Graduate schools contribute to stronger research environments

The report analyses the Swedish Research Council’s funding of graduate schools during the period 2010–2024. It covers graduate schools in medicine and health, the humanities and social sciences, Register-based research, development research and educational science, with a particular focus on the latter area.

“Investment in graduate schools has shifted from primarily focusing on streamlining third cycle higher education to also encompassing increased collaboration, improved competence provision and a stronger link between research and education,” says Agnes Ers, an analyst at the Swedish Research Council and project leader for the analysis of graduate schools.

Within educational science, graduate schools have been used as a tool to build up the research field and strengthen the link between research, teacher training and school practice.

“The study shows that graduate schools are generally perceived as a valuable way of developing more integrated research and doctoral education environments. Collaboration between higher education institutions contributes to a broader range of courses, enhanced supervisory expertise and higher quality in education. Opportunities for international contacts are also highlighted.“

Establishing a graduate school requires external grants

External grants are crucial for establishing graduate schools. They enable not only doctoral student employment but also coordination, course delivery and networking activities that often lie beyond the regular resources of individual institutions. At the same time, the requirement for co-funding is highlighted as a burden. Time-limited project funding can also lead to inadequate continuity and less efficient use of resources.

“One thing that became clear is that graduate schools are increasing the number of PhD graduates where there is a great need, and are helping to build up research expertise in various subjects and sectors. They are also considered to provide doctoral students with a solid foundation for future careers, both within and outside academia,” says Agnes Ers.

At the same time, she notes, there is a recurring concern about limited career opportunities after completing a PhD and the risk that the competence gained through graduate schools will not be utilised.

In the field of educational science, graduate schools have helped to strengthen both research and the scientific basis of teacher training. An increase in the number of teachers holding doctoral degrees has strengthened the scientific competence among teaching staff, improved the research links within teacher training programmes and enhanced the supervision of degree theses. Targeted initiatives have also helped to strengthen under-researched and socially important areas.

At the same time, challenges remain, not least with regard to long-term career opportunities for PhD holders.

To the report Graduate schools as a grant form – Analysis and follow-up of the Swedish Research Council’s graduate schools 2010–2024 (in Swedish)