2005:27 R
The internationalisation of higher education in Sweden
Assignment and approach
The National Agency for Higher Education conducts thematic evaluations of specific aspects of quality in higher education. These are unique in their way and are undertaken to provide a perspective on and information about how the higher education institutions are working with specific aspects of quality. In the autumn of 2003, the Chancellor initiated thematic evaluations of this kind of the internationalization of undergraduate and postgraduate programs in higher education 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, organization 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 internationalization is progressing. The report will be followed by a separate publication in Swedish 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. Nearly three hundred master´s programs 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. This has, for instance, 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 programs 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 internationalization strategies should be developed at the same time and clear priorities given to the various measures. We also recommend the higher education institutions to systematize the way in which they gather information on which to base their internationalization 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 programs themselves, increased mobility among students and teachers has led to the adoption of a more international perspective in the teaching.
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 internationalization in its entirety.
Far too many higher education institutions 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 is the lack of accommodation at some higher education institutions. We believe that considerably more vigorous measures could be adopted by the institutions in conjunction with the local authorities.
We have attempted to assess the total costs for internationalization. Our conclusion is that there appear to be major differences in the costs incurred in this area. The institutions should undertake a joint study of this area in more detail.
Only a few higher education institutions have so many international students that Swedish students can work with them in smaller groups. This suggests that more emphasis should be placed on other measures that affect internationalization in Sweden. The higher education institutions therefore need to formulate frames of reference and strategies for on-campus internationalization. There is a great deal of evidence for the importance of the role played by teachers in internationalization and it is important to improve their 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 recommend higher education institutions to enable all graduate students to complete part of their program abroad and to guarantee funding for this purpose. Internationalization may lead to specific problems where diversity and gender equality are concerned. We therefore recommend the higher education institutions to pay particular attention to the quality aspects of diversity and gender equality in internationalization.
Best higher education institution
In our evaluation we identify Uppsala University as the higher education institution that works most effectively with internationalization. Second place is shared by the Karolinska Institute and Malmo University College.
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