National and institutional strategies in a changing landscape: A Norwegian reform proposal Sverre Rustad Vilnius, 17 April 2008

2 Norwegian Ministry of Education and Research Norwegian higher education – an overview 38 state-owned HEIs –7 universities –5 specialized university institutions (architecture, business administration, music, sports, veterinary medicine) –24 university colleges –2 academies of the arts Military and police academies Private HEIs –approximately 10 % of students –6 fully accredited institutions –a further 25 with accredited programmes

3 Norwegian Ministry of Education and Research Norwegian higher education II Decentralized institutional structure –successful in terms of access –poses challenges in terms of quality Governance –1990s: micro-management by Ministry e.g. organizational structure, programme portfolio, number of students, admissions, professorships, budgeting – : major delegation of authority through Quality Reform –diversity a central objective in both cases

4 Norwegian Ministry of Education and Research Institutional strategies 1990s –Universities: continue as before –Creation of Norwegian University of Science and Technology (government-induced) –Colleges (from 1994): consolidate, grow, raise academic level Post 2000 –Universities: continue as before –Increased emphasis on competition, especially excellence in research –Colleges: become universities or more university-like

5 Norwegian Ministry of Education and Research Challenges to diversity (Norway) All HEIs governed by same legislation All HEIs required by law to carry out research and development work – no formal division of responsibilities between types of institutions One common set of indicators for output- based financing Structure of academic positions and salaries regulated nationally – same for all institutions –academic drift at personal level

6 Norwegian Ministry of Education and Research Challenges to diversity (II) Possible for HEIs to be accredited in higher category – main criteria related to number of master and doctoral programmes –academic drift at institutional level Strong regional element in all policy areas –activity/employment considerations –competition for resources –regions want universities

7 Norwegian Ministry of Education and Research Status Attempts at centrally regulated division of labour have not worked Deregulation within present framework of governance seems to reduce rather than stimulate diversity Move from (partially) binary structure to hierarchy of similar institutions No top institutions in international rankings

8 Norwegian Ministry of Education and Research Pressures for reform Increased competition for students, staff and research funds, also internationally –quality is at the centre of success –competitiveness in research requires concentration Higher education and research seen as key to competitiveness and social, economic and cultural development –further increasing the pressure for quality International reform processes (Bologna, EU)

9 Norwegian Ministry of Education and Research Pressures for reform (II) Demographic changes –reduced youth cohorts in most parts of the country from 2015 –accentuated by social preferences –some institutions already face major recruitment problems As more and more HEIs become universities, remaining university colleges, especially small regional ones, will struggle

10 Norwegian Ministry of Education and Research What to do? Government commission (January 2008) proposes (i.a.): –process of mergers of HEIs, based on proposals from institutions resulting institutions will be universities –stronger element of national steering/policy supported by strategic funding –development of distinctive institutional profiles through long-term agreements, supervised by international advisory group –concentration of research training –changes in institutional management

11 Norwegian Ministry of Education and Research Institutional management Considerations: –competent management –strategic ability –democracy/representativity –execution of autonomy within national limits Present model: –majority of board members elected among staff and students –board chaired by elected rector –administration headed by director with law- embedded powers –institutions may choose alternative model Proposal: –board chaired by external member appoints rector with full executive powers

12 Norwegian Ministry of Education and Research Summary Institutional strategies determined by possibilities, internal and external pressures –not always in line with national goals and priorities How to balance national policies and institutional autonomy? –incentives vs. more direct steering Proposal combines mergers with steering –new management challenges Proposals now undergoing consultation