Quality work

STANDARD: Higher education institutions have a publicly available quality assurance policy that is part of their strategic management. Internal stakeholders develop and implement this policy through appropriate structures and processes, and external stakeholders are involved.

Goal

A quality system with an effective organization.

How we achieve it

• The quality system is organized and administered to be efficient and fit for purpose. It is designed to be straightforward and adapted to benefit internal processes, helping to gather information on how the organization is performing in relation to its operational goals.
  

Goal

A quality system that contributes to continuous improvement.

How we achieve it

• The quality system is designed using methods that capture continuous development and improvement, encompassing processes for planning, implementation, follow-up, feedback, and improvement.
  

Goal

A quality system supports the development of a quality culture.

How we achieve it

• The quality system has clearly defined goals that are embedded among staff and students and extend beyond mere quantitative metrics. The system promotes the development of a quality culture where leadership acts as role models, actively supporting and encouraging initiatives that contribute to increased quality, with a focus on learning and development at all levels.
• The system ensures that a quality culture is maintained through continuous follow-up.
• The system is built on openness, communication, and participation, as well as the opportunity to learn from mistakes and challenges. The quality system is transparent, and there are clear channels for communication between staff and students.

Goals

A quality system that reflects the relationship between research, learning, and teaching.

How we achieve it

• The quality system contains clear and measurable goals for research, learning, pedagogy, and teaching. These goals are designed to be relevant to both students and staff and are linked to the university's overall operational objectives.
• The system includes continuous evaluation of both teaching and learning processes, carried out through regular assessments of courses, study results, and research projects. The results of these evaluations are used to identify areas where improvements are needed.
• The system fosters a culture where research, course content, and pedagogy are closely linked, for example by following pedagogical developments, including current research in course materials, and ensuring that faculty with research qualifications teach in the degree programs.
• The system also promotes a student-active learning environment where students are encouraged to participate actively in research and projects.

Goals

A quality system that considers collaboration and the context in which the university operates.

How we achieve it

• The quality system includes a strategy for collaboration with other stakeholders within the university's context, such as the professional sector and the surrounding society, to promote mutually beneficial relationships, enable development, and support knowledge construction.
• The system also takes into account the university's surrounding context, including economic and political factors. It ensures that operations can adapt to changes in the external environment while maintaining a high standard of quality.

Goals

A quality policy that supports the organization of the quality system.

How we achieve it

• The quality system reflects the university's overall goals and ambitions for education, research, and collaboration. It also clarifies how these goals are to be achieved through systematic quality work. The policy establishes the distribution of responsibilities and roles for all involved parties and is designed to be communicative and accessible to everyone within the organization.
  

Goal

A quality policy that supports all organizational units, management, staff, and students in taking responsibility for quality assurance.

How we achieve this

• The quality policy emphasizes the importance of all parts of the organization—management, staff, and students—sharing the responsibility for ensuring quality. The policy clarifies how cooperation and communication between these units should be promoted to support continuous improvement in the quality of education.
  

Goal

A quality policy that supports academic integrity and vigilance against cheating.‍

How we achieve this

• The quality policy promotes and supports a culture of academic integrity, where examinations are conducted in a legally secure manner to prevent cheating and detect plagiarism, and where disciplinary measures can be taken in the event of violations of current regulations.
  

Goal

A quality policy that supports efforts against discrimination and intolerance among both employees and students.

How we achieve this

• The quality policy promotes an inclusive and equitable learning environment and supports the university's work against discrimination and intolerance. This includes measures to ensure equal opportunities for learning and development for all students, a discrimination-free work environment for employees, and continuous efforts to maintain a respectful and open atmosphere.
  

Goal

A quality policy that supports the involvement of external stakeholders in quality assurance.

How we achieve this

• The quality policy promotes and supports the university's efforts to involve and collaborate with external stakeholders, such as the labor market, national and international industry organizations, and other interested parties in the quality assurance of the university's operations. This is achieved through collaboration, dialogue, and regular feedback to ensure that education remains relevant and meets the labor market's requirements for knowledge and skills.
  

Goal

A quality policy operationalized through various internal quality assurance processes that allow everyone at the university to participate.

How we achieve this

• The quality policy is operationalized through internal processes aimed at involving everyone at the university and ensuring that the quality of education, research, and collaboration is continuously improved and developed. These processes are characterized by openness and transparency, enabling students, faculty, and staff to contribute to the university's quality assurance work.

STANDARD: Higher education institutions have processes for the design and establishment of study programs. Study programs are designed so that the educational objectives established for them, including learning outcomes, can be met by the students. The degree to which a study program leads is clearly specified and communicated, and refers to the correct level within the national qualifications framework and, consequently, to the European Qualifications Framework.

Goal

The higher education institution shall have processes for the design and establishment of study programs.

How we achieve this

• The design of the Naprapath program is regulated in the Education Plan, which is systematically revised on a 5-year cycle.
• Processes for the design of Naprapathögskolan's study programs are established according to clear guidelines by the Education Committee, which includes student representation.
• Decisions on the establishment of new study programs are made by the board after consultation with the Naprapathögskolan management team.
• The basis for decisions on establishing new study programs shall include, among other things.

Goal

The program is structured to ensure that students can fulfill the established educational objectives, including all learning outcomes.

How we achieve this

• Through the design, implementation, and assessment of the program, we ensure that students have achieved the educational objectives by the time their degree is conferred.
• All educational objectives are given equal weight and importance, and all students must have a reasonable opportunity to achieve every objective.

Objectives

The program leads to a clearly specified and communicated degree that corresponds to the appropriate level within the national qualifications framework.

How we achieve this

• The program leads to a degree in naprapathy, which is a requirement for completing the mandatory internship in Sweden and Norway and for applying for professional licensure.
• The degree in naprapathy is classified according to the International Standard Classification of Education (ISCED) 2011 at Level 5, code 750.

Objectives

The program provides students with both academic knowledge and skills, including generic skills that foster personal development and can be applied in their future professional careers.

How we achieve this

• The program offers students a scientific, profession-oriented, and pedagogical learning environment with a clear research connection and close ties to their future professional life.
• To clarify how the various parts of the program relate to one another, the education is organized into five competency areas: medical, health-promoting, clinical, professional, and scientific, which serve as a common thread throughout the program's courses. These areas are based on, among other things, the CanMEDS competency framework, which outlines the roles and associated competencies necessary for practicing as a naprapath and for developing a professional approach.

Objectives

The program is designed with overarching educational objectives that align with the institution's strategy and explicit learning outcomes.

How we achieve this

• The Naprapathic Program comprises 23 educational objectives. There is a clear link between these educational objectives and the course-specific learning outcomes that students must achieve to earn their degree in naprapathy.
• The educational objectives are designed based on the Scandinavian College of Naprapathic Manual Medicine's overall operational goals and explicit learning outcomes.

Objectives

The education shall be designed in dialogue with the students.

How we achieve this

• Student influence is ensured through clear collaboration and is an integrated part of the program's design, implementation, and follow-up.
• Formal and informal student influence occurs through the preparation of issues and participation in decision-making, evaluations, and dialogue with program management.
• Student influence is based on cooperation, engagement, and equality, and takes place through close and trusting collaboration between students, the student union, teachers, and staff, where students' opinions are met with understanding and respect.

Goals

The education shall benefit from external expertise and external reference points.

How we achieve this

• The program is designed through dialogue and collaboration with professional representatives and trade associations to meet the labor market's needs for knowledge and competence.
• The pedagogical design of the naprapathy program utilizes external experts and reference points from pedagogical developers and researchers with doctoral degrees in pedagogy at Karolinska Institutet.
• Collaboration with the professional field is directly integrated into the teaching in the form of work-integrated learning and clinical placements, where students interact with professional naprapaths and other healthcare providers, which also creates excellent opportunities to build valuable networks.

Goals

The education shall reflect the Council of Europe's four goals for higher education.

How we achieve this

• The strategy group, consisting of representatives from the Scandinavian College of Naprapathic Manual Medicine, the Finnish naprapathy program at the undergraduate and master's level at the South-Eastern Finland University of Applied Sciences (XAMK), and representatives from professional associations for naprapaths in Sweden, Norway, and Finland, works to strengthen the role of naprapathy in society and to collectively strengthen and develop the field both academically and professionally, nationally and internationally. In recent years, the strategy group has focused on promoting the authorization/licensing process for naprapaths in Norway, which came into effect in 2022.
• The Scandinavian College of Naprapathic Manual Medicine has a formal teacher exchange program and, to some extent, student exchanges (Erasmus+) with the naprapathy program at XAMK. Collaboration with XAMK also takes place within the framework of the Master of Health Care, Naprapathy program.
• In the naprapathy program, course credits correspond to ECTS credits.
• The institution strives to create informal networks with other higher education institutions to share and highlight best practice examples.
• The institution strives to digitize teaching and learning activities to promote accessibility and flexibility for students, where appropriate.

Goals

The program shall ensure learning progression through clear connections between level-specific goals and the choice of teaching and examination methods.

How we achieve this

• Progression in the program is ensured by having courses at both the undergraduate and advanced levels build upon previous coursework and include elements of specialization.
• Progression within the educational program is demonstrated through:
  1) breadth, meaning that students expand their knowledge and skills across various subject areas,
  2) depth, meaning that learning activities and situations become increasingly complex, profound, and demanding, and
  3) independence, where students are expected to gradually develop increased personal responsibility and self-direction by taking initiative, organizing their learning, and taking ownership of their studies.

Goals

The program shall provide information regarding the expected student workload.

How we achieve this

• The expected student workload for each course is specified in credits. One week of full-time study (40 hours), including teaching and learning activities such as lectures, seminars, laboratory work, clinical training, independent study, and examinations, corresponds to 1.5 credits.

Goals

The program shall include well-structured practical training opportunities where appropriate.

How we achieve this

• The integration of theory and practice is achieved by linking academic coursework to professional practice, ensuring students are well-prepared for the demands of the workplace. To this end, the naprapathic program is structured around continuous patient-centered work through integrated clinical learning (VIL) and clinical placements (VFU).
• Clinical training begins early in the program to allow students to build a strong professional identity and confidence in their future role.
• Clinical training (VIL/VFU) includes shadowing professional naprapaths, placements at the Naprapathic College clinic, and external internships with naprapaths or other licensed healthcare providers.

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STANDARD: Higher education institutions ensure that education is provided in a way that invites students to take an active role in the learning processes and that this is reflected in the assessment of the students.

Goal

The institution ensures that education is provided in a way that invites students to take an active role in the learning processes, and this is reflected in the assessment of the students.

How we achieve this

• The Scandinavian College of Naprapathic Manual Medicine focuses on actively and continuously creating educational environments that encourage students to take an active role in their own learning processes. This involves a pedagogy that supports and promotes student engagement and participation in learning, rather than merely conveying knowledge. Examples of such methods include problem-based learning (PBL), the Flipped Classroom model, and learning portfolios.
• Assessment methods used within the program reflect this pedagogical philosophy. This may mean that traditional examinations in the form of tests and exams are supplemented or replaced by methods such as project work, oral presentations, group work, and portfolios, where students' active participation and understanding are assessed and evaluated.

Goal

Students' motivation, self-reflection, and engagement in the learning process shall be stimulated.

How we achieve this

• The Naprapath Program's pedagogical model is based on a social constructivist approach, which stems from higher education research on teaching and learning. It places great emphasis on the student's willingness and ability to take responsibility for their own learning and development, as well as the idea that learning occurs through interaction with others.
• Within the main subject of naprapathy, students are provided with opportunities for continuous feedback sessions and sit-ins, which stimulate motivation and engagement.
• To make students' learning processes visible, the Naprapath Program uses a learning portfolio where the student collects assignments, reflections, and feedback throughout the entire education.

Goal

Students' differences and needs are respected and considered, and flexible study paths are made possible.

How we achieve this

• Learning objectives are formulated in a way that takes into account the students' circumstances, varying needs, and opportunities to reach the goals in a reasonable manner.
• General educational support measures are available, such as "study hubs," which are held regularly where students are welcome to participate and where subject-expert teachers are available to provide guidance and support in the learning process.
• Specific support measures for students with long-term disabilities are in place with the goal of ensuring that all students have the opportunity to study on equal terms. The purpose is to facilitate studies in a way that is reasonable given the disability, course requirements, and learning objectives. Support may include adapted examinations and specific mentorship.
• A working group consisting of a special education teacher, an educational leader, directors of studies, and student union representatives works to promote accessibility and the design of educational support.

Goal

The institution shall offer various ways of providing education, when appropriate.

How we achieve this

• The Naprapathic College conducts campus-based, clinical, and distance education. The institution also has resources for hybrid learning, meaning students can participate in teaching activities both digitally from a distance and physically on campus. Teaching can be conducted synchronously with students online and on campus at the same time, as well as asynchronously, for example, through streamed lectures, seminars, and computer labs made available to students on the Naprapathic College's learning platform.
• Individual study guidance is offered to all students, providing the opportunity to discuss the best possible study plan with the responsible Director of Studies, such as part-time study options.
• The Naprapathic College offers a specialized program, HEP (Higher Education for Elite Athletes), which aims to support students with elite athletic ambitions and enable a balance between their sports career and their studies.

Goals

A variety of pedagogical methods are used flexibly and evaluated based on new knowledge and student feedback regarding their experiences with these methods.

How we achieve this

• Learning at the Naprapathic College is based on higher education research into teaching and learning and is updated according to the current state of knowledge.
• Our pedagogical philosophy is based on considering students' prior experiences and raising awareness—for both students and teachers—that learning can be approached in different ways.
• A variety of pedagogical methods are used to stimulate student activity, promote deep learning, and encourage collaborative learning.
• Teaching and learning activities are flexible and adapted to the purpose, learning objectives, content, and examination of each course, whether studies take place on-site at the Naprapathic College or via distance learning.
• Student perspectives and experiences regarding the pedagogical methods used in our teaching are regularly collected through recurring evaluations.

Goals

Student independence is encouraged while ensuring appropriate guidance and support from the teacher.

How we achieve this

• The educational program creates conditions for learning grounded in science and proven experience, based on higher education pedagogy and didactic research. In line with current knowledge, students are supported in taking responsibility for their own learning.
• The educational environment stimulates active learning, fostering openness and dialogue between different perspectives to promote creativity, critical reflection, and personal development.
• Our teaching is designed to encourage student independence, curiosity, reflection, and an inquisitive mindset through the application of varied and flexible learning and teaching methods.
• Our faculty possesses strong subject expertise, academic qualifications, and extensive clinical experience. By employing a large proportion of clinically active teachers with significant professional experience, we ensure that students receive appropriate guidance and support, while also gaining access to the clinical expertise within the profession—one of the three pillars of evidence-based medicine.
• Clinical supervision during work-integrated learning (VFU) is structured to allow for both individual guidance and small-group supervision. This ensures that the supervisor can provide sufficient individual attention and support to each student while simultaneously fostering group dynamics and interaction.
• During clinical placement (VFU), students are supported by both clinical teachers and supervisors. Clinical teachers provide instruction both on campus and during VFU, ensuring a strong integration of theory, practice, and clinical work. All supervisors teaching within VFU are clinically active, licensed naprapaths, which ensures a high level of profession-related competence.
• Academic supervision takes place during the final year of study, when students write their degree projects.

Goal

Mutual respect is encouraged in the relationship between student and teacher.

How we achieve this

• The Scandinavian College of Naprapathic Manual Medicine applies the following academic code of conduct:
  Code of Conduct:
  1) Respect the equal value of all people.
  2) Demonstrate a professional approach in interactions with other students, teachers, supervisors, staff, and patients.
  This means that everyone at the college has a personal responsibility to treat others with respect in all situations, regardless of gender, gender identity or expression, sexual orientation, ethnicity, religion or other belief, disability, or age.
  The academic code of conduct is stipulated in the "Student Handbook – Policy & Guidelines for Students at the Scandinavian College of Naprapathic Manual Medicine," available on the learning platform.

Goal

Appropriate procedures are in place to handle student complaints.

How we achieve this

• The Scandinavian College of Naprapathic Manual Medicine has clear guidelines and channels for student complaints, as outlined in the "Student Handbook – Policy & Guidelines for Students at the Scandinavian College of Naprapathic Manual Medicine," available on the learning platform. The fundamental policy is that complaints should be handled promptly and resolved locally. The Student Union is a key coordinating resource for complaints, with a strong and open dialogue with the program management serving as the foundation. Students may also contact class representatives for assistance, as well as the education coordinator, the responsible director of studies, the clinic manager, or the principal.

Goal

Examiners and other assessors must be well-versed in existing examination methods and will receive support to further develop their expertise in this area.

How we achieve this

• The Scandinavian College of Naprapathic Manual Medicine provides a pedagogical forum to support the development of examination formats and assessment criteria.
• All examiners and other assessors at the Naprapathic College are well-versed in relevant examination forms and receive continuous support to develop their knowledge and competence.

Goal

Both criteria and methods for assessment, as well as grading criteria, must be published in advance.

How we achieve this

• Examinations are designed to allow for an individual assessment of the student's performance and are based on established grading criteria related to the learning outcomes, which are made known to the student in advance.
• Examination methods are specified in the course syllabus, and grading criteria are available on the learning platform's course pages for both students and teachers.

Goal

Assessments must allow students to demonstrate the extent to which learning outcomes have been achieved.

How we achieve this

• The study program strives for varied, relevant, and authentic examination forms designed using constructive alignment as a model to create synergy between examinations, learning outcomes, and teaching and learning activities.
• The student's theoretical knowledge, practical and clinical skills, and analytical abilities are assessed continuously throughout the program, with problem-oriented questions at the core, characterized by a holistic perspective.
• The purpose of examinations within the study program is twofold: to ensure that the student has achieved the course's learning outcomes, and to promote the learning process by serving as an opportunity for learning and development.
• Whenever possible, combined examinations are used, allowing students multiple ways to demonstrate the extent to which learning outcomes have been achieved.

Goal

Students shall receive feedback that includes guidance related to the learning process when necessary.

How we achieve this

• Assessment "for learning" is integrated into teaching as a natural component to support and strengthen individual learning. Assessment "of learning" is conducted through summative knowledge checks and summaries of acquired knowledge. Based on the competency framework and the Naprapathic College's view of competence as a composite concept, learning outcomes are often examined using combined assessment methods. This means that for theoretical components, we aim to use both written examinations and seminars where integrated knowledge is assessed.
• Teaching extensively utilizes formative self-tests with immediate feedback, as well as self-assessment and peer review, as a natural part of supporting the student's learning process.

Goal

Whenever possible, assessments should be conducted by more than one assessor.

How we achieve this

• Within the main field of Naprapathy, assessments are conducted by multiple evaluators.some text
  • Examinations of practical components are usually conducted through integrated assessments, which include multiple evaluators.
  • Examination within clinical training (VFU) is a summative assessment based on repeated formative assessments. The student is given multiple opportunities to demonstrate the ability to manage authentic patient cases in a clinical context. The formative material consists of assessments of the student's knowledge, abilities, and approach, based on multiple evaluations from the supervisor.

Goal

Assessment rules must take mitigating circumstances into account.

How we achieve this

• If there are special circumstances, such as a need for adjustments for a student with a documented permanent disability, the examiner may, in consultation with the responsible Director of Studies, decide to deviate from the course syllabus regulations. The content, learning objectives, and the level of expected skills, knowledge, and abilities may not be changed, removed, or lowered.
• Within clinical training (VIL/VFU), examination adjustments can be made, such as recording the examination session instead of having the examiner physically present.

Goal

Assessments must be consistently applied in a fair manner for all students and must be carried out in accordance with the specified procedures.

How we achieve this

• Principles for fair and equitable examinations are based on the governing document "Legally Secure Examination at the Scandinavian School of Naprapathy," which is founded on national regulations and guidelines for higher education examinations. This governing document is approved by the Education Board, which includes student representation.
• The specified regulations regarding examination rules are set out in the "Study Handbook – Policy & Guidelines for Students at the Scandinavian School of Naprapathy," which is available on the learning platform.
• An examiner who has a conflict of interest with a student may not grade or assess their work. Conflicts of interest may include, for example, family relationships, personal friendships or animosity, professional connections (such as if the examiner is the student's employer), or any other personal interest in the outcome of a decision.
• The education plan stipulates that students are entitled to a total of five examination attempts, which typically consist of one regular examination and four re-examinations. The regulations also state that if a student who has failed the same examination component twice wishes to change examiners for the next attempt, such a request must be submitted in writing to the responsible Director of Studies and shall be granted unless there are specific reasons to the contrary.

Goal

Established procedures must be in place for student appeals.

How we achieve this

• The Scandinavian School of Naprapathy has clear guidelines and procedures regarding examination appeals, grade corrections, and grade reviews. These guidelines are outlined in the document "Study Handbook – Policy & Guidelines for Students at the Scandinavian School of Naprapathy," which is available on the school's learning platform.
  

STANDARD: Higher education institutions consistently apply predefined and published rules that cover the entire student life cycle, i.e., admission, progression, recognition, and the issuance of degree certificates.

Goal

The higher education institution shall consistently apply predefined and published rules that cover the entire period of study, i.e., admission, progression, recognition, and the issuance of degree certificates.

How we achieve this

• Admission rules are determined by the Admissions Board and stipulate eligibility requirements, selection groups, and merit points.
• The study plan is designed to ensure that students, upon graduation, have achieved the educational goals that correspond to the requirements for education according to Chapter 1, Sections 8–9 of the Higher Education Act.
• Admission requirements for higher semesters and final examinations are determined by the Education Board and are described in course syllabi as well as the "Student Handbook – Policies and Guidelines for Students at the Naprapathic College," which is available on the learning platform.
• Issued degree certificates demonstrate that the student has reached the goals and course requirements established in the study plan. Documentation upon graduation includes a diploma issued in Swedish and English, a final transcript, and a certificate of education. A Diploma Supplement with an Official Transcript is also issued upon request.

Goal

The higher education institution shall apply consistent and transparent admission requirements for the educational program.

How we achieve this

• Admission requirements for the program are clearly specified on the institution's website in connection with the program's application form.
• The Admissions Board is responsible for ensuring that the application of admission requirements is stringent, coherent, and transparent.

Goal

The higher education institution shall analyze admission statistics regarding the number of applicants, the number of admitted students, and admission scores.

How we achieve this

• The Naprapathic College collects statistics regarding applicants and those admitted to the educational program in the form of age, gender, and grades.
• The enrollment survey is conducted to shed light on questions regarding students' sociodemographic background, educational background, work experience, motives for applying to the program, their future plans, and how they perceived the Naprapathic College's communication and educational information.

Goal

The higher education institution shall apply established routines and guidelines regarding the right to have prior learning recognized.

How we achieve this

• Routines and guidelines regarding the right to have prior learning recognized are found in the governing document "Policy and Guidelines – Recognition of Prior Learning at the Naprapathic College" and are prescribed in the Education Plan, which is established by the Education Board with student representation.
• The fundamental principle for the right to have prior learning recognized is that the assessment must be objective, generous, and flexible.

Goal

The higher education institution shall provide the conditions and support necessary for students to make progress in their studies.

How we achieve this

• Through the design, implementation, and examination of the education, it is ensured that students, upon graduation, have achieved the educational objectives within the planned study time.
• All educational objectives are considered to be of equal weight and importance, which means that all students must be enabled to achieve every objective.
• Well-developed strategic support routines and processes are in place for students throughout their entire study period, with the aim of putting the individual at the forefront.
• Appropriate support measures and action plans are offered to students starting their education to enable them to complete and succeed in their studies. A comprehensive introduction to the program is provided during the "Introduction Week" and through a buddy system with senior students.
• A working group consisting of a special educator, pedagogical leader, directors of studies, and representatives from the student union works to promote accessibility and the design of pedagogical support.
• For students in need of special pedagogical support due to a permanent disability, individually adapted support measures are offered, which may include adapted examinations and course literature, as well as note-taking support and assistance with study planning.

Goal‍

The higher education institution shall apply processes and tools to collect, monitor, and act upon information regarding student progression.

How we achieve this

• The Naprapathic College conducts systematic evaluations of student progression to identify and support students who are not completing their education within the planned study time at an early stage.
  • Student throughput: The number of study breaks, withdrawals, and returns to studies is analyzed annually. Data is analyzed based on actual numbers as well as causes and underlying factors, which may lead to measures being taken regarding the content and design of the education. This is raised and discussed in the faculty as well as in preparatory and decision-making boards and committees with student representation. Collected data forms the basis for statistics regarding student throughput in the form of key performance indicators such as graduation rate (nominal study time plus three years) and median study time.
  • Completion rate: Analysis of examinations and performance.

Goal

The institution shall apply established procedures and guidelines for students applying for study leave, withdrawal, and returning to studies.

How we achieve this

• Policies and guidelines regarding study leave, withdrawal from studies, and returning to studies are established by the Education Board and are available to students in the "Student Handbook – Policies and Guidelines for Students at the Naprapathic College" on the learning platform.

STANDARD: Institutions ensure the competence of their teachers. Fair and transparent processes for the recruitment and professional development of staff are applied.

Goal

The institution shall ensure the competence of its teachers.

How we achieve this

• The President of the Scandinavian College of Naprapathic Manual Medicine, in collaboration with the HR Manager and Directors of Studies, is responsible for ensuring a stable supply of competent teachers in proportion to the program's volume, content, and implementation in both the short and long term.
• Teacher competence is defined by pedagogical ability, subject-didactic knowledge, and a scientific approach. This means the institution encourages teachers to be research-active and to convey a scientific perspective using appropriate pedagogical methods.
• Teachers' professional development is encouraged and clarified through individual needs assessments during regular performance reviews. The collective educational needs and competence supply of the faculty are also a standing item on the agenda at regular staff meetings.
• Both permanent and external teachers instruct in the naprapathy program. External teachers are primarily recruited from Karolinska Institutet, Sophiahemmet University, and the Swedish School of Sport and Health Sciences to ensure specialist knowledge, particularly in medical subject areas.
• The majority of the institution's teachers hold various forms of joint appointments, which provides a strong connection to both professional practice and the research community.
• In addition to formal qualifications, the institution places great importance on ensuring that students encounter a diversity of teachers with different backgrounds, perspectives, and expertise.

Goal

Clear, transparent, and fair processes for staff recruitment shall be applied, along with employment terms that recognize the importance of teaching.

How we achieve this

• The Scandinavian College of Naprapathic Manual Medicine applies clear guidelines for recruiting staff based on competence. The recruitment process involves a multi-step procedure that includes a needs analysis, job advertising, selection based on written applications, interviews, and other evaluation tests. The hiring procedure ensures that the relevant staff possess the qualifications and competence required for the specific role within the organization.
• Teachers' terms of employment include time for lesson preparation and opportunities for pedagogical and subject-didactic professional development, with the goal of highlighting the central role of teaching.

Goal

The educational environment shall encourage the professional development of teaching staff to promote effective working methods.

How we achieve this

• The Scandinavian College of Naprapathic Manual Medicine allocates time within employment contracts and provides financial resources for teachers' individual professional development needs.
• Teachers' pedagogical professional development is supported by various forms of internal and external training and research, while subject-specific professional development is ensured through research or other competence-enhancing activities within the scope of their employment.
• Collegial knowledge exchange occurs as a natural part of the formal teacher exchange program with the naprapathy program at the South-Eastern Finland University of Applied Sciences (XAMK).
• The Swedish Naprapathic Association and the Norwegian Naprapathic Association annually organize the professional congresses "Forum on Manual Medicine" (FoMM) and "Norwegian Conference on Manual Medicine" (NoCoMM), which serve as platforms for the teaching faculty to share knowledge with practicing naprapaths and to develop new knowledge from a wide diversity of speakers in areas related to manual medicine.
• To strengthen formal pedagogical competence, a dialogue was initiated in the spring of 2023 with the Unit for Teaching and Learning (UoL) at Karolinska Institutet regarding the possibility of formal pedagogical certification for the college's teachers through higher education pedagogical "Stepping stone courses." The program consists of five modules totaling 7.5 higher education credits and is specifically aimed at teachers involved in clinical education and training.
• To increase the number of supervisors with formal academic qualifications, contract education is provided in the form of the advanced-level course "Quantitative Scientific Method; Project Planning for Degree Projects," worth 4.5 higher education credits, offered at Sophiahemmet University.

Goal

The educational environment shall encourage scientific activity among teachers to strengthen the link between education and research.

How we achieve this

• The Scandinavian College of Naprapathic Manual Medicine annually allocates resources for research grants and funding for research positions to develop the research and scientific environment. Interdisciplinary research projects with both breadth and depth are conducted at the institution, covering both basic research and clinical research in close collaboration with the industry and the profession.
• Formal research collaborations have been in place with Karolinska Institutet since 2009 and with Sophiahemmet University since 2019.
• Since 2022, the Scandinavian College of Naprapathic Manual Medicine has had an adjunct professor in manual medicine with a focus on naprapathy, who contributes to and promotes scientific development within the main subject of naprapathy.
• Several faculty members conduct research in collaboration with Karolinska Institutet, Sophiahemmet University, the Swedish School of Sport and Health Sciences, and Blekinge Institute of Technology, focusing on clinical studies within the field of manual medicine. These research-active teachers share current research with students to strengthen the link between education and research.

Goal

The educational environment shall encourage the renewal of teaching methods and the use of new technology to promote student-centered learning.

How we achieve this

• The Naprapathic College's pedagogical leader, who is also an associate professor at the Department of Learning, Informatics, Management and Ethics (LIME) at Karolinska Institutet, drives pedagogical development where pedagogical tools in the form of new teaching methods and the use of new technology are central components in promoting student-centered learning.
• The teachers' pedagogical competence is developed and supplemented through participation in educational initiatives available at the institution, such as seminars held in collaboration with LIME at Karolinska Institutet.
• As an example of new teaching techniques, the institution has implemented simulation training in the form of "Force Sensing Table Technology" (FSTT) since 2021, in collaboration with the Canadian Memorial Chiropractic College (CMCC). FSTT serves as a pedagogical tool for skills training in manipulation techniques. The Naprapathic College is one of the few higher education institutions in Europe to offer this teaching and learning resource.

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STANDARD: Higher education institutions allocate sufficient funding for learning and teaching activities and ensure that there are appropriate and easily accessible learning resources and student support.

Goal

The higher education institution shall allocate sufficient funding for learning and teaching activities and ensure that there are appropriate and easily accessible learning resources and student support.

How we achieve this

• The Scandinavian College of Naprapathic Manual Medicine's operations are organized in a way that ensures high educational quality, appropriate and easily accessible learning resources, and that these are used effectively. Responsibility for monitoring and follow-up, and thus ensuring efficient resource utilization, rests primarily with the institution's budget committee, consisting of the President, Head of Administration, Administrative Manager, Controller, and Financial Manager.
• To offer students a scientific and profession-oriented environment, it is ensured that the higher education institution has a stable and appropriate infrastructure. This infrastructure consists of physical, administrative, technical, and financial resources, as well as personnel and research resources that ensure long-term stability and continuity in operations.

Goal

The higher education institution shall ensure that students are informed about the support offered to them.

How we achieve this

• Comprehensive information about learning resources and student support is published on the Scandinavian College of Naprapathic Manual Medicine's learning platform, accessible to students.
• Appropriate support measures and action plans are offered to students starting their education to enable them to complete and succeed in their studies. Upon admission, students are introduced to the resources and support measures available during the "Introduction Week."

Goal

The higher education institution shall provide physical resources such as libraries, study spaces, and IT infrastructure for students.

How we achieve this

• All teaching, both campus-based and clinical, is conducted in functional learning environments with access to suitable premises, teaching materials, and adequate technical infrastructure.
• The physical educational environment offers good opportunities for study spaces for both group work and independent study.
• The Scandinavian College of Naprapathic Manual Medicine has a small reference library. Students also have the opportunity to use the nearby Karolinska Institutet University Library (KIB), Sweden's largest medical library. The institution's goal is to enter into agreements with external providers to enable our students to independently search for and access course literature and scientific articles in relevant databases. Discussions have been held with Kortex, Ebook Central, and Ebsco, among others, during the past academic year, but no agreements have been signed yet.
• The Scandinavian College of Naprapathic Manual Medicine has a stable, functional, and scalable IT environment that is used effectively and contributes to quality, flexibility, and accessibility in our operations. The IT environment supports campus-based, clinical, and distance education. The college also has resources for hybrid learning, meaning students participate in teaching sessions both through digital distance learning activities and physically on campus. Teaching can be conducted both synchronously with students online and on campus at the same time, and asynchronously, for example, by making streamed lectures, seminars, and computer labs available to students on the learning platform.

Goal

The institution shall provide human resources in the form of supervisors, study counselors, and other advisors/support staff for the students.

How we achieve this

• The Scandinavian College of Naprapathic Manual Medicine ensures that students are supported by competent staff:
  • Year-group directors of studies are available to support students and provide individual study guidance throughout their studies.
  • Education coordinators support students through study administration, such as attendance management, transcripts of records, and reporting study results to the Swedish Board of Student Finance (CSN).
  • An education coordinator is available for the efficient and secure management of stakeholders for the educational program and the admissions process.
  • Administrative staff are available to support students with everyday questions regarding teaching and the educational environment.
  • Clinical instructors teach both in campus-based education and during clinical placements (VFU), which promotes effective integration of theory, practice, and clinical work for the students.
  • Clinical supervisors are clinically active, licensed naprapaths who support students in patient-centered work within the framework of clinical placement (VFU).
  • Academic supervisors support students' learning during their degree projects in the fourth year. The majority of supervisors hold doctoral degrees and are actively engaged in research.
  • A special education coordinator is attached to the working group for accessibility and general and specific support measures.
• Students seeking psychological support have the option of online talk therapy via Mindler. The cost of this service is reimbursed by the Scandinavian College of Naprapathic Manual Medicine up to the high-cost protection threshold.

Goal

When allocating, planning, and providing learning resources and student support, the institution shall consider the needs of a diverse student population and promote student-centered learning.

How we achieve this

• The Scandinavian College of Naprapathic Manual Medicine's fundamental policy is that learning resources and student support are individualized as much as possible to meet the student's needs.
• Individual study planning with the year-group director of studies and the education coordinator is available for students who wish to study part-time.
• Specific support measures are provided for students with permanent disabilities. The Scandinavian College of Naprapathic Manual Medicine has a dedicated working group consisting of a special educator, the student union president, and directors of studies to ensure the quality of support measures in this area.
• The individualized program, HEP (Higher Education with Elite Sports Program), exists to support students with elite sports ambitions and to help them balance their athletic careers with their studies.
  

STANDARD: Higher education institutions ensure that they collect, analyze, and use relevant information for the effective management of their education and other activities.

Goal

The higher education institution shall ensure effective processes for collecting, analyzing, and using relevant information regarding education and other activities within the framework of the internal quality assurance system.

How we achieve it

• The Naprapathic College's internal quality system describes the various processes and activities used to maintain and develop quality within the organization. It also includes the distribution of responsibilities and procedures for follow-up, which contributes to the long-term quality development of the institution.
• The quality system encompasses education, clinical operations, and research. The work is based on a cohesive system that utilizes a cyclical four-step "Plan-Do-Check-Adjust" (PDCA) model, aimed at continuous, systematic improvement through small modifications to activities rather than radical changes to processes.
• Follow-up and feedback on implemented measures are analyzed to evaluate whether the results meet established quality goals and expectations. This includes collecting and analyzing data from various sources.

Goal

Education and other activities within the framework of the internal quality assurance system.

How we achieve it

• The quality system encompasses education, clinical operations, and research. The work is based on a cohesive system that utilizes a cyclical four-step "Plan-Do-Check-Adjust" (PDCA) model, aimed at continuous, systematic improvement through small modifications to activities rather than radical changes to processes.
• Follow-up and feedback on implemented measures are analyzed to evaluate whether the results meet established quality goals and expectations. This includes collecting and analyzing data from various sources.

Goal

We ensure the management of data such as key performance indicators, student profiles, student progression metrics, results, dropout rates, student satisfaction with the education, available learning resources and student support, as well as career paths for graduates.

How we achieve it

• For quality assurance purposes, the Naprapathic College collects and analyzes the following key performance indicators:
  • Application pressure: The number of applications to the educational program and the number of students starting the program are analyzed. Data is analyzed based on the applicants' country, age, gender, and grades. The number of enrolled students three weeks after the start of the semester is also analyzed.
  • Throughput: Analysis of the number of study breaks, study withdrawals, and returns to studies is conducted annually. Data is analyzed based on actual numbers as well as causes and underlying factors, which may lead to appropriate measures being taken regarding the content, design, and implementation of the education. This is raised and discussed both in the faculty and in the preparatory and decision-making boards and committees, where student influence is of great importance. Collected data forms the basis for statistics regarding graduation rates (nominal study time plus three years) and median study time.
  • Performance rate: Analysis of student progression as well as results from examinations and performance is conducted on a course-by-course basis annually.
• To ensure the quality and development of the educational program, the following longitudinal follow-ups are conducted:
  • Program evaluation survey: Students are given the opportunity to share their experiences and views on the education after each completed academic year.
  • Graduate survey: Students are given the opportunity to share their experiences and views on the education after completing the program. Areas prioritized in the graduate survey include students' perspectives and satisfaction with the program as a whole, as well as specific aspects such as progression within the program, preparation for professional life, student influence, available learning resources, student support, potential risks of discrimination, and internationalization, sustainable development, and gender equality.
  • Quality dialogue: In addition to graduate survey data, results are discussed in focus groups consisting of student representatives, subject representatives for the main field of naprapathy, and pedagogical leaders to enable in-depth analysis.
• As the only educator for naprapaths in Sweden and Norway, the Naprapathic College maintains close contact with its alumni. This contact is facilitated directly through the teachers, supervisors, and researchers with whom the college collaborates, as well as through career fairs at the Naprapathic College and dialogue with former students in alumni forums on Facebook and LinkedIn. Contact is also maintained via the Nordic professional associations for naprapaths, as well as through research projects, industry collaborations, and policy work. The college also engages alumni from across the Nordic region to participate in the annual education fairs held in both Sweden and Norway.

STANDARD: Institutions publish information about their own activities, including their educational programs, that is clear, accurate, objective, up-to-date, and easily accessible.

Goal

The institution publishes information about its own activities, including its educational programs, that is clear, accurate, objective, up-to-date, and easily accessible.

How we achieve this

• The Naprapathic College uses a variety of information channels to communicate factual, accurate, and inspiring information about the educational program and the activities at the clinic and the institution.
  • Website: The Naprapathic College's official website is the hub for information. It contains details about naprapathy, the educational program, research, and events. The Naprapathic College clinic website provides concise information for the public regarding common ailments that naprapaths treat and rehabilitate. The website also includes information for naprapaths trained outside the EU/EEA regarding the proficiency test required for Swedish licensure, which the Naprapathic College administers on behalf of the National Board of Health and Welfare. Regular blog posts from the principal and students at the institution are also published there.
  • Social media: Used to share news, events, and achievements, and to build engagement among current and prospective students as well as the general public.
  • Email: A primary channel for distributing information and newsletters to stakeholders of the educational program and patients at the Naprapathic College clinic.
  • Printed material: Brochures, course catalogs, and other printed materials are used to promote the study program as well as various courses and events.
  • Events and lectures: The Scandinavian College of Naprapathic Manual Medicine organizes various lectures, seminars, and workshops to inform and educate students and the general public.
• The Marketing Manager, in collaboration with the education coordinator and program management, ensures that information is tailored to the specific target group and kept up to date.

Goal

Information about the college’s operations is useful for prospective and current students, as well as for graduates, other stakeholders, and the general public.

How we achieve it

• For prospective students, information regarding the application process, open houses, and opportunities for campus visits is available on the college’s website and social media channels such as Facebook, Instagram, and X. The college annually attends numerous education fairs in both Sweden and Norway to spread information and knowledge about naprapathy as an education and a profession.
• For enrolled students, the Scandinavian College of Naprapathic Manual Medicine has well-developed processes and routines for communicating operations and decisions. Administrative routines, as well as the rules and regulations governing the relationship between students and the college, are described in detail in the document "Study Handbook – Policies and Guidelines for Students at the Scandinavian College of Naprapathic Manual Medicine." The handbook is a compilation of information, rules, and regulations for all enrolled students and is designed to inform and support the planning and completion of studies within the naprapathy program. The handbook is updated regularly and published on the learning platform.
• Information for other stakeholders and the general public is made available via the website and social media, as well as through recurring events such as "Naprapathy Day," which aims to spread knowledge and information about naprapathy to the surrounding community.

Goal

The college’s information clearly outlines the education offered, prerequisites and any selection criteria, learning outcomes, the degree the program leads to, and the teaching, learning, and assessment methods used.

How we achieve it

• The Scandinavian College of Naprapathic Manual Medicine’s website contains detailed information about the program and how to apply. This includes information on current education fairs where the college is represented, the application process—including eligibility and selection criteria—financial aid and fees, opportunities for preparatory courses, and the recognition of prior learning. The information also includes a summary of the education plan, presenting educational goals, a description of the program's subject areas, teaching and learning activities, and assessment methods.

Goal

The college also provides information on performance rates and learning opportunities available to students, as well as information regarding the job market for graduates.

How we achieve it

• The Scandinavian College of Naprapathic Manual Medicine’s website presents information about the study program in the Education Plan, which provides a summary of the diverse learning opportunities the program offers.
• The Scandinavian College of Naprapathic Manual Medicine hosts regular career days where naprapathic clinics visit the college to present their practices and recruit soon-to-be-graduated naprapaths. This form of industry collaboration often creates tangible benefits for students by opening doors to various contacts and career opportunities.

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STANDARD: Institutions continuously monitor and regularly review their programs to ensure that students achieve established goals and that the education meets the needs of both students and society. These reviews lead to the continuous improvement of the programs. Measures planned or implemented as a result of a review are communicated to all relevant stakeholders.

Goal

The institution shall conduct regular monitoring, review, and revision of the education to ensure that the curriculum remains relevant and to foster a supportive and effective learning environment for students.

How we achieve this

• The Scandinavian College of Naprapathic Manual Medicine operates on the principle of continuous development and improvement to enhance the learning environment for its students.
• Quality assurance encompasses the structures, processes, and routines required to ensure high educational standards, the efficient use of resources, and compliance with national, international, and internal regulations, including laws and guidelines. The system is designed to ensure continuous improvement and development in line with the institution’s vision and overall goals. This work also supports the creation of change and improvement processes, as well as the communication and follow-up of results with staff and students.
• Quality assurance includes regular monitoring and review of the governing documents for the education:
  • The education plan is systematically revised every five years, unless circumstances dictate otherwise. This process involves the institution’s faculty, as well as student and professional representatives. The Education Board is responsible for approving the education plan.
  • Course syllabi are subject to continuous quality development and are treated as "living documents" to refine their focus, ensure the integration of new knowledge, and incorporate feedback from self-assessments and course analyses.

Goal

The institution shall conduct continuous monitoring and regular reviews of the program's content in light of the latest research to ensure that the education remains up to date.

How we achieve this

• The educational program is regularly analyzed at the macro, meso, and micro levels by the institution’s preparatory and decision-making bodies. Particular attention is given to the content and scope of the program in relation to the current state of knowledge in both naprapathy and pedagogy.
• The Program Committee, chaired by the institution’s Head of Research and Development, initiates systematic reviews of the current evidence base within the field of naprapathy and manual medicine. These reviews are based on scientific literature and reports regarding guidelines and recommendations for the treatment of musculoskeletal disorders and pain. Conclusions from these reviews serve as the basis for revising the content and scope of the naprapathy program, including aspects such as breadth and depth, diagnostics, treatment interventions, explanatory models, and pedagogy.

Goal

The institution shall conduct continuous monitoring and regular reviews of the education based on student performance, progression, and completion rates, as well as the effectiveness of student assessment methods.

How we achieve this

• The college’s internal quality assurance includes systematic evaluations of student performance, progression, and graduation rates.
• To ensure quality development, the Scandinavian College of Naprapathic Manual Medicine continuously evaluates the effectiveness of its examination methods. This work includes standardized assessments to evaluate student abilities and skills.

Goal

The higher education institution shall conduct continuous follow-up and regular review of the education's learning environment and student support, as well as their effectiveness in relation to the education.

How we achieve this

• To ensure the quality and development of the educational program, longitudinal follow-ups are carried out based on teachers' and students' experiences of the education and learning environment.
• During the 2022-23 academic year, a revised graduation survey was implemented, enabling a more in-depth analysis of students' experience of the program. The survey was expanded in both breadth and depth and includes areas such as student support, constructive alignment, perceived progression, research connection, student influence, and preparation for future professional life. A deepening of questions regarding equal treatment, gender equality, and the opportunity to promote sustainable development has also been carried out.

Goal

The higher education institution shall conduct continuous follow-up and regular review of the education based on students' expectations, needs, and satisfaction, as well as in relation to the changing needs of society.

How we achieve this

• The Scandinavian College of Naprapathic Manual Medicine conducts regular evaluations of the educational program as a whole, as well as the individual courses, based on the students' views and experiences.
• Evaluations and surveys include student satisfaction with courses and the education as a whole, as well as whether they would recommend the naprapathy program. The surveys also include questions about how well prepared students feel for their future professional lives.
• Since 2022, the Scandinavian College of Naprapathic Manual Medicine has implemented an employer survey to ensure that the education meets the competence requirements of the labor market. The survey was developed in collaboration with professional associations to examine employers' views on key competencies and the employability of graduated naprapaths, in order to meet changes in working life and the surrounding society.

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