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The Dynamics of the Higher Education Sector
Romulo PinheiroResearch Fellow/Stipendiat, UiO
Høgskolen i Akershus, March 28, 2008
The Agenda
• Higher Education as a social institution• The importance of knowledge and rise of
’knowledge society’• ’Human Capital’ and Returns on Education• Types of Higher Education Institutions• Change processes in the last 3 decades• Recent reforms in Norwegian HE• Future outlook & challenges for the sector
What do we mean by HE?
Primary Education
Higher Education (Universities & Colleges)Tertiary Education (OECD) + vocational schools (fagskoler)
Secondary Education(lower & upper)
Source: SSB
Why is HE important?Contributions to Society
Higher Education/ Tertiary Education
Social(Cohesion)
Political(Democracy)
Cultural(Identity)
Economic(Quality Life)
Core Functions of HE
Creation/ Dissemination
Knowledge
Training Labour Force
Ideological Apparatuses
Socialization of Elites
Universities & Colleges
Source: Castells (2001)
The Importance of Knowledge
Knowledge
Capital
Labour
Land Agricultural Era
Industrial Era
Knowledge Era(Post-industrial
Society)
HEIs as Knowledge Institutions
”HEIs critical for the socio-economic development of world nations” (World Bank, World Development Report 1999)
”The new Europe of Knowledge needs strong and robust universities” (European Union, Lisbon Strategy 2000-2010)
”Universities are the ’engines’ of the new Knowledge Economy”(Castells, 2000)
Knowledge economy index
Tertiary education enrollment
Link: Knowledge Economy and Higher education
Human Capital
”Investments in schooling (incl. HE) deliver higher economic returns for both individuals and societies (economies), thus representing a positive (profitable) public investment.” (Becker 1964, 1993)
Dilemmas: Private returns easier to measure than social returns
Not all individuals benefit equally, RoE
Economic Returns on Education (RoE)
Private Returns$$$
Country of Origin
Field of Studies
Type of Degree
and/or HEI
Supply/DemandFactors
But, Norway is different, right?
Norway: HE labour markets
Do knowledge-investments lead to global (economic) competitiveness of nations?
Bottom-10
Source: World Economic Forum (2006)
More (possible) Linkages: Knowledge Economy Index and GDP
Knowledge Economy Index & Gross Domestic Product
Globalisation index 2004(www.foreignpolicy.com)
How satified are HE Graduates? (European study, incl. Norway; 40.000 resp.)
Source: Cheers project
Job Mobility
New Challenges
Match: Qualifications vs. Task
Financial Rewards, RoE
More on Cheers study…
40% start a job search before graduation
More 30% begun job search around time of graduation
Less 30% start job hunt after graduation
NO/SWE: 25% did not search for job (headhunted, in employment, etc.)
Source: Teichler (2007)
NO/SWE: More than 50% graduates began job search before graduation (less than 20% in Italy/France.
What about under-represented groups?(QoL of ethnic minorities in Norway)
Source: Pinheiro (2005)
Personal Identity & well-being
Aculturation & Integration
Economic Returns
Social Networks
Higher Education Experience
More on Ethnic Minorities…
Source: SSB
Back to HE…(Types of HEIs)
Traditional Universities
Colleges (høgskoler)Polytechnics
Univ. Applied Science
Mid to Long-Term (3 to 5 years)Bachelor, Master and PhDs
All study fieldsNational/Global orientation
Short to Mid-Term (1 to 3 years)Bachelor & Master, + PhDs
Focus on Professional FieldsLocal/Regional Orientation
Binary System Of Higher Education
Recent HE Developments (Europe)
From ’elite’ to ’mass’or ’universal’ systems(Since 1970s, see Trow 1970)
Economisation of HE(efficiency/NPM),
since mid 80s
Internationalization & Globalization,since 1990s
Competition, Global university rankings
Last 5 years
Erosion of Binary system (mergers, alliances, integration)
Ongoing
Historical Evolution of the Norwegian HE System (1950-2008)
Mid 1950s to 1970s: Exponential Growth in enrolmentsRegional Colleges (Distrikt høgskoler)
Mid 1990s: Qualitative Shift
(Gender, internation., quality)
Current (2008-):Rethinking of HE landscape
(Erosion binary divide)New student publics
Mid- 1970s to 1980s: Rise of the College Sector (Binary System)
NO: Educational attainment (93/03)
Relative growth in tertiary entry rates, 2000-2004 (2000=100)
80
100
120
140
160
180
200
Source: OECD Education at a Glance (2006)Refers to tertiary-type 5A programmes
Recent HE Reforms, Norway(last 10 years)
Competence Reform(1999)
Quality Reform(2003)
Stjernø-Utvalget(2008-)
Facilitate access to those w/ non-formal qualifications But relevant work experience(adult learners – LLL Agenda)
Bologna Process++•Degree System (3+2+3)•Internationalisation•ECTS transfers•NOKUT agency/quality•Funding (output/lånekass.)
Erosion Binary System Decline of student Population (18-24 y.o) after 2015
Today’s Picture, Norway (2008)
Tertiary Education
Sector
University Sector• 7 Universities (2 new)
• 6 Specialized institutions• 92.000 students, public
• 1 private institution (MF, 850 students)
College Sector• 26 public/state colleges
(87.000 students)• 25 private colleges(29.000 students)
Vocational Sector• 200 Institutions
(50 technical schools) • 12.000 students
• Student Transfers to HE
Source: SSB (2008)
Norway: Future challenges…
More challenges…
Source: NOU 2008: 35 (Stjernø rapport)
The future HE landscape (4 possible scenarios or models)
FlercampusUniversitetet i Nord-,
Vest-, Sørvest-, Vest-Viken,Øst-Norge. Innlandsuniversitetet,
UiO, NTNU
Prosess og Differensiering
Fusjoner «nedenfra» innenfor
nasjonale rammer
Netverk
Nettverk av selvstendige institusjoner
(strategic alliances)
Storhøyskole
UiO (incl. UMB), Sørvest-, UiB, NTNU, UiT + 6 store høgskoler
Source: Stjernø (2008)
How viable are these (4) models?
Source: SFSO (2008)
So what? Why should I care?
Diversity(degrees, HEIs)
Not a luxuryBut a
requirement
Empowerment
Social Cohesion
& QoL
Shortage ofProfessionals
Career Path
TertiaryEducation &
CareerCounselling
References
• Castells, Manuel (2001). Universities as dynamic systems of contradictory functions. In: Johan Muller, Nico Cloete and Shireen Badat (eds.) Challenges of globalisation. South African debates with Manuel Castells, Cape Town: Maskew Miller Longman
• European Union (2003). The Role of Universities in reaching the Lisbon Objectives. • World Bank (1999). Knowledge for Development. World Development Report 1998/99.• Castells, Manuel (2000). The Rise of the Network Society. Blackwell.• Becker, Gary (1964, 1993). Human Capital: A Theoretical and Empirical Analysis, with special reference to
education. Unic. Chicago Press.• Trow, Martin (1970). Reflections on the transition from mass to universal higher education.• Pinheiro, R. (2005). The Impact of the HE experience in the Quality of Life of ethnic minorities. A Norwegian
based study. Master thesis in HE studies, University of Oslo. Online at: http://www.duo.uio.no/publ/pfi/2005/33134/RomuloxPinheiro_minorities_in_higher_education.pdf
• Cheers project: http://www.uni-kassel.de/wz1/TSEREGS/metho_e.htm • TEICHLER, ULRICH (2007) Does Higher Education Matter? Lessons from a Comparative Graduate Survey
European Journal of Education 42 (1) , 11–34.
• Norway, selected readings (in addition to Quality Reform/evaluation and Stjernø report):– Background Report on Norway for the OECD (2005):
http://www.regjeringen.no/upload/kilde/ufd/rap/2005/0022/ddd/pdfv/277112-oecd_rapport_tertiaryeduc_05_trykketversjon.pdf – OECD (2006). Thematic review of tertiary education in Norway– Bleiklie, I., Høstaker, R. and Vabø, A. (2000). Policy and Practice in Higher Education: Reforming Norwegian Universities.– Kyvik, S. (2002). The merger of non-university colleges in Norway. Higher Education 44, p. 53.72.– Universitetes rolle in regionen, Av Torunn Lauvdal, rektor ved Universitetet i Agder.
http://www.uia.no/no/portaler/aktuelt/nyhetsarkiv/rektor_om_nye_universiteter– SFSO (2008). http://www.sfso.no/upload/forvaltning_og_analyse/samf_ok_analyse/Akt%20kom%20-%20Volden%20m%20fl.pdf
– Various publications from NIFU-STEP: http://www.nifustep.no/norsk/innhold/publikasjoner/publikasjonsserier_etter_2004
