Hedda Blog

Wikipedia, the free on-line encyclopedia has it's fair share of success and downfalls. It began as an experiment in 2001 and in just 6 years it has become the fast growing information source, with over 2 million articles.

Downfalls:
The writing is sometimes incomprehensible.
Anyone can edit (rewrite, add or revise) the information
The information is not always accurate.
Internet vandals are intentionally changing the information to wrong information.

Successes:
Information on any topic available at the click of your finger.
Free for anyone to access.
The largest on-line source to share information with others.
Written entirely by unpaid volunteers.
Some say this is a way to "democratize knowledge."

Shall academics contribute their expertise to wikipedia, ignore it, or ban it from students citing it on essays and examinations? What is the policy for referencing Wikipedia at your University?

Posted by Hedda blog administrator at 09:33 PM | Permalink | Comments (4)

Just published February 2007, Å. Gornitzka, P. Maassen, J. P. Olsen, and B. Stensaker attempt to answer the question; how is the University as an institution affected by ongoing processes of European integration? Click here for the PDF file of the working paper.

Abstract from Centre for European Studies, University of Oslo:
"The subject of this paper is the institutional dynamics of the European University. How is this key institution affected by ongoing processes of European integration? What attempts are undertaken at the European level to build up institutional capacity in the areas of higher education and research policy? How do these emerging European capacities relate to the traditional national policy making responsibilities and arrangements in these areas? How is the organization and functioning of the European University influenced by the adding of a new governance layer with respect to higher education and research? How do the developments with respect to European higher education and research policy compare to the situation in other countries, especially the USA? The paper discusses five lessons presented as possible starting points for developing analytical frameworks capturing historical and contemporary university dynamics, the core of which is an interpretation of the ongoing dynamics of change in the European University as a search for a new foundational pact This is followed by a presentation of four themes for an empirical long-term research agenda addressing the above questions. The paper is part of a forthcoming book on “University Dynamics and European Integration”."

Posted by Hedda blog administrator at 11:27 PM | Permalink | Comments (1)

Kristen is a 2006 graduate of the HEEM programme. She currently holds the position of Study Abroad & Exchange Advisor at Dalhousie University, in Halifax, Canada. Prior to the HEEM programme, Kristen studied English Literature at Queen's University (Canada), participated in an academic exchange program at the University of Edinburgh (Scotland), was an intern with the International Secretariat of the University of Aarhus (Denmark) and worked in the Student Recruitment and International Initiatives Office of Queen's University (Canada). Below, is a short interview with Kristen:

Highlights of your programme experience?
"* Having the opportunity to explore remote corners of Europe,
* living and learning with people whose perspectives, opinions, beliefs, traditions and languages were very different than mine,
* having ample time to absorb course material and readings,
* collecting memories and developing friendships with individuals whose company has profoundly enhanced my life! "

A few words that describe your experience?
"A unique, valuable and enriching opportunity to study higher education from the inside."

Thesis topic? "Canadian Student Mobility and the Experience of National Identity Abroad"

Words of wisdom for future/current students in programme?
"Everyone will approach their thesis research in a different way, and at a different pace. Taking the time to share your thoughts and ideas with classmates, and to discover and explore new topics along the way will help to make the process more enjoyable."

What topics in Higher Education are you most interested in and why?
"Internationalization of Higher Education, and Academic Mobility. Having experienced both the benefits and the challenges that come with these, I'm fascinated by the impact they have on individuals, institutions, communities and nation-states."

How are you applying what you learned in the HEEM programme to your life/career?
"I am able to appreciate the perspectives of those with whom I deal on a regular basis; students, faculty and fellow staff at my university. I have a solid understanding of various university systems around the world, and I thoroughly enjoy working in a position which enables me to interact with outgoing Canadian students, incoming international students, and my counterparts at institutions in different countries."

Posted by Hedda blog administrator at 11:14 PM | Permalink | Comments (1)

According to the Chronicle of Higher Education, the Virtual Iber-American University, composed of eight universities from four Latin-American countries and one university in Spain, is slated to open the virtual classroom later this year. Spain's University of Extremadura; Mexico's University of Guadalajara; Argentina's National Universities of Córdoba, Entre Ríos, and de la Plata; the University of Santiago de Chile; and Brazil's Federal Universities of Santa Maria and Paraná are among the collaborating universities. The goal is to offer low-cost, graduate studies in such areas as sustainable development, teacher training and cultural development. The participating universities will develop a virtual library, cultural resources and other on-line support services for students.
What do you think about the concept of virtual universities? Are the student learning outcomes equivalent to those students who are physically sitting in the classroom?

Posted by Hedda blog administrator at 10:13 PM | Permalink | Comments (2)

A Visiting Professor from Michigan State University, James Fairweather
By: Liu, Po-Yun, Taiwan

It is a great opportunity to participate in the lectures of Professor James Fairweather from Michigan State University. In these lectures on comparative education, Professor James Fairweather introduced the American higher education system and the trends in Finnish and European higher education in a comparative education perspective. In terms of the variation in different states and institutions, the American higher education system is a very complicated system. Therefore, Professor James Fairweather tried to use cases and data to explain this diversified system. Through his elucidation, it is easy to understand the rough picture and basic variation of the American higher education.

Some differences between Finnish and American higher education system were also mentioned. In America, the social service is still an important function of the higher education institutions, but the role of higher education in the economy has relatively increased. In Finland, some trends have shown that the governance of higher education has moved from a classic state model to a more decentralized one, and has paid more attention to the economic development and internationalization efforts. The social-political background and state context of Finland are different from America; therefore, the priorities and strategies of higher education reform are unalike.

As a master's degree student from Taiwan, to understand the differences and changes of different countries are very interesting and meaningful issues for me. Like Finland, economic development and internationalization are also hot issues in Taiwan. With reference to the current strategies of Finnish higher education, maybe some features of Finnish and American higher education could be worthy reference and could be future research topic for me.

Before joining the HEEM program, Liu, Po-Yun was a primary school teacher for 10 years and also a research assistant for the National Chi Nan University for 2 years. He graduated from the Department of Comparative Education of the National Chi Nan University with a master's degree.

Posted by Hedda blog administrator at 10:45 AM | Permalink | Comments (1)

The Atlas of Student Mobility, 2006 UNESCO Report on International Educational Exchange released the latest figures on student mobility in November 2006. As countries continue to pursue internationalization strategies at the regional, national, state and institutional level, are these numbers driving the process? Why are students pursuing studies in these top 8 destinations?

The top 8 Global Destinations for International Students:
(estimated on 2.5 million students)
United States 22%
United Kingdom 12%
Germany 10%
France 10%
Australia 7%
China 6%
Japan 5%
Canada 3%

A summary of this data from the UNESCO site:

"-Half of all foreign students study in Europe and almost one-third in the United States.

-Three countries host half of the world’s foreign students (United States, United Kingdom, and Germany). Add the next two highest hosting countries (France and Australia), and these five countries serve two-thirds of the world’s foreign students.

-While 30% of all foreign students are in the United States, they represent only 4% of the country’s tertiary students. In the United Kingdom and in Germany, foreign students make up one in ten total tertiary enrolments, in Australia almost one in seven.

-Three out of five foreign students in Europe are studying in either in the United Kingdom, Germany or France.

- The United States hosts the largest number of foreign students, welcoming 583 thousand students in 2001/02. Sixty-three percent of these students come from Asia."

Posted by Hedda blog administrator at 03:08 PM | Permalink | Comments (1)

By: Xu Dehui, China

In the current China, hundred of thousands of students graduate from countless universities every year, and tens of thousands of students pursue their master’s degree study afterwards. Possessing a master’s degree doesn’t promise students any bright future even though they graduate from key universities. The extent of competition is so fierce and beyond our imagination, especially in big cities, such as Beijing, Shanghai. What I say, is what I see. Therefore, most students with optimistic economic background resort to study abroad to empower their ability in competition. That’s the major reason why I am here in Norway.

Personally, I made a very big step which I think was a turning point in my life. Having studied international trade for four years, I suddenly switched to the field of higher education which I had never touched before. The dream to become a businesswoman was replaced by a teacher occupation, which means more leisure time, good salary, two vacations every year and lots of respect in China. Teachers always say I have the quality and potential to be a good teacher in the future.

I have to step out of China to see my shortcomings in learning. The first thing I quickly discovered is my deficiency of language proficiency. Although I have studied English more than ten years, I still meet the dilemma that I can’t find the proper words to convey my meaning. This is a really big flaw to the language learning in China, because we only have limited class time to study grammar but seldom talk.

From my perspective, the ultimate purpose for me to go abroad is to learn something that I will never be able to learn in China. There are some differences between the Chinese and Norwegian education systems. In China, it is conducted in a more supervisor guided way but in Norway it seems that personal motivation is very important. We have more leisure time here to arrange the readings and do research by ourselves. Therefore, I think it takes a period of time to adapt to education in Oslo. In China, teachers still play a vital important role, usually the students' responsibility is to follow the teachers' idea and don't need to create new ideas and they're not required too many innovations. Therefore, the result is that compared with other students, I feel more narrow sighted here. I don't have many perspectives and ideas in my mind and I can't give critical review after I finish reading an article. In China, the teacher will teach me what is the main point for the author to write this article and what kind of method he employs for the article.

Among one of the youngest students in the class, I am trying my best to keep up with others and fill in the culture gap as soon as possible.

Xu Dehui is a first year student in the Higher Education programme in Oslo, Norway. She has a bachelor's degree of Business Trade from University in Beijing. Prior to joining this program, she worked as an intern in the Human Resources Department in Motorola (China) Electronics Ltd. Beijing branch for one year.

Posted by Hedda blog administrator at 10:28 PM | Permalink | Comments (5)

The World Bank provides financial and technical support to developing countries through low-interest loans and interest-free credit programs. Tertiary education has become one of the areas the world bank supports, since 1963 various projects have been approved. Below, are a few recent projects focusing on higher education:

*JUST ANNOUNCED* Nepal- February 2007-US $80 million
Goals: Improve quality and relevance of higher education and research by funding infrastructure and under-privileged students.

Afghanistan- May 2005-June 2010- US $40 million
Goals: Restore and reform the basic functions at a few core Universities.

West Bank & Gaza- April 2005 -December 2009- US $10 million
Goals: Strengthen regulatory role of Ministry, build efficiency and quality improvement into the system, and further develop the student aid program.

Ethiopia- September 2004-2009- US $40 million
Goals: Improve undergraduate and postgraduate education by deepening and expanding the current reforms, and provide developmental grants for capital infrastructure and various organizations associated with quality and training.

What do you think about the World Bank helping developing countries in the quest to improve higher education? Where does higher education stand on the priority list for funding when there are other, more pressing domestic issues?

Posted by Hedda blog administrator at 08:52 PM | Permalink | Comments (2)

Visiting Lecturer, Bruce Johnstone Visits Tampere
By: Leasa Weimer, USA

"It's the act of writing that clears the head." -Bruce Johnstone

All 17 of us in the HEEM programme are young-professionals in the field of higher education and often times we discuss our future ambitions. I always like to hear the career path of scholars like Bruce Johnstone, it's impressive and inspirational and as Johnstone says, "It was unplanned." It makes you realize that anything can happen, you just need to keep your eyes open and your heart filled with passion. Bruce hails from the U.S. and has had a fruitful career in higher education. His story goes like this; he attained a master's degree in education from Harvard and discovered the study of higher education, a new field in the late 1960's, during his PhD studies at the University of Minnesota. After his PhD, Johnstone worked with Walter Mondale (former U.S. vice- president) and then with the Ford Foundation as a research professorship while he wrote his first book on income-contingent loans in 1972. Penn State was next on his list, where he served as an administrator, worked on student loan policy, and continued his teaching as an adjunct professor. In 1979, he accepted the presidential post at the State University College in New York. In 1984, he took an international sabbatical and began taking an interest in comparative higher education financing; this is when he termed the phrase, "cost sharing". Finally in 1988, he was promoted to the Chancellor of the SUNY system and served for 5 years. In July, he retired but he will be the first to say, "I'm a bad retiree, " as he keeps himself busy with international lecturing, projects in Africa and he is now serving as the Distinguished Scholar Leader for the Fulbright Century Program. He continues to direct the International Comparative Higher Education Finance and Accessibility Project, a multi-year, examination into the worldwide shift of higher education costs from governments and taxpayers to parents and students.

Some words of wisdom that Johnstone shared with us was that throughout his career he was always writing,which is good advice for those of us who want to become scholars. "I like to write and I have found I don't know what I am writing until I have written it and re-written it." -Johnstone

Posted by Hedda blog administrator at 06:19 PM | Permalink | Comments (2)

“I like this picture because it encourages us to go over the bridge even though we don’t know what is on the other side.”-Timo

Early in his career, Timo dreamed of working at a university during the academic year and working on his farm during the summer months. However, that vision still remains a dream. During the summer months, he advises HEEM students on their thesis until July and the rest of the summer months he serves as a Scientific Rector of the Summer University in Lahti.

In the fall of 2006, he was a visiting professor in the Center for National Finance and Management in Tokyo. During his 3 month visit in Japan, in addition to practicing the Japanese language, he took part in research, gave lectures about the Finnish higher education system and wrote two articles. Japan and Finland are both undergoing reform. Japan is in the implementation phase of reform and Timo was lucky enough to take part in some of the reform discussions during his visit.

Even though Timo enjoys his travels, he always comes back to his roots in Finland, “I’m no international boy, I am a country boy.”

How is the Finnish/Japanese systems of higher education similar/different?
"Japanese and Finnish systems are both unique - Japan with a huge private sector and Finland with large public universities. In the first sight there is a lot in common, but differences are clear. Although the names of many institutions are the same in English, they often refer to quite different things. One similarity is obvious. In both countries higher education has played a central role in the modernisation of society. In Japan, there have been various university reforms since 1998. They include, for example, the incorporation of National Universities, the establishment of a public university system, improvement of school corporate systems, the establishment of professional graduate schools, the approval system for establishing new departments and the introduction of a third-party evaluation system. From this perspective, establishing National University Corporations appears as a key reform in Japanese higher education. In Finland we are coming to similar direction, but will presumably not go as far as Japan did in the 2000's."