

Achievement of the learning outcomes depends mainly on the degree to which the PhD student makes effective use of the instruction and supervision offered and accepts responsibility for working independently. Self-study entails student-initiated activities such as individual study and cooperation with fellow students. The starting point consists of theoretical and methodological issues and a knowledge base in engineering science.

Seminars

Organised group work requires students to discuss given research problems based on a topic covered in the course and on their respective academic backgrounds. This offers the students opportunities to reflect on multidisciplinary and interdisciplinary research problems. The outcomes of the seminars are presented and discussed in plenary sessions, providing students with training in both academic dissemination and peer review.

Practical application of methodology

Different methodologies are applied in practical exercises, such as research interviews, qualitative and quantitative analyses, and different types of software. This provides students with practical experience in addressing, for example, complex analyses.

Research component

Research work

The working methods for the thesis consist mostly of self-study and research activities. Selfstudy entails student-initiated activities such as individual study and cooperation with fellow students and researchers. Research activities involve planning and conducting the student¿s own research, processing the results, and designing the thesis. This part constitutes the most important contribution to the PhD student's research competence.

Supervision

Supervisors are appointed by the doctoral committee. The main supervisor shall have overall academic responsibility for the PhD student and shall normally be an employee of OsloMet or SimulaMet. As a general rule, the student shall also have a co-supervisor from OsloMet or from another institution. If an external main supervisor is appointed, an employee of OsloMet or SimulaMet shall be appointed as co-supervisor. Each PhD student is entitled to 210 hours of supervision, including preliminary and follow-up work during the course of the nominal length of study. A time schedule for tutorials and a work schedule must be agreed upon at the first tutorial in each semester. Supervision includes time spent on preparatory work, discussions with the PhD student, and follow-up work. Requirements regarding supervisors and rights and obligations are regulated in the PhD Regulations, sections 3-1 to 3-3. The PhD student and the supervisor(s) must independently submit annual progress reports for assessment and approval by the faculty's doctoral committee. Supervision of the thesis shall ensure that the project is in accordance with ethical guidelines and shall contribute to the design of research problems and the quality of the methods to be used.

Participation in research communities

The student¿s projects are linked to OsloMet¿s established research communities via the student¿s supervisors and the student¿s own involvement in research groups and other research activity. Active participation will provide students with insights into research management and experience in multidisciplinary and interdisciplinary research cooperation, and provide them with opportunities to discuss research problems and designs, challenge established knowledge and practice, and present their own projects. Students will have opportunities to establish and further develop cooperation with national and international research communities.

Research seminar and dissemination

Students must present their projects in seminars at the start of, midway, and near the end of the programme. This will take place at the faculty's regular research fellows forums. The midway presentation must ideally be conducted in English and be followed by a discussion on current progress between the PhD student, the supervisor(s), and the PhD Programme Director. Furthermore, students are encouraged to present their research at least once a year at an international academic conference. This gives students competence in participating in scientific discussions within their field of research in cooperation with national and international research communities. Students are also encouraged to disseminate their projects to broader audiences, such as giving lectures to users or through popular science channels.

Descriptions of the work and teaching methods for the individual courses are provided in the course plans.

The language of instruction in all the courses in the programme will be English, and all examinations, papers and projects will be conducted in English. Students are strongly encouraged to spend at least one semester at a research institution outside Norway. Each student must prepare a plan for internationalisation as part of the application for admission to the programme.

Vurdering er et viktig element i profesjonskvalifiseringen og knyttes til arbeidskrav, eksamener og praksisstudier. Studentene skal kunne prøves i forhold til forventet læringsutbytte.

Gjennom studiet møter studentene ulike vurderingsformer. Studenten vil prøves i både skriftlige, muntlige, digitale og praktiske vurderingsformer. De ulike vurderingsformene skal bidra til progresjon i utdanning og ivareta studenter med ulik bakgrunn og ulike forutsetninger og behov. Nærmere beskrivelse av vurderingsformer framgår av den enkelte emneplan.

Se den enkelte emneplan for vurderings-/eksamensformer.

Rettigheter og plikter ved eksamen ;; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ;

Eksamenskandidatens rettigheter og plikter framgår av forskrift for studier og eksamen ved OsloMet). Forskriften beskriver blant annet vilkår for ny/utsatt eksamen, klageadgang og hva som regnes som fusk ved eksamen. Kandidaten har plikt til å gjøre seg kjent med bestemmelsene i forskriften.

;

Sensorordning;; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ;;

For å ivareta et eksternt blikk på all vurdering inngår enten ekstern sensur eller tilsynssensur. Ved tilsynssensur oppnevnes en tilsynssensor som skal føre tilsyn med vurderingsformer, gjennomførte vurderinger og vurderingsprosesser. Evalueringen dokumenteres i en rapport hvor eventuelle forslag til endringer i vurderingsform og vurderingsprosess framkommer.

;

Kvalitative vurderingskriterier

Det norske karaktersystemet er fastsatt i Lov om universiteter og høyskoler (§ 3-9), med skalaene A-F og bestått/ikke bestått.

Ved bruk av karakterskala bestått/ikke bestått, må følgende være oppfylt for å vurderes til bestått karakter, kandidaten har oppfylt kravene til læringsutbytte og viser nødvendige kunnskaper, ferdigheter og kompetanse. Vurderingskriteriene utdypes i sensorveiledningen til den enkelte eksamen.

Følgende nasjonale vurderingskriterier legges til grunn;

A -;fremragende:;Fremragende prestasjon som klart utmerker seg. Kandidaten viser svært god vurderingsevne og stor grad av selvstendighet.

B - meget god:;Meget god prestasjon. Kandidaten viser meget god vurderingsevne og selvstendighet

C - god:;Jevnt god prestasjon som er tilfredsstillende på de fleste områder. Kandidaten viser god vurderingsevne og selvstendighet på de viktigste områdene.

D - nokså god:;En akseptabel prestasjon med noen vesentlige mangler. Kandidaten viser en viss grad av vurderingsevne og selvstendighet

E - tilstrekkelig:;Prestasjonen tilfredsstiller minimumskravene, men heller ikke mer. Kandidaten viser liten vurderingsevne og selvstendighet.

F;- ikke bestått:;Prestasjon som ikke tilfredsstiller de faglige minimumskravene. Kandidaten viser både manglende vurderingsevne og selvstendighet

;

Skikkethetsvurdering

Lærerutdanningsinstitusjoner har ansvar for å vurdere om studenter er skikket for barnehagelæreryrket. Løpende skikkethetsvurdering foregår gjennom hele studiet og inngår i en helhetsvurdering av studentens faglige, pedagogiske og personlige forutsetninger for å kunne fungere som barnehagelærer. En student som utgjør en mulig fare for barns liv, fysiske og psykiske helse, rettigheter og sikkerhet, er ikke skikket for yrket. Studenter som viser liten evne til å mestre barnehagelæreryrket, skal så tidlig som mulig i utdanningen få melding om dette. De skal få råd og veiledning for å gjøre dem i stand til å oppfylle kravene om lærerskikkethet eller få råd om å avslutte utdanningen. Skikkethetsvurderingen foregår gjennom hele studiet.

Nærmere informasjon omskikkethet;

Different forms of assessment are used in the programme that are adapted to the learning outcomes of the different courses. The forms of assessment used are intended to support learning and document that the students’ competence is adequate in relation to the applicable learning outcomes. The students will receive advice and supervision and have their performance assessed during the programme. It is important and necessary to assess students’ knowledge and skills often, so that the students receive feedback on whether their performance is in line with the programme's requirements and whether they have achieved the learning outcomes.

Exams and practical training are assessed in accordance with the applicable rules set out in the Act relating to Universities and University Colleges, the Regulations relating to Studies and Examinations at OsloMet and the Guidelines for Appointment and Use of Examiners at OsloMet.

The forms of assessment and criteria are described in the individual course descriptions. All exams taken will be stated on the diploma, along with the title of the student's bachelor's thesis.

Assessment/exam

All courses conclude with a final assessment and/or an exam. The student's performance is assessed on the basis of the learning outcomes defined for the course. The grades used are either pass/fail or letter grades on a scale from A to F, with A being the highest grade and E the poorest pass grade. The grade F means that the student has failed the exam.

In some courses, the exam consists of more than one part. The student's performance in each part of the exam is assessed by a separate grade, before a final overall grade is awarded. For courses that use exams consisting of more than one part, the course description will state how the final grade for the course is arrived at on the basis of the separate grades awarded for the different parts of the exam.

Most courses have required coursework that must be approved before the student can take the exam. See the course descriptions for more details.

Resits/rescheduled exams 

Resit and rescheduled exams are carried out in the same manner as the ordinary exam unless otherwise specified in the course description. In special cases, resit and rescheduled exams in courses with group exams may be held as individual exams.

For exams where a percentage of the exam papers are selected for assessment by an external examiner, the external examiner's assessment shall benefit all the students. In such cases, one external and one internal examiner will first grade the selected papers. The internal examiner then continues grading the remaining papers together with another internal examiner. The assessments from the first part are summarised to serve as guidelines for the assessments carried out by the two internal examiners.

Grades awarded for written exams can be appealed, cf. Section 5-3 of the Act relating to Universities and University Colleges.

It is not possible to appeal the grades awarded for oral and practical exams. In a group exam, the result of an appeal will only have consequences for the candidates who have submitted the appeal. This means that all members of the group do not have to participate in the appeal.

Assessment of practical training

The external practical training is assessed as passed or failed. The assessment is based on the learning outcomes for the course and the continuous suitability assessment that students are subject to throughout the practical training period.

To pass the practical training, the student must have met the compulsory attendance requirement. A minimum attendance requirement of 90% applies to practical training courses. The attendance requirement applies both to time spent at the practical training establishment and any teaching activities provided as part of the programme. The following provisions apply as regards absence:

Students with less than 10% absence can complete the practical training course as normal. Students with between 10–20% absence can make up for the practical training/teaching activities missed, insofar as it is practically possible. This must be agreed with the practical training supervisor and the contact lecturer at the university. If it is not possible to compensate for the absence, the whole period of practical training must be retaken. This will result in delayed progress in the programme.

External programme supervisor

The study programme has an external programme supervisor in accordance with the Guidelines for Appointment and Use of Examiners at OsloMet. The external programme supervisor is charged with evaluating the programme's structure and coherence, including the relationship between the learning outcomes as described in the programme description, the work and teaching methods and assessment arrangements. The external programme supervisor should normally supervise all the courses in the programme over the course of a three-year period and provide feedback and advice that the academic environment can use in its further work on the quality of education.

Suitability

Diplomas for the completed programme will only be awarded to graduates who are suited to practise the profession. A student who represents a potential threat to the physical or mental health, rights and safety of his/her patients and colleagues is not suited for the profession.

Suitability assessments are made on a continuous basis throughout the study programme, and will be included in the overall assessment of the students' professional and personal suitability for work as health personnel. Students who demonstrate little ability to master the radiographer profession must be informed of this at the earliest possible stage of the programme. They will be given supervision and advice on how to improve, or be advised to leave the programme.

Special suitability assessments are used in special cases, cf. the Regulations concerning Suitability Assessment in Higher Education. For more information about suitability assessment, see https://student.oslomet.no/skikkethetsvurdering