By M. Kogan, M. Bauer, I. Bleiklie, M. Henkel
Drawing jointly the results of reports of Sweden, Norway and England in a collection of comparative analyses, the authors verify the reforms of the better schooling structures on 3 detailed degrees, the nation, the establishment and the person. The booklet examines adjustments in executive coverage, within the management and administration of upper schooling associations and the impression on educational identities and the tutorial career.
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Additional resources for Transforming Higher Education: A Comparative Study (Higher Education Dynamics)
Sample text
Social expectation and economic demand stimulated student recruitment and led to the transformation from elite towards mass higher education systems. This in its turn evoked governments’ insistence on quality assurance, cost effectiveness and interplay with market. But the countries also differed in important respects. At the end of the 1970s an important common feature was that all three Welfare States came under challenge. Almost all countries felt the economic stress engendered by the oil crises of the first few years of the 1970s.
In Sweden the integrated higher education system inaugurated by the 1977 reform survived the reform of 1993, but with a new common Higher Education Ordinance signifying a shift from uniformity to pluralism and to widened autonomy for the institutions. The ‘hidden binarity’ within this integrated system was based on discrimination between institutions with and without basic funding of research and the rights to award doctoral degrees. The reason for this differentiation was fear of scattering limited research resources to small research-milieus, which might reduce both quality and efficiency.
2. Higher Education Policies: Historical Overview 29 The Swedish reforms can be characterised by the following time stages: 1960–1977 Expansion of higher education paving the way for structural reform in 1977. 1978–1993 Tinkering with decentralisation leading to a major reform in 1993. 1994 onwards Further expansion and partial return to a more centralist policy. In the middle of the nineties, as part of the general cuts in the state budget, the allocations to higher education became somewhat diminished.
