Jonas Stier 7 October 2010

Idealism Create a better world The "moral" world Mutual understanding, respect, tolerance Social change Redistribution of wealth Provide global knowledge Stimulate empathy Ignorance, victimization Instrumentalism Sustainable development The (global) market Economic growth, profit Competence availability Exchange of "know how" and knowledge Attract int´l fee-paying students Provide relevant professional training "Brain drain“ Increased global disparity Educationalism Bildning - schooling The individual’s process Enrich learning New perspectives Personal growth Facilitate insights Stimulate self- Awareness Individualizing social problems, academicentrism

 NUMBER OF FOREIGN STUDENTS TO SWEDEN HAS TRIPLED IN 10 YEARS  FALL 2009: APPLICATIONS FROM OUTSIDE EU/EES (3RD COUNTRY STUDENTS)  FREEMOVERS HAVE QUADRUPLED IN 10 YEARS  BEGINNERS: FROM 6% TO 22% IN 10 YEARS  50% OF BEGINNERS ON AN ADVANCED LEVEL  IN MOST EUROPEAN COUNTRIES FOREIGN STUDENTS HAVE TO PAY  GLOBAL MARKET – POTENTIAL FOR REVENUE  SWEDISH HIGHER EDUCATION IS OF HIGH INTERNATIONAL STANDARD  WANT TO KEEP A POSITION AS AN ATTRACTIVE ”KNOWLEDGE NATION”

 STUDY FEES FOR STUDENTS FROM 3RD COUNTRIES – NOT FOR DOMESTIC, EXCHANGE OR STUDENTS FROM THE EU/EES, SWITZERLAND  EXCEPTIONS: THOSE WHO ARE HERE FOR OTHER REASONS  BASIC AND ADAVANCED LEVEL – NOT DOCTORAL LEVEL  LEVEL OF FEES DECIDED BY THE INSITUTIONS TO OBTAIN FULL COVERAGE OF COSTS  TWO SCHOLARSHIP SYSTEMS ARE CREATED STUDENTS FROM COUNTRIES WHICH THERE IS DEVELOPMENT COOPERATION (TO COVER STUDY FEES + LIVING COSTS) OTHER STUDENTS (ONLY STUDY FEES)

 THE GOVERNMENT WANTS SWEDISH HE TO COMPETE ON EQUAL TERMS  THE GOVERNMENT WANTS SWEDISH HE TO COMPETE WITH EDUCATION QUALITY NOT WITH FREE EDUCATION  STUDY FEES ENABLE UNIVERSITIES TO ATTRACT THE BEST STUDENTS  RESOURCES SHOULD BE REALLOCATED TO HIGH QUALITY INSTITUTIONS  TAX PAYERS SHOULD NOT PAY FOR NON-SWEDISH STUDENTS  ENSURE THE INFLOW OF COMPETENCE  THESE STUDENTS ADD TO THE QUALITY OF HE  ACTIVE MARKETING COUNTERACTS A DROP IN 3RD COUNTRY STUDENTS

 DESCRIPTION OF CONTEXT DOES NOT REFLECT REALITY!  ”COMMODITY” IS NOT CLEARLY DEFINED OR UP TO PAR WITH ITS PRICE!  UNDERESTIMATING FREE HE AS A COMPARATIVE ADVANTAGE -> DRAMATIC DROP IN APPLICANTS?  ADMINISTRATIVE APPARATUS (STAFF, PROCESSES) NOT UP TO PAR  A- AND B-LEAGUE AMONG HE INSTITUTIONS  LESS RESOURCES FOR TEACHING?  MISMATCH BETWEEN IDEOLOGY AND STAFF ATTITUDES  IN SUFFICIENT RESOURCES FOR SCHOLARSHIPS  SUBJECTS DIFFER IN THEIR ATTRACTIVENESS  PEDAGOGICAL IMPLICATIONS?

 DOES THIS ADD TO THE INTERNATIONALIZATION OF SWEDISH HE?  A DEFICIENT ANALYSIS?  IS THE COMMODITY/MERCHANDISE AS GOOD AS WE BELIEVE?  ARE WE COMPARING OURSELVES WITH THE WRONG PEOPLE?  CAN WE REALLY COMPETE?  IS THE ECONOMIC OUTCOME +/-0?  A LACK OF IDEOLOGICAL DISCUSSION …IN OTHER WORDS: WHAT IS AT STAKE? WHO ARE TO WIN FROM THIS CHANGE?