2005:1 R
Borderless higher education - On the internationalisation of undergraduate and postgraduate programs
The task and the procedures adopted
During the autumn of 2003 the University Chancellor initiated a thematic evaluation of internationalisation of undergraduate and graduate programmes at higher education institutions in Sweden. This evaluation comprised three elements - cataloguing, appraisal and the dissemination of examples of good practice. The evaluation was also required to identify the best institution.
At the beginning of 2004 the panel of assessors distributed a questionnaire to all the higher education institutions. Four areas were dealt with in this questionnaire: objectives and strategies, organisation and support systems, ongoing activities and results. The assessors also met representatives of all the institutions to enable clarification and supplementation of the impressions they had formed.
This report provides a broad description and assessment of how the work of internationalisation is progressing. The report will be followed by a separate publication containing examples of good practice from the higher education institutions.
Findings and recommendations
A major increase in the number of international students at higher education institutions in Sweden has been accompanied by the development of courses and programmes taught in English. There has been a constant rise in the number of incoming exchange students. The many masters programmes offered in the medium of English recruit large numbers of international students, and these numbers are increasing rapidly. The presence of international students on the campuses has made them more international, which has had a positive impact on internationalisation here in Sweden and has led to increased international understanding among not only students but also teachers and other members of the staff.
There has been a falling off in the numbers of students leaving Sweden on exchange. To expand exchange programmes the higher education institutions should review their strategies and the information they offer.
Developments in higher education in Sweden point to an increase in strategic partnerships. International networks are expanding. If the higher education institutions are to be able to benefit from each other´s experience there should be greater exchange of information in this field. We have been able to determine that many of the higher education institutions have mission statements and strategy documents that are out of date. They need to be updated, and this is being undertaken in many quarters. Our recommendation is that in this context internationalisation strategies should be developed and clear priorities given to the various measures. We also recommend the higher education institutions to systematise the way in which they gather information on which to base their internationalisation procedures.
Routines and support for exchange activities have been developed as has the induction of international students. Here we find international offices, mentorship systems, the involvement of student unions etc. In the programmes themselves increased mobility among students and teachers has led to the adoption of a more international perspective in the teaching.
The different exchange programmes have had their impact on the way in which internationalisation is organised. For instance, it has come to play a more central role and has been incorporated into the official structure. We have observed that information both can and should be intensified and that more effective use could be made of the institutions´ own web-sites. In order to be able to offer periods of study abroad the higher education institutions have made numerous exchange agreements. However little priority has been given to monitoring and evaluating these agreements. We discern a tendency towards more effective quality assurance but a great deal still remains to be done in this area. We recommend that higher education institutions should devote more attention to monitoring and evaluating internationalisation in its entirety. About one-third of the higher education institutions are actively working to adapt their programmes to the Bologna Declaration. Far too many have opted to wait for indications from the government on implementation of the Bologna process. The higher education institutions should take better advantage of the possibilities open to them, particularly in the areas where no central initiatives are required. The government should, in its turn, make decisions about the actions to be taken in Sweden concerning various aspects of the Bologna process.
One obstacle that prevents a rise in the number of incoming students at Swedish higher education institutions is the lack of accommodation at some of them. Here much of the responsibility rests with the local municipal authorities. Measures have to be adopted to ensure that the higher education institutions have access to the accommodation required. We also believe that there is scope for the institutions themselves to take initiatives in this respect.
We have attempted to assess the total costs for internationalisation. Our conclusion is that there appear to be major differences in the costs incurred in this area. We propose that the institutions themselves should initiate a comparative study.
The possibilities of close cooperation between Swedish and international students seem to be limited. Only a few higher education institutions have so many international students that more intensive group work can be arranged with Swedish students. This suggests that more emphasis should be placed on other measures that affect internationalisation in Sweden. Many different elements are involved, which need, moreover, to interact and enhance each other. The higher education institutions therefore need to formulate frames of reference and strategies for on-campus internationalisation.
There is a great deal of evidence for the importance of the role played by teachers in internationalisation and it is important to remove any organisational obstacles that may limit the possibilities of exchange. This may, for instance, require departments to make greater efforts to find substitute teachers than they have hitherto and improvement of the financial conditions offered at some institutions.
The objectives and the funding systems for periods of study abroad for graduate students vary widely at the higher education institutions. We consider that endeavours should be made to ensure that every graduate student is able at some point during their programme to study at a higher education institution in another country. We therefore recommend higher education institutions to enable all graduate students to complete part of their programme abroad and to guarantee funding for this purpose. Internationalisation may lead to specific problems where gender equality and diversity are concerned. We therefore recommend the higher education institutions to pay particular attention to the quality aspects of gender equality and diversity in internationalisation.
Best higher education institution
In the descriptive section of the report the system is depicted in its entirety - an account is presented aspect by aspect. No overall descriptions of the individual higher education institutions are provided. This is required, however, if the best institution is to be singled out, in other words it is necessary to form some overall impression of each institution. Using a system of points or the like for this purpose has proved to be impossible. Instead the assessors in the panel have each formed their own overall impressions on the basis of the introductory description of the system. These have then been juxtaposed to enable a joint evaluation to be made. Appraisal has focused on the following areas: objectives and strategies, organisation and support systems, what is being done and to what extent, as well as what has been achieved.
The evaluation shows that Uppsala University is the higher education institution that works most effectively with internationalisation. The second place is shared by the Karolinska Institute and Malmö University College.
Conclusion
The answer to the question posed in the title of this report about whether higher education in Sweden is transnational or not is still in the negative. But internationalisation is developing rapidly, particularly where international recruitment and strategic cooperation is concerned and a great deal of excellent work is taking place to make higher education in Sweden increasingly borderless.
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