Higher Education Participation in the Nordic Countries 1985–2010—A Comparative Perspective

Thomsen, Jens‐Peter; Bertilsson, Emil; Dalberg, Tobias; Hedman, Juha; Helland, Håvard

doi:10.1093/esr/jcw051

Cited by 39 publications

(33 citation statements)

References 28 publications

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“…In this sense Scandinavian HE policies mirror the typical social democratic welfare orientation and the relative consensus about core questions related to the prominent role of public HE, an observation that finds general support in the literature (Ahola et al., ; Börjesson, Ahola, Helland & Thomsen, , Thomsen et al. ) and lends support to our second assumption indicating that a common set of values has shaped the welfare orientation of HE policies in the three countries. It should also be noted that an additional motivation for these policies has been economic, turning on the importance of investing in higher education and research in order to improve the competitive edge of post‐industrial economies on the international market place (Börjesson et al., ).…”

Section: Theoretical Perspectivessupporting

confidence: 74%

Scandinavian Higher Education Governance—Pursuing Similar Goals Through Different Organizational Arrangements

Bleiklie¹,

Michelsen²

2019

European Policy Analysis

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The differences and similarities among the three Scandinavian countries, Denmark, Norway, and Sweden have been discussed by social scientists on several occasions. Focusing on higher education (HE) governance systems, this paper raises three questions. (1) What are the differences and similarities among the three countries? (2) How can the similarities and differences be explained? (3) Are the similarities strong enough to justify the common label of a Scandinavian model of HE governance? The three HE governance systems are briefly described and compared. They are then analyzed as, respectively, outcomes of partisan politics or politico-administrative regimes. The paper argues that similarities such as publicness, massive investments, and emphasis on access are best explained in terms of partisan politics, while the variation in governance arrangements can best be explained by path dependencies following choices made at critical junctures within similar politicoadministrative regimes.Gobernanza de educaci on superior en Escandinavia -Perseguir objetivos similares a trav es de diferentes configuraciones organizacionales Los cient ıficos sociales han discutido las diferencias y similitudes entre los tres pa ıses escandinavos, Dinamarca, Noruega y Suecia en varias ocasiones. Centr andose en los sistemas de gobierno de la educaci on superior (HE), este documento plantea tres preguntas. (1) ¿Cu ales son las diferencias y 190 similitudes entre los tres pa ıses? (2) ¿C omo pueden explicarse las similitudes y diferencias? (3) ¿Son las similitudes lo suficientemente fuertes como para justificar la etiqueta com un de un modelo escandinavo de gobierno de la HE? Los tres sistemas de gobernanza de HE se describen y comparan brevemente. Luego se analizan como resultados respectivos de pol ıticas partidistas o reg ımenes pol ıtico-administrativos. El documento sostiene que las similitudes, como el car acter p ublico, las inversiones masivas y el enfasis en el acceso, se explican mejor en t erminos de pol ıticas partidistas, mientras que la variaci on en los acuerdos de gobernabilidad puede explicarse mejor por las dependencias de la trayectoria siguiendo las decisiones tomadas en coyunturas cr ıticas dentro de reg ımenes pol ıticoadministrativos similares.PALABRAS CLAVES: pol ıticas p ublicas, administraci on p ublica, educaci on superior, pol ıticas partisanas, reg ımenes pol ıticos administrativos

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Section: Theoretical Perspectivessupporting

confidence: 74%

Scandinavian Higher Education Governance—Pursuing Similar Goals Through Different Organizational Arrangements

Bleiklie¹,

Michelsen²

2019

European Policy Analysis

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“…The cultural reproduction model points towards an explanation of why the children of physicians and lawyers chose careers in medicine and law and why the children of clergy select training in theology even though they all could earn more money by pursuing master’s in business administration and working in the business sector. The explanation for the significant reproductive tendency in these educational fields should be sought elsewhere than the reproduction of a one‐dimensional hierarchical understanding of status, as several previous studies do (e.g., Hällsten ; Thomsen et al ). Hierarchies of prestige, power and wealth are of course important explanations of the patterns, but educational choice is also about cultural factors like values and identity.…”

Section: Discussionmentioning

confidence: 99%

How do parents’ educational fields affect the choice of educational field?

Helland

Wiborg

2018

British Journal of Sociology

Self Cite

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This study examines the links between parental education and students' choice of field of study in Norwegian higher education. In our interpretation of the results, we suggest a status group perspective that integrates risk aversion models, micro-class theory, and cultural reproduction schemes. Complete Norwegian register data for all individuals born from 1955 to 1980 allow for a fine-grained examination of diverse fields of study not attempted in earlier studies. The findings reveal that intergenerational reproduction of educational fields is widespread, but its extent varies across fields of study. The tendency is most pronounced among children of professional, educated parents with masters and higher-level degrees. Moreover, the analysis shows that students who do not choose the same field as their parents nonetheless tend to choose educational fields close to those of their parents.

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“…The responses were categorized into two categories: 0 = no university degree education, 1 = university, university of applied sciences, or other higher education institution (i.e., university degree). Parents' higher education has shown to relate strongly to many important factors in Finland such as their children's future participation in higher education (Thomsen et al, 2017) and school choice (Kosunen et al, 2016).…”

Section: Background Variablesmentioning

confidence: 99%

Indoor air problems and the perceived social climate in schools: A multilevel structural equation analysis

Finell

Tolvanen

Haverinen‐Shaughnessy

et al. 2018

Science of The Total Environment

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Indoor air problems in schools appear to influence learning outcomes and absence rates. However, previous research has not investigated whether indoor air problems influence the social climate of schools. Therefore, we studied whether indoor air problems observed in schools associate with students' perceptions of the teacher-student relationship and class spirit. The nationwide sample of Finnish schools (N=194 schools/27153 students) was analyzed using multilevel structural equation modeling. Data on the schools' social climate collected from students were merged with independently collected data on observed indoor air problems from school principals. We found that the teacher-student relationship was reported to be worse in schools with observed indoor air problems compared to those without observed indoor air problems. Furthermore, the reported class spirit was worse in schools with observed indoor air problems, but only among students with a high grade point average. Our findings indicate that indoor air problems may affect the student-perceived social climate.

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Higher Education Participation in the Nordic Countries 1985–2010—A Comparative Perspective

Cited by 39 publications

References 28 publications

Scandinavian Higher Education Governance—Pursuing Similar Goals Through Different Organizational Arrangements

Scandinavian Higher Education Governance—Pursuing Similar Goals Through Different Organizational Arrangements

How do parents’ educational fields affect the choice of educational field?

Indoor air problems and the perceived social climate in schools: A multilevel structural equation analysis

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