In most countries, state allocations for research and postgraduate training were cut during the 1990s, and dependence on external grants increased. In Sweden, input from the new research foundations contributed positively to the development of postgraduate training in strategically important areas. This however is not a long-term solution and it is also under criticism for increasing external influence on the orientation of postgraduate training. Even including these external contributions, research allocations during the 1990s did not grow at the same rate as the number of doctoral students. At present not even state study assistance for postgraduate training corresponds to the expected number of degrees, which is an absolute minimum requirement if postgraduate training is seen primarily as training and not as a contribution to research.
Professorships constitute the main supervision resource in postgraduate training.
We have even fewer professorships in relation to population than our Nordic neighbours. And the gap is growing. In some areas the examination frequency per professor is so high that further increase is scarcely possible if quality is to be retained. But without additional funding this reform may lead to further decrease in supervision capacity or to resources being taken from undergraduate training. Funds for postgraduate training are as a rule included in the research allocations and hard to distinguish.