Report Series Norwegian Is a Small Language

senter for internasjonalisering av utdanning 31 / 2016 / 06 national and Norwegian students. students. and Norwegian national There should not be different lectures for lectures be different should not There inter work do group to also be nice It would inter of only in teams and not together the from or students students, national same country. 21 / Interestingly, the most frequently frequently most the Interestingly, are Norway choosing for reasons cited educational the of qualities specified institutions. study destination as a study Norway of 2016 – Perceptions in Norway students International 20 / Report series Norwegian is a small language. English English language. is a small Norwegian therefore should programmes study for a precondition be considered Norway. to mobility student international 06/2016 2016 International students in Norway Perceptions of Norway as a study destination Contents Photo: Paul S. Amundsen Paul Photo: Photo: Peter Klasson Peter Photo: Photo: Ingvild Festervoll Melien Festervoll Ingvild Photo:

Preface...... 4 5. More satisfied with the study environment...... 25

Executive summary...... 5 5.1 Teaching and supervision...... 26 5.2 Experiences with the workload 1. Introduction...... 7 and formal requirements...... 27

2. International students of great value to Norway 9 5.3 What is most challenging 2.1 National reputation and for international students in Norway?...... 28

international student policy...... 9 6. An underused resource in Norwegian education 31 2.2 International students and the reputation 6.1 Leisure time...... 32 of Norwegian higher education...... 9 6.2 International students’ 2.3 Survey and method...... 11 overall experience and suggestions...... 34

3. International students in Norway 2016...... 13 7. Should I stay or should I go?...... 37 3.1 Country, response rate, Produced by the Norwegian centre for social background and gender...... 13 8. Concluding remarks...... 39 international cooperation in education 3.2 Student status, academic List of figures and tables...... 40

Excecutive Editor / Ragnhild Tungesvik subjects and educational levels...... 14 Appendix 1: Methodology and data gathering process 41 Editors / Hege Toje, Trude Holme 3.3 Sources of funding...... 16 ...... and Margunn Instefjord 3.4 The prevalence of internship...... 16 Appendix 2: Tables...... 42 References 43 Copies / 500 ...... 4. A good reputation of teaching...... 19 Photo / Ingvild Festervoll Melien 4.1 Qualities of higher education in Norway ISBN 978-82-93017-57-8 (Press) are important sources of motivation...... 20 ISBN 978-82-93017-58-5 (Web) 4.2 Sources of information...... 21 4.3 The choice of educational institution 22 The report can be downloaded ...... at www.siu.no.

E JØM RKE IL T M Nordic Ecolabel 241 699 - BODONI 2 4 9 Miljømerket trykksak 241 699 SIU 06/1 2016 SIU 06/2016 9 International students in Norway INTERNATIONAL STUDENTS IN NORWAY 2 6 3

Trykksak / / Photo: Paul S. Amundsen Paul Photo: Preface Executive summary

Since 2008, the Norwegian Centre for International Cooperation in Education This report explores the reputation of Norwegian higher education through the (SIU) has been responsible for a survey among international students gathering experiences of international students in Norway. It investigates the HEIs capacity information about their motivations, expectations and experiences from their to receive, integrate and educate international students in Norway. studies in Norway. This is an important source of knowledge in order to improve the profiling of Norwegian higher education abroad, the recruitment of inter- Three out of four of the international students who participated in the survey national students to Norway and the integration of international students at the had Norway as their first choice. The most important motivating factor is Eng- Norwegian higher education institutions (HEIs). lish taught degree programmes and courses followed by Norwegian nature and un-spoilt countryside/environmental focus. However, an analysis of the students’ This is SIU’s fifth report on international students’ perception of Norway as a study individual answers to an open-ended question shows that the educational quali- destination. The findings of this study are based on voluntary participation in a ties of the Norwegian HEIs are more frequently cited as motivating factors than survey distributed by SIU with assistance from the HEIs. In this year’s report we national qualities such as ‘Norwegian nature’ and ‘un-spoilt countryside’. have focused particularly on institutional factors and the international learning environment at the HEIs in Norway. The results from the survey show an overall high level of satisfaction with the education that the international students receive in Norway: 71 per cent are satis- SIU is Norway’s official agency for international programmes and initiatives related to fied with the teaching, and as much as 84 per cent are satisfied with the teachers’ education at all levels. SIU is a government agency reporting to the Norwegian Ministry of ability to teach in English. 69 per cent of the respondents are satisfied with the Education and Research (KD). As a centre of expertise, one of SIU’s most important tasks is study environment. The satisfaction with feedback on the student’s work and to broaden and strengthen the knowledge base for further internationalisation of Norwegian individual student counselling is lower (52 per cent). This is, nonetheless, similar education through reporting and analysis. to findings among Norwegian students. The survey results show that international students are coping well with their studies in Norway.

Yet, the survey results also suggest that there is room for improvement. The report looks at the degree to which international students interact with Norwegian students, co-nationals and international students. Our findings show that only one out of four international students say they interact daily with Norwegian students, and 29 per cent report that they rarely or never interact with Norwegian students. In fact ‘getting to know Norwegians’ is ranked as the greatest challenge among international students along with ‘high cost of living’. International students interact most frequently with other international students: Almost three out of five interact with other international students on a daily basis. Those who interact frequently with Norwegian students at the educational institutions, also have more contact with Norwegians during their leisure time. Other key figures

\\ 64 per cent of the students have their first international residence in Norway.

\\ 66 per cent are satisfied with the teacher’s ability to make teaching stimulating.

\\ 12 per cent have internship as part of the education in Norway. The vast majority of internships take place in the research and education sector.

\\ 62 per cent of the degree students consider staying on in Norway after graduation.

4 SIU 06/ 2016 / International students in Norway INTERNATIONAL STUDENTS IN NORWAY / SIU 06/2016 5 1. Introduction

Global student mobility has increased rapidly In this report, we devote special attention to the since the early years of the millennium. More educational institutions, particularly concerning than 4 million students in higher education processes termed internationalisation at home: ‘The travelled beyond the borders of their native purposeful integration of international and inter- countries to study abroad in 2013.1 Norway is cultural dimensions into the formal and infor- a small country, but the increase in global stu- mal curriculum for all students, within domestic dent mobility is also noticeable here. The share learning environments’.3 We look at the degree to of foreign students in Norway has tripled since which international students academically and the year 2000.2 socially interact with Norwegian students, co-nationals and other international students. This is a How do international students experience Nor- particularly important topic since it is commonly wegian higher education? What impressions do assumed that international students contribute they form of Norway, and to what extent are they to exposing Norwegian students to international integrated in the academic and social environ perspectives, which, in turn, increases the quality ment? of higher education in Norway. Given that the large majority (4 out of 5) Norwegian students do The Norwegian Centre for International Coopera not study abroad as exchange or degree students, tion in Education (SIU) has carried out the fifth it is even more important to make sure that these national survey on how international students students interact with international students at perceive and experience Norway as a study the educational institutions, so as to stimulate destination. The aim of this report is to map Nor- and develop international competencies.4 way’s reputation as a study destination through an analysis of the motivations of international This year’s survey includes questions on intern- students that choose to study at Norwegian HEIs, ship/traineeship as part of the study experience. their study experience in Norway, and the sourc- The main reason for this is increased political es of information they use. This is important attention and incentives aimed at stimulating information that assists Norwegian universities cooperation between work organisations and and university colleges in adjusting their strat- HEIs.5 This is an emerging field in international egies towards international students. Moreover, cooperation in education. We therefore wanted this knowledge is necessary to develop effec- to investigate the prevalence of internship expe- tive policies in relation to international student riences among international students, and which mobility. sectors dominated this experience.

1 OECD (2015). Education at a Glance 2015: OECD Indicators, OECD Publishing.

2 Wiers-Jenssen, J. (2013). “Høy tilstrømning av utenlandske studenter til Norge.” Forskningspolitikk.

3 Beelen, J. and E. Jones (2015). Redefining internationalization at home. The European Higher Education Area, Springer: 59-72.

4 Norway has a comparatively large number of degree students abroad and these have steadily increased in number since 2009. The share of exchange students from Norway shows a slightly negative development and has decreased. There are 33 per cent more exchange students coming to Norway than Norwegian exchange students going abroad. Kunnskapsdepartmentet (2016). Tilstandsrapport for høyere utdanning 2016. Oslo.

5 Haakstad, J. and K. Kantardjiev (2015). Arbeidslivsrelevans i høyere utdanning. Undersøkelse om universiteters og høyskolers arbeidslivskontakt og studienes relevans for arbeidslivet. NOKUTs utredninger og analyser, NOKUT.

6 SIU 06/ 2016 / International students in Norway INTERNATIONAL STUDENTS IN NORWAY / SIU 06/2016 7 Photo: Ingvild Festervoll Melien Festervoll Ingvild Photo: 2. International students of great value to Norway

2.1 National reputation tion, and financial barriers were in place wegian authorities have so far abstained and international student policy to discourage international students from from developing a national strategy on The importance of national and institu settling down in Norway. By 2006, this international student recruitment. The tional reputation within the realm of approach was about to change. With the current official stance of the Ministry of education and research has increased emerging global knowledge economy, Education and Research is that recruit- as economic interest and competition international students were starting to ment responsibility should remain at the have become central factors driving the be seen as potential talents and resources level of the higher education institutions. development within this field.6 There is for the Norwegian labour market.9 This currently a strong political will to in- shift is reflected in the strategic plans of In autumn 2015, however, the Confed- crease Norway’s international visibility Norwegian universities and university eration of Norwegian Enterprises (NHO) in the competitive global knowledge colleges, in which internationalisation put forward a suggestion regarding more economy. This is seen, for instance, in has increasingly been linked to the notion strategic recruitment of the students and the intensification of financial and politi of quality, while education as a form of competences that Norway needs in its cal investment in high-profiled research development aid has been downplayed.10 work force. This would effectively mean environments with the establishment of At same time, there is an enduring moving the strategic part of internation- centres of excellence.7 A strong academic commitment and strong interest among al student recruitment from the level of reputation is considered to be an impor- the Norwegian HEIs to cooperate with educational institutions to the level of na- tant asset for engaging in relevant inter- developing countries within education tional economy. The Rector of the Univer- national cooperation in both education and research. sity of Oslo, Ole Petter Ottersen, argued and research. It is also seen as an means against letting economic interest alone to attract international talents to Norway. International students are seen as valua- define the composition of international ble for several reasons. They are potential students that study in Norway.12 Ottersen Increased international student mobility ambassadors for Norway in their home stressed that providing education also has to Norway can partly be explained by edu- countries and they may contribute to re- a value that stretches beyond national or cational structure reforms that took place cruiting future students, as well as com- economic interests as an act of interna- in the early years of the new millennium, municating their knowledge and experi- tional solidarity. Also, it is difficult - if such as the introduction of bachelor’s and ence of Norway. International students not impossible- to predict with certainty master’s degrees, and the European credit are an important resource as potential what competences will needed in the fu- transfer and accumulation system (ECTS). employees in Norway, or they may be- ture labour market. The fact that Norway An increased number of courses taught in come contacts in their home countries has abstained from the introduction of English served to facilitate international that can generate future international co- tuition fees can be interpreted as a polit- student mobility. 8 operation. Additionally, they represent a ical commitment, for the time being, to source of income to the Norwegian HEIs, free education. The absence of tuition fees Norwegian policies towards international since public financing is partly dependent is central to the notion of international students have changed over the years. In on the total volume of ECTS. solidarity as it allows those with lesser the 1990s, the notion of international soli- means access to higher education. darity had a strong position in Norwegian With increased global competition with- higher education and the education of in the realm of education and research, 2.2 International students outside Europe composed a part the question of strategic recruitment of students and the reputation of of development aid. In this paradigm, the international students has surfaced. Re- Norwegian higher education students were to return to their home cruitment of international students is Norwegian authorities have commis- countries after completing their educa- part of Norwegian HEI’s strategies.11 Nor- sioned several studies to gain insight into

6 Knight, J. (2012). “Student Mobility and Internationalization: trends and tribulations.” Research in Comparative and International Education 7(1): 20-33.

7 Kunnskapsdepartementet (2015). St. Meld. 7- Langtidsplan for forskning og høyere utdanning 2015–2024. Oslo.

8 Wiers-Jenssen, J. (2014). Utenlandske studenters syn på å studere i Norge, NIFU: 84. Wiers-Jenssen, J. (2015). Økt tilstrømning av internasjonale studenter - vellykket internasjonalisering av norsk høyere utdanning? Hva skjer i universiteter og høyskoler? Perspektiver fra vitenskapelige ansatte og studenter. N. Frølich. Oslo, Universitetsforlaget: 65-82.

9 Frølich, N. and B. Stensaker (2005). “Academic, economic and developmental strategies–Internationalisation of Norwegian higher education institutions.” On cooperation and competition II: Institutional responses to internationalisation, europeanisation and globalisation. Bonn: Lemmens Verlags: 39-65. Brekke, J.-P. (2006). International students and immigration to Norway. Oslo, Institute of Social Research: 1-99.

10 Frølich, N., E. Waagene, et al. (2015). Et godt grep om internasjonaliseringen? Læresteders internasjonale strategier. Hva skjer i universiteter og høyskoler? Perspektiver fra vitenskapelige ansatte og studenter. N. Frølich. Oslo, Universitetsforlaget: 123-135.

11 SIU (2013). Internasjonal profil? Strategier for internasjonalisering ved norske universiteter og høyskoler. SIUs rapportserie. Bergen.

12 http://www.forskerforum.no/nho-slutter-ikke-overraske/. Retrieved 05.10.2016

8 SIU 06/ 2016 / International students in Norway INTERNATIONAL STUDENTS IN NORWAY / SIU 06/2016 9 Photo: Paul S. Amundsen Paul Photo: is a priority.13 Having highly qualified in- The current survey introduced a screen- 34 Higher Education Institutions, 22 international students is seen as a means ing question that prevented students with stitutions chose to participate. All of the of stimulating and improving the aca- foreign citizenship who lived in Norway large institutions are part of this survey, demic environment and fields of study. prior to enrolling at a higher education including the following universities and This rests, however, on the institutions’ institution from completing the survey. university colleges 19 ability to integrate international students This allowed us to conduct the survey into the social and educational environ- among ‘real’ international students, that Universities ment. This survey provides indications is, those who travelled to Norway for the \\ NORD University of the degree to which this goal has been purpose of education.17 The total number \\ Norwegian University achieved. of international students in the survey of Science and Technology (NTNU) material is 2,246 (for further details on It is within the remit of the Ministry of methodology, see appendix 1). \\ Norwegian University Education and Research (KD) to promote of Life Sciences (NMBU) Norway as an attractive partner for coop- Norway’s efforts in the field of interna- \\ University of Agder (UiA) eration in higher education. International tional cooperation in education are direct- students are seen as being of great value ed towards specific countries and regions. \\ University of Bergen (UiB) for the Norwegian education system.14 The Panorama strategy (2015) gives par- International student mobility is assumed ticular priority of cooperation within the \\ University of Oslo (UiO) to increase the quality of education and to realm of education and research to the \\ University of Stavanger (UiS) contribute to internationalising the study following countries: Brazil, China, India, environment at Norwegian HEIs. It is be- Japan, Russia and South Africa. In addi- \\ University of Tromsø (UiT), lieved that international students bring tion to the EU member states and the The Arctic University of Norway new impulses to Norway. One goal is to Nordic countries, the USA and Canada maintain a balance between incoming and are prioritised countries. Specialised University Colleges outgoing exchange student mobility. \\ BI Norwegian Business School However, the number of respondents \\ NHH Norwegian School of Economics SIU has been given the national man- from these countries limits the extent to date to promote Norway as an attractive which we may draw statistically sound \\ Norwegian School of Sport Sciences (NIH) study destination in cooperation with the conclusions from their responses. Fur- \\ Molde University College higher education institutions. This study thermore, a small group of respondents is important for solving this task in an do not allow for an in-depth analysis informed manner. without potentially impinging upon the University Colleges anonymity of the students. First and fore- \\ Bergen University College 2.3 Survey and method most, we privilege the ten countries with \\ Hedmark University College While the reasons for choosing to study the largest number of respondents in the in Norway might be complex, the term survey. These include strategic countries \\ Lillehammer University College ‘international student’ includes all stu- such as China, Russia and the USA, and \\ Oslo and Akershus University dents of foreign citizenship that have EU member states such as France, Ger- College of Applied Sciences (HiOA) come to Norway for the main purpose many, Italy, the Netherlands, Poland and of studying. The number of international Spain. Occasionally, we also include data \\ Sogn and Fjordane University College students is not readily available in sta- from the other prioritised areas on a se- tistical overviews. The Norwegian HEIs lect number of topics if their results differ \\ Southeast Norway register international students as ‘foreign from the general picture. Buskerud University College students’, which includes all students of \\ Southeast Norway non-Norwegian citizenship. The share The structure of higher education insti- Telemark University College of foreign students is increasing stead- tutions in Norway has recently changed ily in Norway due to different forms of through mergers that have reduced the \\ Stord-Haugesund University College migration, including international stu- number of institutions. After January \\ Volda University College dent mobility.15 In 2015, the number of 2016, Norway reduced the number of foreign students registered at Norwegian university colleges by eleven.18 Seven \\ Østfold University College HEIs was 25,685. This was an increase of of these now form a part of a univer 8 per cent from 2014 and the proportion sity. These mergers have made NTNU the Photo: Shutterstock Photo: of foreign students is close to 10 per cent largest university in Norway with some of the total student population.16 39,000 students. While the request for participation in the survey was sent to general features of Norway’s international Reputation in its essential form, however, gives us an impression of the reputation reputation. This survey, however, cannot is not tactics, branding or management, of Norwegian higher education in its be used as a basis to judge the overall but rather a product of what you do and essential form, as a product of the in- status and reputation of Norwegian edu- how the world perceives your actions. stitutions’ various capacities to receive, cation and research abroad. The reasons While the global surveying of national integrate and educate international stu- for this are methodological. The fact that reputation deals with international im- dents in Norway. Furthermore, it gives the survey respondents have already lived pressions of Norway that may very well us insight into some of the impressions 13 SIU (2013). Internasjonal profil? Strategier for internasjonalisering ved norske universiteter og høyskoler. SIU’s rapportserie. Bergen. in Norway for a while makes it difficult be detached from any personal experience that international students have formed 14 Kunnskapsdepartementet (2008). St.meld. nr. 14 (2008-2009) Internasjonalisering av utdanning. to know what they envisaged before they with the country, the target group of this of Norwegian society and culture. Herein 15 SIU (2016). 2016 Mobilitetsrapport. Elev- og studentmobilitet til og fra Norge. Bergen. arrived in Norway. Furthermore, the sur- survey has a first-hand experience with lies the value of this survey. 16 Kunnskapsdepartmentet (2016). Tilstandsrapport for høyere utdanning 2016. Oslo. vey’s respondents are students who actu- Norwegian higher education. This ex- 17 In contrast, ‘foreign student’ is a broader category designated to students with foreign citizenship studying in Norway. ally chose Norway as a study destination. perience lies somewhat beyond national In a mapping of the institutional strate- 18 Larsen, H. and T. Lie (2016). Her har du det nye høgskole- og universitets-Norge. Khrono. http://www.khrono.no/samfunn-struktur/2015/12/nytt-uh-kart-fra-1-januar.

Those who did not are not included in and institutional strategies of reputation gies of Norwegian HEIs, SIU found that 19 According to figures from DBH from 2015, there are a total of 25,685 foreign students at higher education institutions in Norway and 14,222 of these study at universities. the survey. management. In this sense, the survey the recruitment of international students The figures from 2016 are not yet available.

10 SIU 06/ 2016 / International students in Norway INTERNATIONAL STUDENTS IN NORWAY / SIU 06/2016 11 3. International students in Norway 2016

The international students participating compiled in the Norwegian database students in this and previous surveys may in this survey come from 110 different of statistics in higher education (DBH), reflect a lacking identification with the countries. In comparison, the 2014 sur- approximately 1,500 Russian students term ‘international student’ due to close vey included students from 124 different have studied in Norway the last five socio-cultural ties between the Nordic countries. A total of 25 countries in the years.22 This figure seems to be more or countries. survey are represented by 29 or more less unaffected by strained international student respondents.20 A little over half relations between Russia and Europe due The vast majority of the respondents are of the respondents come from European to the annexation of Crimea and the war between 21 and 30 years old.25 There is a countries. 21 in eastern Ukraine. slight overweight in the number of female students (54 per cent). The majority have 3.1 Country, response rate, social China has advanced from a former sixth studied in Norway for between four and background and gender largest group in the 2014 survey among twelve months.26 A central value in the As shown in Figure 1, Germany and international students to the fourth larg- internationalisation of education has been France continue to top the list of student est group of respondents in 2016. This its contribution to increasing social and responses in line with the four previous shift, however, does not indicate a change geographical mobility. However, scholars surveys conducted among international in the total number of students with have observed an increased presence of students in Norway. Chinese citizenship in Norway. According agencies and money in the sector and to DBH data, this number has stabilised have warned that the development may Russian students form the third largest at around 1,000 students over the past result in increased inequality.27 In our group of respondents. According to the four years.23 material, well over half the students come statistical overview of foreign students from families where the mother (57 per DBH statistics show that there are many cent) or the father (61 per cent) has taken students from the Nordic countries, but higher education. About one third of the FIGURE 1: this is not reflected in the composition respondents come from families with no Respondents per country, top 10 of respondents in our material. For in- higher education. This is an important 250 stance, Swedish students in Norway contribution to social mobility. outnumber German students, who top 24 200 the list of respondents in this survey. In the academic literature on international Furthermore, the overall imprint of Nor- student mobility, several studies show that dic students is lower in the current survey those who choose to study abroad tend to 150 than the previous ones. Compared to the have experience with international stays survey from 2014, Swedish students are either individually or through their fam- 100 no longer among the top 10 respondents ilies.28 This survey’s results may be inter- per country. A probable reason for this is preted differently. A total of 70 per cent of 50 a new screening question asking whether the respondents report that neither parent 59 85 58 69 89 86 114 101 199 204 the respondent came to Norway for the has lived outside their home country for 0 purpose of study. Nordic students are six months or more. Thus, these students more likely to take up their first resi- have a new generational experience when USA Italy Spain China

Russia dency in Norway for other reasons and living abroad. To many, this is a new indi- France Poland Ukraine

Germany therefore fall outside the category of vidual experience as well. Almost two out

Netherlands ‘international student’. In addition, the of three students (65 per cent) report that overall low response rate among Nordic this is their first international stay lasting

20 85 countries had 28 or fewer respondents. The previous survey from 2014 had 33 countries with 29 respondents or more, and 91 countries with 28 student responses or fewer.

21 1,167 of a total of 2,246 respondents come from European countries.

22 The highest number of Russian students, 1,588, was registered in 2013. There were 1,451 Russians registered as students in 2015 (DBH).

23 The highest number of Chinese students, 1,080, was registered in 2013. There were 1,042 Chinese students in Norway in 2015 (DBH).

24 In 2015, the ratio was 2,300 Swedish students to 2,013 German students (DBH).

25 84 per cent

26 84 per cent

27 Knight, J. (2015). “New rationales driving internationalization.” International higher education(34), De Wit, H. (2011). Trends, issues and challenges in internationalisation of higher education, Centre for Applied Research on Economics and Management, School of Economics and Management of the Hogeschool van Amsterdam Amsterdam.

12 SIU 06/ 2016 / International students in Norway INTERNATIONAL STUDENTS IN NORWAY / SIU 06/2016 13 Photo: Paul S. Amundsen/SIU Paul Photo: three months or more. For the majority of tries. Here Ukraine tops the list with the 44 per cent of the exchange students the respondents then, their first interna- largest share of degree students, followed finance their stay through EU or other tional experience of some duration takes by Russia and China. In the case of Russia international scholarships. Most study at place in Norway. If we look at differenc- and China, there is a slight overweight of Norwegian universities, and NTNU and es between the international experience degree students compared to exchange the BI Norwegian Business School hold among exchange students and degree stu- students (see Figure 2). In contrast, 96 the largest shares of international students, 69 per cent of the exchange students per cent of the students from Nepal are dents that have taken part in this survey reports no prior residency abroad, com- degree students. (see Figure 3).32 These are followed by the pared to 59 per cent of the degree students. University of Oslo and the University of This difference may be explained by the 28 per cent of the degree students in this Bergen. fact that travelling abroad as an exchange survey are financed through Norwegian student usually implies a shorter stay, and is a lesser step, than a longer educational stay for a full degree. It is, then, reasonable FIGURE 2: Exchange/degree student ratio, top 10 countries to expect slightly more first-timers among Exchange Degree exchange students.

Three of four respondents have not vis- France 94% 6% ited Norway before they arrived here to study. In this way, they form their first Spain 93% 7% experience with Norway at a higher education institution. Among the 24 per Italy 88% 12% cent who had been in Norway prior to their studies, 42 per cent had visited the Germany 87% 13% country as tourists. Netherlands 87% 13% In sum, for many international students, Norway represents the first foreign res- Poland 83% 17% idency of a longer duration. For Norwe- gian universities and university colleges, USA 61% 39% this is important to note since it is likely that such students will require more as- China 47% 53% sistance, care and guidance than more ‘experienced’ international students. Russia 44% 56% 3.2 Student status, academic subjects and educational levels Ukraine 42% 58% Photo: Paul S. Amundsen/SIU Paul Photo: The category ‘exchange student’ includes 0 20% 40% 60% 80% 100% students who have come as part of an exchange programme and those who have come independently (so-called free mov- FIGURE 3: Respondents per FIGURE 4: Fields of study sciences and technology has increased. ers). In our material, 64 per cent of the scholarships. The Quota Programme, DBH data from 2015 show that 21 per institution, top 10 This is supported by DBH data showing respondents are exchange students and 36 which has financed many of the scholar- cent of the foreign students study natural that foreign students studying natural 29 3% 1% per cent are degree students. In the 2014 ships of Russian, Nepalese and Chinese sciences and technology, and 16 per cent 500 7% sciences has doubled since 2008. How- survey, the share of degree students was students in the past, has now been termi- study economics and business studies. 26% ever, the increase of foreign students 8% higher than in this year’s study. The 2012 nated and replaced by a new partnership Over half of the international students 400 studying economics and business studies and 2014 surveys among international programme, NORPART. We have yet to in this survey study natural sciences and is much steeper: the number of foreign students showed an increase in degree see how this will affect the country com- technology, and economics and business students has quadrupled since 2008. DBH 300 students in Norway. This report shows a position and number of degree students studies (see Figure 4). The third most 14% data show nevertheless that the share of different picture since the present survey in the future. represented discipline is law and social foreign students is higher for natural 200 does not include foreign students who sciences, followed by arts and humanities. sciences and technology, with 16 per cent came to Norway for purposes other than French students form the largest group 26% of the total number of students compared 16% education.30 of exchange students followed by German In the 2008 and 2010 SIU surveys con- 100 to a 9 per cent share of foreign students

and Spanish students. Student mobility to ducted among international students, eco- 451 440 306 264 138 118 86 84 73 71 in economics and business studies. Among degree students, Russian students Norway from these countries is dominat- nomics and business studies was most 0 form the largest group, followed by Chi- ed by exchange students: 94 per cent of strongly represented, while law and so- Natural sciences and technology In the current survey, 1238 respond- NHH NTNU nese and Nepalese students. Figure 2 the French students, 87 per cent of the cial sciences formed the second largest NMBU Economics and business studies ents are bachelor students (55 percent), shows the distribution of exchange and German students and 93 per cent of the disciplines. Over the years, the share of while 1004 are master students (45 per- Law and social sciences degree students within the top ten coun- Spanish students are exchange students. international students that study natural cent). Bachelor students form the larg- Arts and humanities est student group in eight of the top ten NORD University

University of Oslo Other

University of Agder countries (see Figure 5). Only China and University of Bergen University of Tromsø Health and care Ukraine have more master students than

28 These results do not differ significantly from the 2014 survey. In her report on the 2014 material, Wiers-Jenssen (2014) stressed the prevalence of international experience among international University of Stavanger students. Among degree students, 39 per cent had resided abroad prior to their stay in Norway, and 34 per cent among exchange students. The majority of students with no prior international residency Pedagogy and teaching bachelor students. Spain has the largest was not commented in this report. Missing share of bachelor students, followed by BI Norwegian business school 29 802 of the respondents are degree students, 1444 are exchange students. the Netherlands.

30 From the 2014 survey, we see that the share of students who came to Norway for reasons other than education was considerably higher among degree students than among exchange students. Note: e category "other" is due to lacking speciﬁcity of the This may have contributed to enlarging the proportion of degree students in former surveys. metadata retrived from the the Common Student System (FS). Among students from France, China, the e largest group of students categorized within this label are 31 For Russia, the ratio is 56 per cent: 44 per cent, and for China 53 per cent: 47 per cent. USA and Ukraine, the largest groups of Erasmus + students studying for half a year or less. 32 According to DBH data, NTNU had 2,715 foreign students in 2015, while UiO had the largest number of foreign students in Norway in 2015 (4,276 foreign students). students study economics and business

14 SIU 06/ 2016 / International students in Norway INTERNATIONAL STUDENTS IN NORWAY / SIU 06/2016 15 FIGURE 5: Bachelor/Master student ratio, top 10 countries ties of some of the international students’ the internships, followed in descending in educational cooperation. More than 3.4 The prevalence of internship home countries. order by students from Ukraine, Russia half of the international students in Bachelor Master Missing International students are increasingly and Italy. Half of the students report this survey study natural sciences and viewed as potential resources for Norway There is increased political attention to- having organised the internship them- technology, and economics and business Spain 89% 11% after completing their studies. The de- wards cross-sectoral cooperation among selves, while the other half state that studies, disciplines that seemingly in- bate between NHO and the Rector of the research, education and the business/ the educational institution organised it. clude some of the competences needed in Netherlands 80% 20% University of Oslo discussed in the intro- public sector to enhance innovation and Most internships take place in the sector Norwegian business and industry. There duction is indicative of this development. to increase employability among the stu- of ‘education and research’. A bivariate appears, then, to be a greater potential Germany 76% 24% NHO wish to have an influence on the dents. The notion of the knowledge tri- analysis shows that 24 per cent of the for a bottom-up approach by strengthen- recruitment of students to disciplines that angle is most frequently used to express internships that the HEIs have organ- ing the educational cooperation between Poland 72% 28% they perceive as useful. These concerns these political hopes and aspirations. This ised take place within their own sector. Norwegian HEIs and Norwegian enter- are not unique to Norway. The Nether- is an emerging field in Norwegian higher Students organise the same number of prises, if the recruitment of international lands, for example, has taken active steps education. We did not therefore anticipate internships within research and educa- students to the Norwegian labour market Italy 69% 31% to retain international students for their that there would be many international tion. The institutions also organise a large is desired. labour market. The programme developed students that had internship as part of share of internships within health care France 67% 33% for this purpose, ‘Make it in the Neth- their education in Norway. Asking these and social services, a sector in relation erlands’, aims to present students with questions, however, makes it possible to to which the HEIs have had a long-term USA 65% 35% the career opportunities available to them monitor the development of internship and close cooperation. once they graduate, and a recent study re- among international students over time. Russia 58% 39% 4% veals that as many as 38 per cent of the in- These findings suggest that there is a ternational students have remained in the A total of 12 per cent of the international greater potential for Norwegian business- China 41% 59% Netherlands five years after graduation.34 students answered ‘yes’ to the question of es and enterprises to recruit international internship. Chinese students have most of students through the use of internships Ukraine 39% 61% There is, however, a tension between Nor- way’s official immigration policy and the 0 20% 40% 60% 80% 100% need to make better use of the international students that receive education in Norway. Furthermore, there is a tension between the need for educated personnel studies. In natural sciences and technolo- general pattern among the respondents in the Norwegian work force and the po- gy, German and Spanish students hold the was that studies in Norway are financed tential brain drain of countries that lack greatest share. In the case of China and through a combination of scholarships people with higher education, which is Germany, the students are almost equally and personal/family means. vital to improve the economies and socie- divided between economics and business studies and natural science and technology (see Table 1, Appendix 2). FIGURE 6: Sources of funding, exchange/degree students 3.3 Sources of funding 72 % Norway is an expensive country, and the Personal and/or 66 % high cost of living may be demanding family resources for international students, even in the 70 % absence of tuition fees. We asked the students about their sources of funding ac- 37 % Home country 33 12 % cording to a set of predefined categories. grant/scholarship The respondents were asked to select a 28 % maximum of two categories. A total of 70 per cent of the students selected ‘personal/ 44 % EU or other international family resources’ as one of these catego- 4 % grant/scholarship ries. Another source of funding frequent- 30 % ly selected was ‘EU or other international grants’. Interestingly, as many as 89 per 14 % cent of the French students rely partly on Norwegian 28 % grant/scholarship personal/family resources to fund their 19 % studies. The exchange students are somewhat more dependent on personal/family 5 % resources than the degree students (see Part time work/employment 32 % Exchange Figure 6). Among degree students, part- during study 15 % Degree time work and Norwegian scholarships Total are more prominent sources of funding. 2 % This may indicate that it is easier to find Note: Max 2 choices Other 2 % work when you are on a longer educa- 2 % tional stay. Home scholarships and EU or international scholarships appeared more frequently among exchange students. A 0 10% 20% 30% 40% 50% 60% 70% 80%

33 Personal or family resources; Home country scholarships; EU or other international grants; Norwegian grants; part-time work during study; other.

34 See, https://www.epnuffic.nl/en/study-and-work-in-holland/make-it-in-the-netherlands and https://www.epnuffic.nl/en/study-and-work-in-holland/make-it-in-the-netherlands. Retrieved 05.08.2016

16 SIU 06/ 2016 / International students in Norway INTERNATIONAL STUDENTS IN NORWAY / SIU 06/2016 17 4. A good reputation of teaching

Choices to study abroad are influenced FIGURE 8: Motivations for choosing Norway 2014/2016 results by multiple factors. Personal interests and experience, impressions, sources of English taught degree 73 % information and knowledge shape the programmes and courses 85 % selection of the study destination. Almost n/a three out of four respondents had Norway e Norwegian nature 82 % as their top choice. This figure is in line with the previous surveys. We found no Unspoilt countryside/ 58 % environmental focus 74 % differences in the ways that degree students and exchange students responded 69 % Peaceful and safe society to this question. Polish students top the 72 % list of those who had Norway as their Improve my career possibil- 65 % first choice These are followed by stu- ties in my home country 67 % dents from Russia, Germany and the USA Improve my career 61 % (see Figure 7). possibilities in other countries 64 %

57 % Reputation of teaching FIGURE 7: Norway as the first 61 %

MEMORIZE. choice country to study abroad, 62 % Technologically top 10 countries advanced society 60 % Photo: Shutterstock Photo:

52 % 100 Lifestyle 54 %

57 % 80 No tuition fees MEMORIES. 50 % 53 % Reputation of research 60 49 %

Improve my career 56 % 40 possibilities in Norway 48 %

36 % Sporting opportunities 20 39 % 73 % 72 % 54 % 76 % 76 % 78 % 83 % 82 % 66 % 80 % Reputation of 37 % 0 the student social life 37 %

34 % USA Italy Gender equality Spain China 31 % 2014 (N=3216) Russia France Poland Ukraine

Germany 2016 (N=2246) Possibility for n/a internship/traineeship as Netherlands part of the education 29 % Possibility for part time 33 % work while studying 23 % For respondents for whom Norway was 17 % the second choice, Great Britain, the USA Arts and music 15 % and Sweden emerge as the three main competitors. Great Britain and the USA, Family, friends, or partner 24 % along with Australia, are major destina- living in Norway 12 % tions for global student mobility.35 Swe- 16 % Already living in Norway den and Norway are close neighbours 5 % and share many of the characteristics that draw students to Scandinavia, an issue 0 20% 40% 60% 80% 100% that will be further elaborated below. Note: Percent with scores 4 (important) and 5 (very important) on a 1-5 scale. 1 = "not very important", 5 = "very important".

35 OECD (2015). Education at a Glance 2015: OECD Indicators, OECD Publishing.

18 SIU 06/ 2016 / International students in Norway INTERNATIONAL STUDENTS IN NORWAY / SIU 06/2016 19 Photo: Sverre Hjornevik Photography Hjornevik Sverre Photo: 4.1 Qualities of higher education in Norway percentage points higher than in the 2014 allocated equal importance (see Figure 9). FIGURE 10: Motivation for choosing are important sources of motivation survey among international students. The Spanish students rated the ‘reputation Norway; institutional reputation and The respondents who stated that Norway Norwegian is a small language. English of teaching’ highest, followed by Russian student status was their first choice were asked to rate, study programmes should therefore be and Chinese students. Students from the “One of the best countries in the world on a scale from 1–536, the importance of a considered a precondition for interna- ten most represented countries in the 80 % list of factors that influenced their deci- tional student mobility to Norway. The survey systematically allocated more im- in my field (environmental engineering)” sion to study in Norway. The factors can importance of this is evident. However, portance to the reputation of teaching, Brazilian Master student be arranged according to four different the number of courses and study pro- than to the reputation of research (Fig- 60 % analytical levels; grammes in English has increased, and 18 ure 9). The reputation of student social “I study fish farming so Norway is a place per cent of the total number of courses at life received the lowest rating of these 1. National qualities and reputation (gen- Norwegian HEIs are now taught in Eng- three factors. We found little difference with extensive expertise in my field” der equality, peaceful and safe society, lish.37 This provides international students between degree students and exchange 40 % American bachelor student technologically advanced society, Nor- with a broader portfolio of degree pro- students in terms of how they rated the wegian nature, unspoilt countryside/ grammes and courses to choose from.38 importance of the reputation of teaching environmental focus, sporting oppor- and student social life (Figure 10).39 The “Because of the interdisciplinary nature 20 % tunities, lifestyle, arts and music) Norwegian nature draws many tourists to degree students rated the reputation of of Norwegian master programme”

Norway. We see that these images also af- research higher than the exchange stu- 62 % 50 % 38 % 62 % 60 % 39 % 2. National enabling framework for inter- Ghanaian master student fect students’ motivation to study in Nor- dents.40 The biggest difference between national mobility (no tuition fees, Eng- way. ‘Peaceful and safe society’ was rated exchange students and degree students is 0 % lish degree programmes and courses) as the fourth most important reason for found in the social network factor ‘fam- Exchange Degree “The major benefactor of Norwegian higher 3. Institutional qualities (English degree studying in Norway. This was rated the ily, friends or partner living in Norway’. education is the absence of tuition fee at second most important the 2014 survey. Degree students rated this factor as more programmes and courses, the reputa- Reputation of teaching universities and also high quality of teaching tion of teaching, the reputation of re- important than exchange students. This Reputation of research In this report, we take a closer look at indicates that for longer educational stays, search, the reputation of student social Reputation of student social life which makes it extremely competitive with other life and possibility of internship) the institutional qualities in the list, that the students’ already existing social net- countries in the world such as the USA.“ is, the ‘reputation of teaching’, the ‘repu- works play a stronger part in the choice of Note: Percent with scores 4 (important) and 4. Other motivations (improve career tation of research’ and the ‘reputation of country and educational institution. 5 (very important) within student status on a 1-5 scale. Indian master student opportunities in Norway, at home or social student life’. The reason for this is 1 = "not very important", 5 = "very important". in other countries, possibility of part- that these are factors that Norwegian HEIs The survey also included an open-end- time work, family, friends or partner “Great possibilities, smart people and good can influence and improve. The state of ed question regarding the motivations gories dominate the students’ responses already living in Norway) Norwegian nature and security necessar- for choosing Norway as a study destina- in the present survey. equipment for science research” ily lies beyond the sphere of influence for tion In our 2014 survey, the following Estonian bachelor student The results show that the most impor- Norwegian HEIs. It is interesting to note categories were singled out as the main Interestingly, the most frequently cited tant factor was the ‘English degree pro- that the ‘reputation of teaching’ is rated motivating factors based on an analysis reasons for choosing Norway are speci- grammes and courses’, followed by ‘Nor- higher than the ‘reputation of research’. of student responses: the quality and fied qualities of the educational institu- wegian nature’, and ‘unspoilt countryside/ The ‘reputation of teaching’ is also rated reputation of education, socioeconomic tions (as exemplified with the selected environmental focus’. English degree pro- higher than the factor ‘no tuition fee’. In reasons; language, nature and outdoors, citations). In the predefined categories, grammes and courses are ranked twelve the 2014 survey, these two factors were adventure and exoticism. The same cate- we specifically ask the student to rate the the pull factors of Norwegian HEIs. In they received information about studies importance of the reputation of teaching, addition to the reputation of Norwegian in Norway with a maximum of three of research and of student social life. As higher education as a whole, and the choices (Figure 11). ‘The internet’ was FIGURE 9: Motivations for choosing Norway - institutional reputation per top 10 countries seen above, these are rated lower than reputation of the specific fields of study, most frequently selected by the respond- English language courses, Norwegian factors such as unique courses that are ents, followed by ‘Norwegian university 100% Reputation of the teaching nature and unspoilt countryside/ envi- not offered elsewhere, special areas of and university colleges’ websites’ and Reputation of the research ronmental focus (see Figure 8). However, knowledge (such as the field of energy, thirdly ‘academic and administrative staff 41 Reputation of the student social life when analysing the elements emphasised gas and oil), lab resources and technolog- at your institution at home’ . ‘Family and in the students’ own responses, the qual- ical infrastructure for research, compati- friends’ and ‘other students’ were ranged 80% Note: Percent with scores 4 (important) and 5 (very important) within home countryon a 1-5 scale. ities of Norwegian higher education are bility of courses with the student’s degree as the fourth most important channel. 1 = "not very important", 5 = "very important". pointed to more frequently than other and subjects, existing bilateral academic The latter indicates that a positive edu- factors such as nature, security or tui- collaboration/partnership, scholarship cational experience from Norway among 60% tion fee. The educational qualities are opportunities and the teaching philoso- international students also helps to re- more important than the general rating phy are named as being important. cruit new candidates to Norwegian HEIs. of predefined pull factors indicates. This may indicate that the highest score being In sum, then, qualities of Norwegian HEIs When asked to choose which social network 40% given to English study programmes and in combination with national qualities site was considered most effective in reach- courses not only reflects the importance contribute to attracting international ing students, Facebook is pointed out as the of access through language, but also the students to Norway and the educational most effective channel. A total of 10 per cent 20% importance attributed to the actual sub- substance offered is highly important to of the respondents had studyinnorway.com stance of the courses offered in English. the international students. This is vital as a source of information. Figure 12 shows 57 % 37 % 29 % 66 % 66 % 38 % 59 % 46 % 43 % 57 % 53 % 38 % 74 % 68 % 56 % 67 % 38 % 20 % 59 % 44 % 37 % 58 % 53 % 38 % 59 % 32 % 16 % 81 % 69 % 45 % to note for Norwegian HEIs when de- that degree students, to a greater extent, 0 The fact that the parameters ‘reputation veloping English language courses and preferred the studyinnorway.com webpage France Poland Spain Germany Italy Russia Netherlands Ukraine China USA of teaching’, ‘reputation of research’ and information in order to reach interna- as a source of information when compared ‘reputation of student social life’ are found tional students. to exchange students. This is not surprising further down the list of motivating fac- since this website presents an overview of 4.2 Sources of information 36 1 = not important and 5 = very important. tors compared to the students’ own ex- the English degree programmes, but has

37 Kunnskapsdepartmentet (2016). Tilstandsrapport for høyere utdanning 2016. Oslo. planations indicates that the concept of The students were asked to name the less information for exchange students in-

38 NHH tops the list of institutions with the largest number of programmes and courses in English; almost half of the courses are offered in English. ‘reputation’ is too narrow to capture all communication channels through which terested in specific courses.

39 62 per cent of the degree and exchange students rated the reputation of teaching as important or very important, while 38 per cent of the exchange students and 39 per cent rated the reputation of students’ social life as important or very important.

40 60 per cent of the degree students rated the reputation of research as important or very important compared to 50 per cent of the exchange students. 41 Academic and administrative staff are two different answer options with equal scores.

20 SIU 06/ 2016 / International students in Norway INTERNATIONAL STUDENTS IN NORWAY / SIU 06/2016 21 FIGURE 12: Where did you receive information about studying in Norway? Exchange/degree students

68 % e internet 72 %

39 % Other Students 27 %

28 % Student fairs in my home country 11 %

18 % Education agent(s) 10 %

16 % Familiy and friends 36 %

16 % Social networking sites (Facebook, Twitter etc.) 11 %

12 % www.studyinnorway.no 28 %

9 % Exchange Other 7 % Degree

Articles in magazines/newspapers 4 % Note: Max 3 choices 3 %

Norwegian embassy or other Norwegian oﬃcials 3 % 5 %

0 10% 20% 30% 40% 50% 60% 70% 80%

predefined set of motivating factors FIGURE 13: Where did you receive information for choosing the institution. The high- about the university/college where you study? est score was given to ‘English taught degree programmes and courses’, the e internet 60% second highest to ‘improve my career University or university college in Norway's website 40% possibilities’, and third to ‘programmes and courses offered at the institution’. In Academic staﬀ at your institution at home 24%

Photo: Paul S. Amundsen/SIU Paul Photo: other words, career prospects is an im- Administrative staff at your institution at home 24% portant motivation for taking education abroad, in addition to the courses and Family or friends 19% study programmes that the HEIs offer Other students (not friends) 19% FIGURE 11: Where did you receive information about studying in Norway? When asked where the students had in English. found information about the institution Student fairs in my home country 11% they study at, ‘the internet’ was most fre- We grouped the Norwegian HEIs into e internet 60% Social networking sites (Facebook, Twitter etc.) 11% quently selected followed by ‘Norwegian three categories: universities, special- University or university college in Norway's website 40% university or university colleges’ websites’ ised university colleges and university www.studyinnorway.com 10% and thirdly, ‘the academic and admin- colleges (see overview, page 11). In all of Academic staff at your institution at home 24% istrative staff at their home institution’ the institutional categories, the students Education agent(s) 7% Administrative staff at your institution at home 24% (Figure 13). have rated the following factors as impor- Other (please specify) 2% tant42: ‘English taught degree programmes Family or friends 19% It is interesting to note that 11 per cent and courses’, ‘programmes and courses Articles in magazines/newspapers 1%

Other students (not friends) 19% of the respondents point to student fairs, offered’ and ‘improve my career possi- Norwegian embassy 1% while 7 per cent had used education bilities’. The universities scored higher www.studyinnorway.no 18% agencies. When considering the differ- on ‘programmes and courses offered’, Note: Max. 3 choices 0 10% 20% 30% 40% 50% 60% Student fairs in my home country 11% ent countries, 28 per cent of the French while the specialised university colleges respondents have received information had the highest score on ‘English taught Social networking sites (Facebook, Twitter etc.) 11% from education agencies and 27 per cent programmes and courses’ and ‘my home al qualities of Norwegian HEIs to attract cational institutions unique, and the way www.studyinnorway.com 10% of the American students also report hav- institution has an exchange agreement/ international students to Norway. The that these opportunities are communicat- ing used education agents. Our material cooperation with the Norwegian institu- Norwegian HEI websites are important ed, are important for recruiting interna- Education agent(s) 7% shows that 13 per cent of the students at tion’. Universities and specialised univer- channels of information for students. tional students. In addition, internation- Other (please specify) 2% BI report having used education agents, sity colleges had identical scores on the An increasing share of courses offered in al partnerships and bilateral agreements but the proportion is higher for UiO (17 factor ‘improve my career possibilities’. English makes it more attractive for in- facilitate international student mobility Articles in magazines/newspapers 1% per cent) and UiB (21 per cent). ternational students to choose Norway as to Norway. Norwegian embassy 1% In sum then, the national reputation of a study destination. The specialised fields 4.3 The choice of educational institution Norway works together with education- and courses that make some of the edu-

Note: Max. 3 choices 0 10% 20% 30% 40% 50% 60% Nine out of ten respondents study at the Norwegian institution that was their first choice. We asked the students to rate a 42 This means that the average rating is over 4.

22 SIU 06/ 2016 / International students in Norway INTERNATIONAL STUDENTS IN NORWAY / SIU 06/2016 23 5. More satisfied with the study environment

In this chapter, we explore the extent to study environment includes introductory Economics and business studies have the which international students are satisfied arrangements for international students most satisfied students followed by the with the study environment, teaching and and the social and academic study envi- natural sciences and technology, and law supervision at the institutions. Through ronment at the Norwegian HEIs. A total and social sciences. Russian students are these figures, we get an impression of how of 74 per cent of the students are satisfied most satisfied with the study environ satisfied the students are with the manner or very satisfied with the introductory ment followed by Spanish and Polish in which they are received and introduced arrangement for international students students. Students from the Netherlands to the educational environment in Norway. (Figure 14). The students are a slightly and Italy are the least satisfied with the less satisfied with the academic environ- overall study environment. The Italian The survey results show that internation- ment: 69 per cent are satisfied or very students are least satisfied with the stu- al students have an overall high level of satisfied with the programme’s student dent group as a social environment. In- satisfaction with the study environment group as an academic environment. The terestingly, students from the USA are at the Norwegian HEIs. A total of 69 per international students are least satisfied more satisfied with the study environ- cent of the students are satisfied or very with the programme’s student group as ment than Chinese students, even though satisfied with the study environment. The a social environment. both groups report a relatively high level WORK. FIGURE 14: Student satisfaction with the study environment Dissatisﬁed Neutral Satisﬁed Photo: Peter Klasson Peter Photo: Introductory arrangements for international students 10 % 17 % 74 % e programme's student group as an RELAX. academic environment 8 % 23 % 69 % e programme's student group as a social environment 12 % 23 % 65 %

Note: Scale 1-5. "Dissatisﬁed" = 1 and 2 , "satisﬁed" = 4 and 5. 0 20% 40% 60% 80% 100%

FIGURE 15: Student satisfaction with the study environment - top 10 countries

e programme's student group as a social environment 100% e programme's student group as an academic environment Introductory arrangements for international students

80%

60%

40%

20% 68% 72% 77% 66% 81% 74% 70% 72% 83% 67% 64% 80% 59% 66% 76% 77% 78% 83% 65% 65% 65% 64% 75% 73% 66% 69% 70% 67% 68% 76%

0 France Poland Spain Germany Italy Russia Netherlands Ukraine China USA

Note: Percent with scores 4 (satisfied) and 5 (very satisfied) within home country on a 1-5 scale. 1 = "dissatisfied", 5 = "very satisfied".

24 SIU 06/ 2016 / International students in Norway INTERNATIONAL STUDENTS IN NORWAY / SIU 06/2016 25 Photo: Sverre Hjornevik Photography Hjornevik Sverre Photo: FIGURE 16: Exchange and degree Norwegian students by NOKUT, is equiva- to teach in English. This is an increase of teaching covers the curriculum’, where Looking at these differences in satisfac- 5.2 Experiences with the workload student satisfaction with the study lent to our question regarding satisfaction 7 percentage points from the 2014 survey. 68 per cent of the international students tion, students from Russia, Poland and and formal requirements environment with the study environment.45 Contrary to were satisfied or very satisfied compared China top the list (Table 2, Appendix 2). Posing questions about the students’ ex- the previous years’ findings, the interna- On questions regarding the substance of to 72 per cent of the Norwegian students. Polish students are particularly satisfied periences with the workload and formal 80% tional students are less satisfied with the teaching, satisfaction is slightly lower, but The highest difference in rating of 12 with the teachers’ ability to teach in Eng- requirements may tell us something study environment than the Norwegian there is still an overall high level of satis- percentage points between international lish, followed by students from Ukraine about the amount of effort required of 70% students. In particular, the student group faction among the students. Two of three and Norwegian students is found in their and Russia. Interestingly, students from the international students to adapt to a 60% as a social environment is given a lower respondents reported that they were sat- assessment of ‘the teachers’ ability to fa- the USA are most satisfied with the teach- new study environment. We asked the score. In the survey among Norwegian isfied or very satisfied with how well the cilitate understanding of difficult subject ers’ ability to teach in English. Further- students to consider, on a scale from 1 to 50% students, 72 per cent of the students are teaching covers the curriculum, and with matters’. There is, in other words, room more, their rating of the teachers’ English 5,48 statements related to the workload of satisfied or very satisfied with the pro- the teachers’ ability to make the course for improvement for the Norwegian HEIs skills is higher than among students from curriculum, of the amount of teaching, 40% gramme’s student group as a social en- stimulating (Figure 17). The same share on the level of educational supervision Italy and the Netherlands. The students of required submissions and of formal vironment, compared to 65 per cent of of students reported that they were sat- and feedback. from the Netherlands rate this ability requirements for exams and submissions. 30% the international students. An identical isfied or very satisfied with the teachers’ lowest of the ten most represented coun- The average result among the students 20% proportion of 69 per cent of domestic and ability to facilitate their understanding We find only small differences in these tries in the survey. Students from Poland, shows an overall neutral stance (Figure

66% 70% 77% 62% 68% 67% international students is satisfied or very of difficult subject matters. With regards perceptions of teaching and supervision Ukraine and China are generally more 19). In other words, the international stu- 10% satisfied with the academic environment to supervision, the degree of satisfaction between degree students and exchange satisfied with the teaching at Norwegian dents seem to be coping well with their of the study programme. is lower than with teaching. More than students (Figure 18). The degree students HEIs than students from the USA, the studies in Norway. 0 half of the international students are sat- are slightly more satisfied with how well Netherlands, Italy and France.46 Exchange Degree Exchange students are overall more satisfied or very satisfied with the feedback the teaching covers the curriculum. De- As in the 2014 survey, degree students isfied with the study environment than on their work. A little less than half of the gree students are also slightly more sat- If we look at the subject disciplines, arts tend to find the workload and formal e programme's student group degree students (see Figure 16). The dif- international students are satisfied or very isfied with the quality of feedback and and humanities have the most satisfied requirements more demanding than the as a social environment ference in satisfaction between exchange satisfied with the individual supervision individual student supervision when students, followed by law and social exchange students do (see Figure 20). The e programme's student group students and degree students is largest on that they receive (see Figure 17). compared to exchange students. In con- sciences, and natural sciences and tech- largest proportion of degree students as an academic environment the factor ‘introductory arrangements for trast, the exchange students are somewhat nology.47 come from Russia, Eastern Europe and Introductory arrangements for international students’. This result was Again, interesting comparisons can be more satisfied with the teachers’ ability Asia, while the western EU countries international students the same in the 2014 survey conducted made to the Norwegian students rep- to teach in English than degree students. have the largest proportion of exchange among international students. A possible resented in Studiebarometeret. In relation students. Note: Percent with scores 4 (satisfied) and 5 (very satisfied) reason for this may be that the institu- to supervision, the degree of satisfaction on a 1-5 scale. 1 = "dissatisfied", 5 = "very satisfied". tions have special arrangements for ex- among the international students is low- Looking at the ten most represented FIGURE 18: Exchange and degree student satisfaction with teaching and change students that are not offered to er than for teaching. This overlaps with academic counselling countries in the survey, Spanish students the international degree students. the general findings among Norwegian have the highest score, which suggests of satisfaction.43 Polish students are the students in the 2015 Studiebarometeret. 100% that they find the amount of time for most satisfied students in relation to the 5.1 Teaching and supervision When compared to the Norwegian stu- teaching and other organised activities academic environment (Figure 15). There is generally a high degree of satis- dents, the international students are a little more demanding than students faction with teaching and academic su- generally more satisfied with teaching from other countries. They are followed 80% Of the international students, 69 per cent pervision among the international stu- and supervision, with a score that is by Chinese and Russian students. Rus- were satisfied or very satisfied with the dents. 71 per cent are satisfied or very on average almost 7 percentage points sian students find the volume of the cur- study environment, an increase of five satisfied with the teaching. A total of 84 higher. The only parameter in which riculum slightly more demanding than percentage points since 2014.44 The en- per cent reported that they were satisfied the international students expressed a 60% students from other countries. Students vironment index for student survey ‘Stu- or very satisfied with the teachers’ ability lower degree of satisfaction compared to from the USA have the lowest scores diebarometeret’ conducted annually among Norwegian students was ‘how well the among the ten most represented countries, which indicate that they find the 40% general workload less demanding than FIGURE 17: Student satisfaction with teaching and academic counselling the others. They also most strongly dis- Dissatisfied Neutral Satisfied agreed with the statement ‘required sub- 20% missions for own written work are too e teachers' ability to teach in English 4% 12% 84% demanding’ (Table 3, Appendix 2). 66 % 66 % 67 % 54 % 47 % 86 % 65 % 66 % 71 % 60 % 51 % 82 %

These differences may be explained in How well the teaching covers the curriculum 7% 24% 69% 0 part by the various educational tradi- Exchange Degree e teachers' ability to make 9% 25% 66% tions the students come from and what the teaching stimulating the Norwegian educational system rep- e teachers' ability to facilitate one's e teachers' ability to make the teaching stimulating resents. Norwegian academic culture is 8% 26% 66% understanding of difficult subject matters e teachers' ability to facilitate one's understanding of difficult subject matters characterised by a relatively low level of hierarchy and quite informal relations be- e quality of the feedback on your work 17% 27% 56% How well the teaching covers the curriculum e quality of the feedback on your work tween staff and students. The students are usually given a large amount of freedom Individual student counselling 20% 32% 48% Individual student counselling in shaping their texts and exams. On the e teachers' ability to teach in English other hand, they are expected to develop 0 20% 40% 60% 80% 100% Note: Percent with scores 4 (satisfied) and 5 (very satisfied) their own critical assessment and reason- on a 1-5 scale. 1 = "dissatisfied", 5 = "very satisfied". ing without relying too much on input Note: Scale 1-5. "Dissatisfied" = scores 1 and 2 , "satisfied" = scores 4 and 5.

46 69 per cent versus 71 per cent are satisfied or very satisfied with the study environment. 43 69 per cent of the Chinese students compared to 71 per cent of the students from the USA are satisfied or very satisfied with the study environment. 47 The second most satisfied group is the residual category ‘other’. These are metadata that we have received from the FS system. We see, however, that the largest group of students categorised as 44 In the 2016 survey, we have removed questions related to buildings, the library and IT services to reduce the length of the survey. These questions formed a part of the study environment section ‘other’ in the FS system are Erasmus+ exchange students staying for half a year or less. The disciplines that these students study are not specified. There are also some interdisciplinary subjects that from the 2014 survey. The comparison above takes this into consideration and compares only the identical parameters from the 2016 and 2014 surveys. fall into this category, but the number is considerably smaller than the Erasmus + students.

45 NOKUT (2015). Studiebarometeret 2015, totalrapport, NOKUT: 1-22. 48 1=do not agree at all and 5= strongly agree

26 SIU 06/ 2016 / International students in Norway INTERNATIONAL STUDENTS IN NORWAY / SIU 06/2016 27 FIGURE 19: Student experiences with academic workload to the Norwegian lifestyle more chal- FIGURE 22: Challenging experiences, exchange/degree students Disagree Neutral Agree lenging when compared with students from the ten most represented countries 60% e volume of required reading in the survey. 28% 33 % 38% (curriculum) is too great e amount of time for teaching One of the myths of internationalisation 50% 36% 33 % 31 % and other organised activities is too great of education according to Jane Knight50 Required submissions for own written is the assumption that more foreign stu- 42 % 32 % 26 % work is too demanding dents on campus will produce a more 40% It is diﬃcult to understand the formal internationalised institutional culture 53 % 24 % 23 % requirements for exams and submissions and curriculum. Contrary to this, research shows that in many places, foreign 30% 0 20% 40% 60% 80% 100% students feel socially and academically

Note: Scale 1-5. "Disagree" = scores 1 and 2, "agree" = scores 4 and 5. marginalised in relation to domestic students.51 Also, recent research has docu- 20% mented a tendency towards domestic

students being resistant to having an 28% 31% 59% 54% 28% 24% 38% 41% 55% 60% 39% 34% 10% FIGURE 20: Exchange and degree Law and social sciences students, and most likely reflects transitional problems international experience at home.52 The student experiences with pedagogy and teaching students, find that students from the eastern Eurasian results from our previous survey among academic workload the volume of required reading more sphere face due to greater differences international students in 2014 showed 0 demanding than students of the other in academic and educational traditions that the international students wished Exchange Degree 50 % disciplines. They are followed by natural when compared to their home countries. to have more contact with Norwegian sciences and technology students. The students. Coping with academic demands survey results show that international Two of the factors that received the high- Keeping up an active social life 40 % students experienced the least problems est scores are ‘dealing with the cost of Having a large number of foreign stu- Getting to know Norwegians understanding the formal requirements living’ and ‘getting to know Norwegians’ dents, then, does not necessarily inter- for exams and submissions. (see figure 21). A total of 69 per cent of nationalise university campuses. Students Dealing with the costs of living 30 % the Italian students rate ‘dealing with the from Germany, France and the USA top Dealing with the climate 5.3 What is most challenging for cost of living’ as more, or much more, the list of students that rate getting to Adapting to Norwegian lifestlye/culture international students in Norway? challenging than expected. A large pro- know Norwegians as more challenging, 20 % Note: Percent within student group with more or much more challenging experiences than expected on Looking at differences between students portion of Spanish and French students or much more challenging, than expected a 1-5 scale (1 = much easier than expected, 5 = much more challenging than expected). from the ten most represented countries rate the cost of living in the same way. 31 (see Table 3, appendix 2). When asked to 10 % in the survey, we see that as much as 46 per cent of the students found ‘getting to rate the ability to have an active social per cent of Russian students found that know Norwegians’ more challenging than life, 46 per cent of the Chinese students 28% 36% 22% 23% 36% 41% 33% 23% coping with academic demands was more, expected. The USA, Germany and France and 43 per cent of the Russian students ucational experience, also for those do- nationalisation at home through active 0 % or much more, challenging than expected have the largest share of students that answer that they found this more chal- mestic students that do not go abroad as engagement with international students.53 Exchange Degree (see Table 3, appendix 2).49 A total of 44 found this challenging. lenging or much more challenging than exchange students. Degree students find Introductory arrangements for new stu- per cent of the Ukrainian students and expected. Only about 1/3 of the students academic demands, the opportunity for dents often present different activities e amount of time for teaching and 40 per cent of the Chinese answered the Italian and Ukrainian students found from the USA and Germany reported that an active social life, the cost of living and events that separate Norwegian stu- other organised activities is too great same. In contrast, only 20 per cent of dealing with the climate more challeng- they found it more difficult than expected and the climate more challenging than dents from international students. There e volume of required reading students from Germany and the Neth- ing than other students from the ten to keep up an active social life. the exchange students. In contrast, the may be good and practical reasons for this, (curriculum) is too great erlands found the academic demands most represented countries. Italian and majority of both degree students and ex- but the findings in this report suggest Required submissions for own written more challenging than expected. This Ukrainian students also found adaption The highest rated factor, ‘getting to know change students find it more challenging that the institutions could gain a lot by work is too demanding Norwegians’ indicates that there is a than expected to get to know Norwegians looking at their different arrangements It is diﬃcult to understand the formal greater potential for the institutions to (Figure 22). as a whole and posing the question: ‘Are requirements for exams FIGURE 21: Experiences facilitate more frequent and meaningful we sufficiently facilitating productive en- and submissions encounters between international and The qualitative data from this survey in- counters, cooperation and mutual learn- Dealing with Norwegian students, and for including dicate that there are multiple barriers at ing between international and Norwegian 44 % 25 % 32 % Note: Percent who agree or strongly agree. Scale 1-5, the climate international learning as part of the ed- Norwegian HEIs that work against inter- students?’ where 1 is "do not agree at all" and 5 is "strongly agree". Adapting to Norwegian lifestlye/culture 42 % 30 % 27 % Keeping up an 34 % 32 % 34 % from the teaching staff. Students from active social life the USA are often accustomed to more Coping with academic formal assignments and teaching than demands 30 % 39 % 31 % the Norwegian academic system offers. Getting to know They are therefore more likely to find the Norwegians 21 % 22 % 57 % workload comparatively light. For the ten Dealing with the most represented countries in the sur- costs of living 18 % 26 % 56 % vey, the size of the curriculum causes the most dissatisfaction. This does not imply, 0 20% 40% 60% 80% 100% however, a high degree of dissatisfaction, since this score is neutral overall, with Easier or much easier than expected a few more dissatisfied than satisfied As expected More or much more challenging than expected students. 50 Knight, J. (2015). “Five myths about internationalization.” International higher education(62).

51 Leask, B. (2009). “Using formal and informal curricula to improve interactions between home and international students.” Journal of studies in international education 13(2): 205-221.

52 Jon, J.-E. (2013). “Realizing Internationalization at Home in Korean Higher Education: Promoting Domestic Students’ Interaction with International Students and Intercultural Competence.” Journal Studies in International Education 17(4): 455-470.

49 The international students are asked to rate their experiences on a scale from 1 to 5, where 1 is much easier than expected and 5 is much more challenging than expected. 53 See, for example http://k7bulletin.no/ingen-vil-vaere-fadder-for-utvekslingsstudentene

28 SIU 06/ 2016 / International students in Norway INTERNATIONAL STUDENTS IN NORWAY / SIU 06/2016 29 6. An underused resource in Norwegian education

“There should not be different lectures for international and promotes the development of interna- Norwegian students. It would also be nice to do group work tional competences. together and not only in teams of international students, An increasingly pressing question is or students from the same country” whether the institutions manage to orga nise educational and social activities in University student. ways that increase the frequency and quality of interaction between domes- Internationalisation ‘at home’ is increas- mobile. For Dutch institutions, interna- tic and internationals students. In other ingly attracting political and scholarly tional competences have been defined as: words, are the international students and attention. A central assumption in the Norwegian students given the educational internationalisation of education is that \\ An attentive and inquisitive attitude and organisational framework needed to international students bring new im- produce an international study environ- \\ Intercultural effectiveness and pulses to Norwegian institutions and ment that stimulates intercultural learn- communication students. As already mentioned, this is ing? considered particularly important since \\ Knowledge of foreign languages the number of Norwegian exchange stu- What can the data from this survey tell \\ Flexibility and the ability to apply knowledge dents has slightly decreased, contrary us about the frequency of interaction to an expressed political aim of growth \\ Ability to innovate according to international between international and domestic stu- in outward student mobility. More in- standards54 dents at the universities and university ternational students come to Norway colleges? 54 per cent of the internation- than Norwegian students go abroad as There are many ways in which they have al students estimate that they interact exchange students. attempted to achieve this. International- with Norwegian students weekly or ising the curriculum is a central element, more frequently at the HEIs (see Figure The Netherlands is among the first coun- along with inviting foreign lecturers, par- 23). The overall numbers show, however, tries to develop a separate policy on ‘in- ticipating in international projects and that international students (87 per cent) ternationalisation at home’ to ensure that offering courses aimed at stimulating in- most frequently interact with other in- all students acquire international compe- tercultural skills. International students ternational students. 57 per cent interact tences during their studies, as only 22 per represent a potential resource in creating with other international students on a cent of Dutch students are internationally a productive teaching environment that daily basis in the educational environ-

FIGURE 23: How often do you socialise with the following groups at the university/college?

Daily/almost daily Every week Every month Rarely/never

6% 23% 71% 25% 29%

40%

57% 29% 12%

17% 31%

23%

Norwegian students Students from my home country Other international students

54 Van Gaalen, A. and R. Gielesen (2014). “Internationalizing Students in the Home Country-Dutch policies.” International higher education (78): 10-12.

30 SIU 06/ 2016 / International students in Norway INTERNATIONAL STUDENTS IN NORWAY / SIU 06/2016 31 Photo: Paul S. Amundsen/SIU Paul Photo: ment, compared to 23 per cent that re- Panorama strategy that has expressed us not only to compare the frequency, but port daily interaction with Norwegian strategic interest for Norway, this is wor- to analyse potential correlations between students. Co-nationals form the second risome. It shows that student mobility in social interaction at the institutions and most important group of interaction for itself is not sufficient to deliver increased life outside the studies. A bivariate anal- the international students: 40 per cent say internationalisation and quality of educa- ysis between interaction patterns at the they interact daily with other students tion through the recruitment of interna- institutions and in the students’ leisure from their home countries. tional students to Norway. To make use time shows a strong positive correlation: of these resources, the institutions need students that have regular contact with International students in Norway, then, to work systematically to facilitate and Norwegian students in an educational do have an international experience, increase the frequency of productive en- context also have regular contact with mainly through contact with students counters between Norwegian and inter- Norwegians in their spare time.57 Patterns from other countries. Norwegian stu- national students. of social interaction at the educational in- dents are less a part of this and as many stitutions are reproduced in the social life as 29 per cent of international students If we look closer at differences between of international students outside the con- say that they rarely or never interact with master’s and bachelor’s students, master’s text of study: 47 per cent of the interna- Norwegian students. students56 tend to have more daily contact tional students reported that they spend with Norwegian students. A similar dif- time weekly or more often with Norwe- If we look at the differences between ference is found between degree students gians in their leisure time. In contrast, 81 respondents from the top ten countries, and exchange students: 59 per cent of the per cent of the students spend time week- Russian students interact most frequent degree students have daily or weekly con- ly or more frequently with people from with Norwegian students, followed by tact with Norwegian students compared other countries. Students from Germany German and Ukrainian students. Inter- to 52 per cent of the exchange students. and the Netherlands have most frequent estingly, a slightly larger proportion of If we look at gender differences in this interaction with Norwegians outside the Chinese students compared to students respect, we see that female international study context. The Dutch students report from the USA report that they interact students have less contact with Norwe- having more interaction with Norwegians with Norwegian students on a weekly gian students than the male students have. outside the study context, whereas for the basis or more often. It is important to German students, the frequency of social underline, however, that these data only Students that study health and care have interaction with Norwegians in the study show the frequency of interaction with more frequent interaction with Norwe- environment and leisure time is identical. different groups, not the quality of these gian students, whereas those studying encounters. teaching and pedagogy disciplines have An identical share of degree students and the least frequent interaction. exchange students (47 per cent) report French and Italian students interact least spending time with Norwegians week- frequently with Norwegian students. If 6.1 Leisure time ly or more frequently. The exchange we look at the remaining countries rep- We asked the students to rate the ap- students report having more frequent resented with more than 15 respondents, proximate frequency of interaction with contact with people of other nationali- Brazilian students have least interaction Norwegians, co-nationals and people of ties than the degree students. The over- with Norwegian students.55 Considering other nationalities outside the universi- all numbers also indicate that exchange that Brazil is one of the countries in the ties and university colleges. This allows students have a more active social life

FIGURE 24: Social interaction weekly or more often at the university/college, top 10 countries.

Norwegian students 100% Students from my home country Other international students Photo: Shutterstock Photo:

80%

FIGURE 25: How often do you socialise with the following groups in your leisure time?

60% Daily/almost daily Every week Every month Rarely/never

8% 40% 18% 26% 11% 34% 41% 20% 51 % 72 % 93 % 49 % 72 % 92 % 55 % 54 % 91 % 47 % 78 % 94 % 50 % 55 % 93 % 60 % 72 % 93 % 66 % 76 % 80 % 54 % 52 % 90 % 59 % 73 % 83 % 57 % 79 % 70 % 52% 13%

0 28% 29% France Poland Spain Germany Italy Russia Netherlands Ukraine China USA 19% 20%

55 Mean score: 2,93 (on a scale from one to four where one is daily and four is rarely/never) N =28 Norwegian students Students from my home country Other international students

56 57 per cent of the master’s students compared to 52 per cent of bachelor’s students

57 Pearson’s r = .54, statistically significant on a 1 per cent level (two-tailed test).

32 SIU 06/ 2016 / International students in Norway INTERNATIONAL STUDENTS IN NORWAY / SIU 06/2016 33 outside the study environment than the tional and domestic students attend the al Student Satisfaction Award on Study settings is therefore seen as important. degree students. One reason for this may same classes. Research suggests that this Portals, Norway tops the list of the most Mastering foreign languages is one such be that the degree students report experi- needs to be addressed in a more system- satisfied students.62 Weak integration, skill. Receiving this kind of training ‘at encing a heavier workload in their studies “ […] I’ve discovered it’s a beautiful amazing atic way to foster a study environment then, is mainly a loss to the Norwegian home’ may also positively influence the compared to exchange students. Degree that develops international competences students and the HEIs. It is especially willingness of students to take educatio students interact more frequently with country with a great culture and lifestyle”. as part of its domestic education. a loss to the domestic students that do nal stays abroad. Recent research findings Norwegian students in their study en- Australian bachelor student not spend time abroad as part of their indicate that a lack of English of disci- vironment compared to in their leisure In the students’ social life and activities, education, who could have trained both pline specific terminology skills is effec- time, with a difference of 12 per cent. “Due to struggling with the locals, I still don’t feel we can ascertain from the international their linguistic and cultural skills if they tively a barrier against going abroad on Comparative numbers for the exchange students’ suggestions that language is the were to cooperate and interact more with student exchanges.63 students are five per cent. part of the Norwegian society. Also the lack of main barrier. Many of the answers point international students as part of their ed- interest towards international students on behalf out that student groups are open to in- ucation. International students, on the Research indicates that in order to suc- If we compare this across the disciplines, ternational students on paper, but that other hand, do develop their international cessfully teach domestic students in- we get a slightly different picture com- of the school [… ] has decreased my overall view information is only given in Norwegian. competences and networks as they inter- ternational competences, a systematic pared to patterns of social interaction at of Norway”. This hinders the international students act most of all with other international approach is required.64 This implies in- the HEIs. Here, economics and business Finnish master student from taking part in student organisations students in Norway. The data from this tegrating the intercultural and interna- studies come out as having the least con- and activities. Several of the students survey show that they are generally sat- tional competences systematically in the tact with Norwegians during their leisure also point out that placing internation- isfied with the quality of education and curriculum, in pedagogical approaches time, followed by natural sciences and “Answers came very late, everything takes ages” al students in separate housing, where social life in Norway. of different disciplines and in the ways technology.58 Economics and business Swiss bachelor student Norwegian students rarely live, hinders in which social activities and events are studies score highest on most frequent integration. In other words, many seem Rather than discussing the integration of planned and organised. The capacity of contact with other international students to experience that international students international students, as if the domestic the HEIs to provide these opportunities in their social leisure time. “Teaching and contents were really great, people and domestic students are treated as sepa- environment is doing them a favour, it is a dilemma, as many of the subjects are relaxed, friendly and easy going, experiencing rate groups at the Norwegian HEIs; in the would be more correct to frame this as and disciplines are already pressed for In sum, the positive correlation identified residential context, the educational con- a need of the domestic educational envi- time and resources to provide the nec- between patterns of social interaction in the winter was exciting, nature is beautiful” text, and in the context of students’ social ronment. This is about making use of an essary competences within their field of the study environment and leisure time German bachelor student life. However, more research is needed to existing resource to provide central inter- education. However, the increased focus shows the importance of creating contact see whether or not this is in fact the case. national skills to domestic students. The on teaching, especially at research-dom- between international and domestic stu- need for such skills is seen as important inated universities, may offer a fine -op dents in educational contexts. The international students nevertheless for any educated person as the Norwegian portunity to heighten attention towards display a high degree of satisfaction with context is increasingly internationalised the need for international competences 6.2 International students’ overall their studies in Norway. The rate of sat- through migration and international to become a natural part of the education experience and suggestions isfaction is high when compared to other cooperation. Fostering abilities to learn provided in Norway. The data from our study show that 69 in a positive or very positive direction countries regardless of cultural traits sug- countries. In fact, in the 2016 Internation- from, and manoeuvre in, international per cent of the international students (Figure 26). More exchange students have gests that this is not a unique Norwegian have changed their opinion of Norway changed their opinion of Norway in a challenge.59 positive way than degree students.59 Stu- dents from the Netherlands, followed by Interaction with international students FIGURE 26: How have your overall Russia and Spain, have changed their per- in English may not be something that impressions of Norway changed since ceptions of Norway, mostly in a positive Norwegian students actively seek out direction. when they enter a new educational con- you arrived? text. Such encounters are likely be more In an open-ended question, we asked the challenging than among co-nationals, 1% 6% students if they had any suggestions as to who share more or less the same cultural

28% what the institutions could improve on to codes. Educational cooperation may also better facilitate the integration of interna- be more demanding than with co-nation- 23% tional students. Many of the respondents als.60 There is a need for qualitative re- point out that there are separate activities search to explore the reasons why there is socially and academically for domestic little contact between domestic students and international students, which create and international students in Norway. barriers for interaction. The introduction weeks often have separate organised activ- In the qualitative responses, some of the 41% ities for international students, and many international students say that they would remark that they find little opportunity like to know more about the social codes to get to know Norwegians. Several of the in Norway to better enable them to inter- In a very positive direction respondents have formed the impression act with Norwegians. Research shows that In a positive direction that being reserved and socially inacces- the development of international compe- Not at all/very little sible is an innate part of the Norwegian tences at home is hard work and needs character, which cannot be amended in systematic attention as well as resources.61 In a negative direction any way. The fact that international stu- The development of international skills In a very negative direction dents face challenges of integration in all will not happen by itself, even if interna-

58 The large category of ‘missing’ that contains a significant amount of Erasmus + exchange students has the second highest score on this parameter.

59 A total of 73 per cent of the exchange students have changed their opinion of Norway in a positive or very positive direction, compared to 62 per cent of the degree students. 62 The award is based on close to 16,000 student reviews of international study experiences. Ireland and Poland have the second and third most satisfied students. ( http://www.studyportals.com/press-releases/norway-ireland-and-poland-have-the-happiest-international-students/) 60 Harrison, N. and N. Peacock (2009). “Cultural distance, mindfulness and passive xenophobia: Using Integrated Threat Theory to explore home higher education students’ perspectives on ‘internationalisation at home’.” British Educational Research Journal 36(6): 877-902. 63 Preliminary findings of Trude Bukve’s doctoral project ‘Language attitude in higher education’. http://www.khrono.no/debatt/bottom-internasjonalisering-fra-studentperspektivet. Retrived 05.10.2016. 61 Leask, B. (2009). “Using formal and informal curricula to improve interactions between home and international students.” Journal of studies in international education 13(2): 205-221. 64 Leask, B. (2009). “Using formal and informal curricula to improve interactions between home and international students.” Journal of studies in international education 13(2): 205-221.

34 SIU 06/ 2016 / International students in Norway INTERNATIONAL STUDENTS IN NORWAY / SIU 06/2016 35 7. Should I stay or should I go?

As mentioned in the introduction, there is an ongoing debate in Norway as to whether a national recruitment strategy is necessary to make better use of international students that receive higher education in Norway. By asking students whether they are considering finding work in Norway after completing their studies, we get an impression of the potential for recruitment to the Norwegian labour market. One indication of the attractiveness of staying in Nor- way is whether the students invest time and effort in learning the language. The data show that half of the international students in this survey have attended Norwegian language courses. A total of 61 per cent who have attended Norwegian language courses are considering finding a job in Norway after completing their SEEK. studies, while 39 per cent are not. When the international students were Photo: Shutterstock Photo:

Photo: Kjersti Brown Kjersti Photo: asked whether they are considering staying on in Norway after finishing their degree or study programme, 46 per cent responded positively. A total of 62 per cent FIGURE 27: Are you considering to stay in Norway when you finish your degree/ of these are degree students, so the pro- programme? Top 10 countries FIND. portion of students who intend to stay and Yes No find work after graduation coincides with the length of time they study in Norway.65 Poland 71% 29% This is similar to the findings in a 2013 report that looked at international stu- Ukraine 63% 37% dents in Denmark’s plans for the future. The study found that degree students, to Russia 59% 41% a greater extent than exchange students, wished to find work in Denmark after China 52% 48% graduation. The percentage of international students who wished to stay on in Den- Spain 47% 53% mark was, however, higher than among international students in Norway: four USA 44% 56% of five degree students expected to apply 66 for a job in Denmark after graduation. Germany 39% 61%

Among the ten most represented coun- Italy 38% 62% tries in the survey, Polish students make up the largest proportion of students who Netherlands 36% 64% are considering staying on, followed by Ukrainian and Russian students (see Fig- France 26% 74% ure 27). The large share of Polish immi- grants working in Norway is one likely explanation for the high proportion of 0 20% 40% 60% 80% 100%

65 54 per cent of the students who have studied for 7- 12 months and 71 per cent of the students who have studied for 1-2 years.

66 DAMWAD (2013). Internationale studerendes karriereplaner. Damvad for Styrelsen for Universiteter og Internationalisering, Styrelsen for Fastholdelse og Rekruttering, Aarhus Universitet og VIA University College.

36 SIU 06/ 2016 / International students in Norway INTERNATIONAL STUDENTS IN NORWAY / SIU 06/2016 37 Photo: XX Photo: 8. Concluding remarks

This report has devoted special attention factors as ‘much more challenging than Those who frequently interact with to factors that can be used by the Nor- expected’. In other words, social interac- Norwegian students at the educational wegian HEIs to further improve their tion with Norwegian students emerges as institutions also have more contact with recruitment, reception, integration and a central problem. Norwegians during their leisure time. education of international students. By This means that institutional work on doing so, we have mapped important as- Only 23 per cent report daily interaction developing a productive academic and so-

Photo: Paul S. Amundsen/SIU Paul Photo: pects of the essential form of reputation with Norwegian students on campus, and cial study environment for international of Norwegian higher education. 29 per cent say that they rarely or never and domestic students will improve the interact with Norwegian students. Inter- quality of education in Norway. It will FIGURE 28: Are you considering to stay in Norway when you finish your degree/ Polish students. This probably means that A central finding based on the qualitative national students interact most frequently better enable Norwegian students to es- programme? Fields of study. many are familiar with the pros and cons data in the survey is that educational qual- with other international students both at tablish international academic networks Yes No of the labour market in Norway when ities of courses and study programmes the HEIs and in their leisure time. Inter- within their disciplines, allow them to compared to Poland, and that some al- offered in English are important for the action with Norwegian students is lower take part in an international discourse, Natural Sciences ready have friends or family living in students’ decision to study in Norway. than anticipated: In other words, inter- and acquire language and communica- and technology 54% 46% Norway that may help ease the transi- This finding may be used actively in insti- national students receive their training in tion skills. In other words, if international Arts and tion to paid work. When examining other tutional profiling and information work regards to international competences, and student mobility is to improve the quality Humanities 46% 54% countries of special interest to Norway, 74 to focus more on what international stu- develop their international scholarly net- of Norwegian higher education, there is a Economics and 44% 56% per cent of the Indian students, 52 per dents can learn from studying at a HEI in works, but do so mostly in contact with need to look at the various organisational business studies cent of the Chinese students and 43 per Norway: What are the institutions’ spe- other international students. The qualita- elements around international students, Pedagogy and cent of the Brazilian students are consid- cial areas of expertise and unique courses? tive data in the survey indicate that many ranging from housing to the way the 44% 56% teaching ering staying in Norway. Which infrastructural resources do they barriers that hinder contact between Nor- courses and study programmes are organ- offer? What characterises the teaching wegian and international students are re- ised and taught. This will ensure that the Health and Care 43% 57% More important than nationality are the philosophy and the educational aims of lated to the ways the institutions organise HEIs have the best possible organisational Law and disciplinary competences found among Norwegian higher education? their work around international students. and educational frameworks to develop 40% 60% Social Sciences students who consider staying on. We However, more research is required to an international learning environment, find that the largest groups of students The survey results show that international identify differences in institutional prac- also for Norwegian students. Other 42% 58% that are considering staying on study nat- students are satisfied with the education tices and their effectiveness in this realm. ural sciences and technology (see Figure they receive at the Norwegian HEIs. The SIU will continue the dialogue with Nor- Missing 15% 85% 28). Among the largest institutions in the respondents are coping with their studies Four out of five Norwegian students do wegian HEIs on how to address interna- sample, the University of Stavanger has in Norway, and they are generally happy not travel abroad on student exchange. tionalisation in a way that includes all 0 20% 40% 60% 80% 100% the greatest share of students that are with their stay. In fact, the international Lacking English skills of discipline specif- students and staff, no matter whether considering staying on in Norway after students are overall more satisfied than ic terminology are recently identified as a they are inbound or outbound exchange their studies (67 per cent), followed by the Norwegian students with their stud- barrier in this regard. Therefore, interna- students, or they stay at their home in- Oslo and Akershus University College ies. On the other hand, the international tional students represent a resource that stitution throughout their study. FIGURE 29: Reasons to work in Norway of applied sciences (55 per cent) and the students are less satisfied than Norwegian needs to be better used at the Norwegian University of Tromsø (53 per cent). students with the student group as a so- HEIs to improve the quality of the learn- e pay- and working cial environment. Also, getting to know ing environment. Norwegian students 63 % conditons At the opposite end of the scale, French Norwegians is high-ranked among the could benefit from such an approach. Norway is a safe 61 % students form the largest group of re- and secure country spondents that are not considering stay- Good career opportunities 60 % ing on in Norway, followed by Dutch and in Norway Italian students. This could indicate that e social welfare system 39 % more students from Central Europe and I have family, friends Russia consider staying and working in 16 % and/or partner in Norway Norway compared to students from West- My qualifications are needed 14 % ern Europe. Interestingly, a larger share by Norwegians employers of American students are considering Difficult to find a job in 13 % staying than German students. When my home country asked to select a maximum of three fac- Other, please specify 6 % tors that motivate students to stay, ‘pay and working conditions’ (63 per cent) is Note: Max 3 choices 0 10% 20% 30% 40% 50% 60% 70% 80% rated highest, followed by ‘Norway is a safe and secure country’ (61 per cent) and ‘good career opportunities in Norway’ (60 per cent). ‘The social welfare system’ was selected by 39 per cent of the respondents, and merely 13 per cent selected ‘difficult to find work in my home country’.

38 SIU 06/ 2016 / International students in Norway INTERNATIONAL STUDENTS IN NORWAY / SIU 06/2016 39 List of figures Appendix 1: Methodology and data gathering process

Figure 1: Respondents per country, top 10...... 13 Figure 16: Exchange and degree student satisfaction with the study environment...... 26 Figure 2: Exchange/degree student ratio, top 10 countries...... 14 Figure 17: Student satisfaction with teaching This study has been carried out in co- International students undertaking web- been reported to Norwegian Centre of and academic counselling...... 26 operation with Norwegian HEIs. The based courses in their home countries Research Data (NSD), to ensure that the Figure 3: Respondents per institution, top 10...... 15 institutions have supplied contact infor- provided by Norwegian institutions were survey data are analysed and stored in Figure 18: Exchange and degree student satisfaction Figure 4: Fields of study...... 15 mation for the students and encouraged not included in this study. accordance with the official data protec- with teaching and academic counselling...... 27 their international students to take part tion guidelines. Figure 5: Bachelor/Master student ratio, Figure 19: Student experiences in the study. All the institutions that have We wanted to make sure the survey was top 10 countries...... 16 with academic workload...... 28 participated in the study receive a copy only answered by those students who The protection of the respondents’ con- Figure 6: Sources of funding, of the data material concerning their stu- had come to Norway to study. The first fidentiality has been ensured throughout Figure 20: Exchange and degree student exchange/degree students...... 16 dents, provided the material has a suffi- question excluded foreign students who the report, and measures have been taken experiences with academic workload...... 28 ciently large number (N) to draw sound had resided in Norway prior to their en- to ensure that quotes from open-ended Figure 7: Norway as the first choice country Figure 21: Experiences...... 28 conclusions and protect the anonymity rolment at a higher education institution. questions cannot be traced back to the to study abroad, top 10 countries...... 19 of the respondents. A total of 14 per cent of the respondents source of the quote. The respondents Figure 22: Challenging experiences, exchange/degree...... 29 Figure 8: Motivations for choosing Norway, were excluded based on the screening have had the opportunity to register their The survey was distributed to 7,465 stu- question, and the material is therefore contact details separately from the survey, 2014/2016 results...... 19 Figure 23: How often do you socialise with the dents with foreign citizenship registered based on the responses of 2,246 students. firstly in order to share their experiences following groups at the university/college?...... 31 Figure 9: Motivations for choosing Norway as students between the spring 2015 and The screening question was not included on the www.studyinnorway.no website, – institutional reputation per Figure 24: Social interaction weekly or more often spring 2016, and elicited 2,623 responses. in the former surveys. and secondly, to participate in a travel top 10 countries...... 20 at the university/college, top 10 countries...... 32 That amounts to a response rate of 35 per check draw for completing the survey (3 cent.67 This is 593 fewer responses than The survey lasted from 10 April to 17 May. travel checks for NOK 1,000 each). Figure 10: Motivation for choosing Norway; Figure 25: How often do you socialise with the previous survey from 2014, which Two reminders were sent out and the sur- institutional reputation and student status...... 21 the following groups in your leisure time?...... 33 elicited 3,216 responses and was distrib- vey was accessible by computer Figur The categories under ‘fields of studies’ Figure 11: Where did you receive information about Figure 26: How have your overall impressions uted to a total of 8,022 students. ets and smartphones. The questionnaire are based on the Norwegian Standard of studying in Norway (max. 3 choices)?...... 22 of Norway changed since you arrived?...... 34 contains 45 questions, of which six are Educational groups (NUS).69 SIU asked the Norwegian HEIs for ac- open-ended. The questions are organised Figure 12: Where did you receive information Figure 27: Are you considering to stay in Norway cess to the email addresses of their in- into the following sections: Background, In the 2016 survey, we have removed about studying in Norway? when you finish your degree/programme? ternational degree or exchange students motivations for choosing Norway, moti- questions from the set of questions relat- Exchange/degree students...... 23 Top 10 countries...... 37 at bachelor’s and master’s degree levels. vation for choosing institution, funding, ed to buildings, the library and IT services Figure 13: Where did you receive information about Figure 28: Are you considering to stay in The survey covers foreign students who information sources, expectations, out- where students are asked to assess the the university/college where you study? ...... 23 Norway when you finish your were admitted at the HEIs in Norway in comes and future plans. The question- study environment. This was done to en- degree/programme? Fields of study...... 38 the spring term/ the autumn term of 2015 naire may be retrieved from SIU’s web- sure that the survey did not become too Figure 14: Student satisfaction with or the spring term 2016. The students’ page.68 extensive when questions of internship the study environment...... 25 Figure 29: Reasons to work in Norway...... 38 contact information was made available were added to the 2016 survey. Figure 15: Student satisfaction with the study by the Common Student System (FS) with The questionnaire was distributed through environment – top 10 countries...... 25 assistance from the University Centre for the data gathering and analysis tool Information Technology. Some of the ‘Questback’. The questionnaire is made institutions are not part of FS and have anonymous and the confidentiality of sent contact information directly to SIU. the students is protected. The survey has List of tables

Table 1: Fields of study, top 10 countries Table 3: Challenging experiences, (appendix 2)...... 42 top 10 countries (appendix 2)...... 42

Table 2: Average student satisfaction with teaching and academic counselling – top 10 countries (appendix 2)...... 42

67 The 2014 survey had a rate of 40 per cent. The data material will also be made available at the Norwegian Social Science Data Services (NSD).

68 http://siu.no/Publikasjoner/siu-rapportserie

69 http://stabas.ssb.no/ItemsFrames.asp?ID=8970788&Language=nn

40 SIU 06/ 2016 / International students in Norway INTERNATIONAL STUDENTS IN NORWAY / SIU 06/2016 41 Appendix 2: References: Tables Beelen, J. and E. Jones (2015). Redefining internationalization Knight, J. (2015). “Five myths about internationalization.” at home. The European Higher Education Area, Springer: International higher education(62). TABLE 1: Fields of study, top 10 countries 59–72. Knight, J. (2015). “New rationales driving Nether- Brekke, J.-P. (2006). International students and immigration internationalization.” International higher education (34). FIELD OF STUDY Germany France Russia China Spain Italy USA lands Ukraine Poland to Norway. Oslo, Institute of Social Research: 1–99. Arts and humanities 19 % 13 % 11 % 8 % 24 % 22 % 15 % 16 % 5 % 48 % Kunnskapsdepartementet (2008). St.meld. nr. 14 (2008–2009) DAMWAD (2013). Internationale studerendes Internasjonalisering av utdanning. Kunnskapsdepartementet. Oslo. Economics and business studies 24 % 36 % 15 % 40 % 11 % 27 % 31 % 23 % 51 % 10 % karriereplaner. Damvad for Styrelsen for Universiteter Health and care 5 % 0 % 0 % 2 % 7 % 6 % 1 % 14 % 5 % 2 % og Internationalisering, Styrelsen for Fastholdelse og Kunnskapsdepartementet (2015). St. Meld. 7 – Langtidsplan Rekruttering, Aarhus Universitet og VIA University College. for forskning og høyere utdanning 2015–2024. Kunnskaps Law and social sciences 8 % 16 % 38 % 10 % 15 % 13 % 28 % 10 % 7 % 5 % departementet. Oslo. Natural sciences and technology 27 % 20 % 14 % 37 % 33 % 21 % 19 % 17 % 10 % 21 % De Wit, H. (2011). Trends, issues and challenges in internationalisation of higher education, Centre for Kunnskapsdepartmentet (2016). Tilstandsrapport for høyere Pedagogy and teaching 5 % 2 % 0 % 1 % 0 % 0 % 1 % 7 % 2 % 0 % Applied Research on Economics and Management, School utdanning 2016. Oslo, Kunnskapsdepartementet. Other 12 % 11 % 19 % 2 % 11 % 10 % 5 % 12 % 20 % 14 % of Economics and Management of the Hogeschool van Larsen, H. and T. Lie (2016). Her har du det nye høgskole- og Amsterdam Amsterdam. Missing 0 % 3 % 3 % 1 % 0 % 1 % 0 % 0 % 0 % 0 % universitets-Norge. Khrono. http://www.khrono.no/samfunn- Total 100 % 100 % 100 % 100 % 100 % 100 % 100 % 100 % 100 % 100 % Frølich, N. and B. Stensaker (2005). “Academic, economic and struktur/2015/12/nytt-uh-kart-fra-1-januar. developmental strategies – Internationalisation of Norwegian N 204 199 114 101 89 86 85 69 59 58 Leask, B. (2009). “Using formal and informal curricula higher education institutions.” On cooperation and to improve interactions between home and international competition II: Institutional responses to internationalisation, students.” Journal of studies in international education 13(2): europeanisation and globalisation. Bonn: Lemmens Verlags: 205–221. TABLE 2: Average student satisfaction with teaching and academic counselling, top 10 countries* 39–65. NOKUT (2015). Studiebarometeret 2015, totalrapport, Nether- Frølich, N., E. Waagene, et al. (2015). Et godt grep om NOKUT: 1–22. HOME COUNTRY Germany France Russia China Spain Italy USA lands Ukraine Poland internasjonaliseringen? Læresteders internasjonale strategier. The teachers’ ability to make Hva skjer i universiteter og høyskoler? Perspektiver 3,59 3,67 4,13 4,01 3,93 3,48 3,45 3,61 3,81 4,07 OECD (2015). Education at a Glance 2015: OECD Indicators, the teaching stimulating fra vitenskapelige ansatte og studenter. N. Frølich. Oslo, OECD Publishing. Universitetsforlaget: 123–135. The teachers’ ability to facilitate one’s understanding of difficult 3,62 3,75 4,11 4,00 3,83 3,58 3,47 3,62 4,07 4,09 SIU (2013). Internasjonal profil? Strategier for Haakstad, J. and K. Kantardjiev (2015). Arbeidslivsrelevans subject matters internasjonalisering ved norske universiteter og høyskoler. i høyere utdanning. Undersøkelse om universiteters og SIUs rapportserie. How well the teaching covers 3,61 3,76 4,24 4,01 3,83 3,47 3,62 3,65 3,95 4,02 høyskolers arbeidslivskontakt og studienes relevans for the curriculum arbeidslivet. NOKUTs utredninger og analyser, NOKUT. SIU (2016). 2016 Mobilitetsrapport. Elev- og studentmobilitet The quality of the feedback 3,40 3,27 4,29 4,00 3,82 3,55 3,06 3,20 3,58 3,86 til og fra Norge. Bergen, SIU. on your work Harrison, N. and N. Peacock (2009). “Cultural distance, mindfulness and passive xenophobia: Using Integrated Individual student counselling 3,55 3,15 4,10 3,84 3,70 3,24 2,85 3,19 3,80 3,97 Van Gaalen, A. and R. Gielesen (2014). “Internationalizing Threat Theory to explore home higher education students’ Students in the Home Country-Dutch policies.” International The teachers’ ability perspectives on ‘internationalisation at home’.” British 4,28 4,53 4,55 4,26 4,37 4,15 4,28 4,13 4,58 4,62 higher education(78): 10–12. to teach in English Educational Research Journal 36(6): 877–902. TOTAL AVERAGE 3,67 3,69 4,24 4,02 3,91 3,58 3,45 3,57 3,96 4,10 Wiers-Jenssen, J. (2013). “Høy tilstrømning av utenlandske Jon, J.-E. (2013). “Realizing Internationalization at Home in studenter til Norge.” Forskningspolitikk. N 204 199 114 101 89 86 85 69 59 58 Korean Higher Education: Promoting Domestic Students’ Interaction with International Students and Intercultural Wiers-Jenssen, J. (2014). Utenlandske studenters syn på å Note: Mean scores on a scale 1-5, where 1 = “dissatisfied”, 5 = “very satisfied”. Competence.” Journal Studies in International Education studere i Norge. Rapport, NIFU: 84. 17(4): 455–470. Wiers-Jenssen, J. (2015). Økt tilstrømning av internasjonale TABLE 3: Challenging experiences, top 10 countries* Knight, J. (2012). “Student Mobility and Internationalization: studenter – vellykket internasjonalisering av norsk Nether- trends and tribulations.” Research in Comparative and høyere utdanning? Hva skjer i universiteter og høyskoler? HOME COUNTRY Germany France Russia China Spain Italy USA lands Ukraine Poland International Education 7(1): 20–33. Perspektiver fra vitenskapelige ansatte og studenter. N. Coping with academic demands 2,79 2,90 3,43 3,22 2,88 3,12 2,91 2,71 3,34 3,03 Frølich. Oslo, Universitetsforlaget: 65-82. Keeping up an active social life 2,69 2,81 3,27 3,35 2,80 3,12 2,74 2,46 3,22 2,90 Getting to know Norwegians 3,62 3,62 3,45 3,45 3,42 3,33 3,55 3,49 3,49 3,48 Dealing with the costs of living 3,28 3,64 3,42 3,52 3,65 3,88 3,51 3,36 3,41 3,57 Dealing with the climate 2,38 2,71 2,89 2,92 2,82 3,16 2,61 2,35 3,12 2,90 Adapting to Norwegian lifestlye/culture 2,50 2,76 3,01 3,12 2,56 3,13 2,55 2,39 2,98 2,74 AVERAGE SCORE 2,88 3,07 3,25 3,26 3,02 3,29 2,98 2,79 3,26 3,10 N 204 199 114 101 89 86 85 69 59 58

Note: Mean scores on a scale 1-5 (1 = much easier than expected, 5 = much more challenging than expected).

42 SIU 06/ 2016 / International students in Norway INTERNATIONAL STUDENTS IN NORWAY / SIU 06/2016 43 COOPERATION IN EDUCATION www.utdanningiverden.no www.studyinnorway.no www.siu.no Tel: Fortunen 1,5013Bergen Office address: FOR INTERNATIONAL NORWEGIAN CENTRE E-mail: +47 55303800 [email protected]

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International students in Norway 2016 – Perceptions of Norway as a study destination 06/2016