Postgraduate Education in Norway

Abstract

Norway. The awareness of the fact that Norway's future research capability will be dependent on appropriate numbers and the quality of individual scientists has led to continuing discussions about the demand for and training of students at this level. Particular emphasis has been put on the following aspects: (i) how should postgraduate education be organised to meet the need for more efficient training of new researchers? (ii) how many students should be educated at this level to fill the need for new researchers in universities, research institutes, and in sectors outside the research system? (iii) how can the number of female researchers be increased? This article will give a brief outline of recent changes in Norwegian postgraduate education, but first and foremost it will describe how postgraduate students act within this system. How do they assess the training system? What are their plans for the future? How are their expectations influenced by job opportunities? I believe that a better understanding of how students behave and react may be of great importance for the organisation of an adequate postgraduate education. Official plans and policy may look unproblematic, but ultimately it is the behaviour of those who are exposed to this policy which will determine whether it will be successful or not.