Toward One of the Leading Education-Based Economies? Investigating Aims, Strategies, and Practices of Finland’s Education Export Landscape

Abstract

Since the first publication of the Organization for Economic Co-Operation and Development (OECD) PISA (Programme for International Student Assessment) results in 2000, the Finnish education system has received much praise both in Finland and abroad. In recent years, Finland started to build up its own education export sector with the aim of becoming a leading actor in the international field of education export. The evolution of Finnish education export is an interesting case study not only because it is a recent phenomenon but also because of Finland's unique legal position toward the commercialization of education. This article introduces the current action steps and stakeholders of this newly emerging sector. It explores aims, strategies, and practices from the perspective of the Finnish government, Finnish education institutions, and the private sector, and sets Finnish education export in a global perspective. It is sensitive toward current challenges in the field to provide valuable insights not only for the international audience but also for Finnish actors.

The impact of knowledge management, learning and socio-cultural factors on innovation

“…Important analysis is provided for analysis of competition and education markets with extensive comparisons of higher education export possibilities and needs in different parts of world (Marginson, 2004). In Finland already in 2010 has been prepared and discussed strategy on higher education export with practical suggestions for development of this very important branch for country development (Schatz, 2016), performed analysis of aims, strategies and practice on Finland's education export (Schatz, 2015). It is stressed that research on higher education internationalisation aspects is important for higher education expert (Kehm, Teichler, 2007) as well as that there are new and innovative approaches in use of technologies in organisation of work at higher education establishments including attraction of foreign students (Dermol, et al, 2014) and promote export activities (Gråsjö, 2008).…”

Fifteen years of research on PISA effects on education governance: A critical review

“…They condemn the quest for 'quick-fix political solutions' by the government and remind one that a policy transfer must move through different critical policy stages in order to be effective, which was not the case for the MTL in their mind. Then, scholars paid more attention to the influence of Asian models in various countries like Australia, England or Germany (Lingard & Sellar, 2013a;Waldow, Takayama, & Sung, 2014), the circulation of models at work within the European education space (R€ onnberg, 2015) or the export strategies of top performers like Finland (Schatz, 2015). The role of the media was decisive in this process and studied in some countries like Canada (Stack, 2006(Stack, , 2007.…”

Re-Framing Education Export From the Perspective of Intellectual Capital Transfer

“…Another motivating factor may be the possibility to have a positive impact on the world (e.g. on the environment, health or social wellbeing) through education export (Schatz, 2015). For the universities providing the education, export activities may be a way to increase the institution's reputation and funding.…”

“…While doing this, developed counties also spread their cultural models and practices, which can be viewed as a questionable practice. On the other hand, education export can be considered an ethical undertaking, as it educates global citizens by sharing successful education recipes for everyone's benefit (Schatz, 2015). Second, many issues relating to resources and practices affect the success of export programmes.…”

“…Through collaboration, the processes and practices of a high-standard education can be transferred to developing countries in order to create the capacity and possibilities for intellectual capital renewal. Moreover, this activity can be a business opportunity, and it can be motivating from an academic or societal impact perspective (Schatz, 2015). Furthermore, export activity can help countries with more advanced higher education systems to identify knowledge-related resources and to explicate the prevailing education processes and practices.…”