Transforming Higher Education: A Comparative Study (Higher by M. Kogan, M. Bauer, I. Bleiklie, M. Henkel

By M. Kogan, M. Bauer, I. Bleiklie, M. Henkel

Drawing jointly the consequences of experiences of Sweden, Norway and England in a suite of comparative analyses, the authors investigate the reforms of the better schooling structures on 3 distinctive degrees, the country, the establishment and the person. The booklet examines alterations in govt coverage, within the management and administration of upper schooling associations and the impression on educational identities and the tutorial career.

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Higher Education Policies: Historical Overview 35 its standards and further developed its quality. Again, even though the goals were similar, the quality assurance policies and undertakings in the three countries were different; in the cases of the UK and Sweden they were practically opposite. Since then, however, they have moved closer to each other. In Sweden, where quality earlier had been secured (or was believed to be) by central regulation of study lines and courses, there was a significant change in policy that put the primary responsibility on the higher education institutions themselves.

The evaluations of research disciplines that have been carried out in Norway since the late 1990 have been connected with the wish to improve their performance according to international criteria of high standard research quality such as the demand for international publications in well known scientific journals. In 2003 the Network Norway Council, the administrative body managing the ‘Network Norway’, was transformed to NOKUT. ‘ORGANIC’ EVOLUTION OR IMPOSED CHANGE? To what extent were the changes the results of the ‘organic’ evolution of systems of higher education, and to what extent were they more the results of imposed change, perhaps encouraged by imitation of other examples internationally?

Common goals, different means The universal conditions of economic stress, increased demands for and the importance of higher education in the developing ‘knowledge society’ thus led to similar goals in the three countries: both quantity and quality of higher education should increase, closer relationships with society and industry should be established in order for higher education both to contribute better to their development and to gain a larger proportion of its funding from the ‘market’. The means and instruments to cope with these problems, however, varied between the countries, depending on their ideological traditions and state-institutions relationship.

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