Swedish Universities & University Colleges

Report 2011:15 R Swedish Universities & University Colleges. Short Version of Annual Report 2011 Swedish Universities & University Colleges Short Version of Annual Report 2011 In English Report R 2011:15 www.hsv.se Report 2011:15 R Swedish Universities & University Colleges Short Version of Annual Report 2011 Högskoleverket (Swedish National Agency for Higher Education) • Luntmakargatan 13 Box 7851, SE-103 99 Stockholm • phone +46 8 563 085 00 • fax +46 8 563 085 50 e-mail [email protected] • www.hsv.se Swedish Universities & University Colleges Short Version of Annual Report 2011 Published by Högskoleverket 2011 Högskoleverkets rapportserie 2011:15 R ISSN 1400-948X EDITOR Magdalena Inkinen GRAPHIC DESIGN AND GRAPHICS Lena Ernstson PHOTOS from some of the Swedish universities PRINT Åtta.45 Tryckeri AB, Solna, November 2011 PRINTED ON ENVIRONMENTALLY-FRIENDLY PAPER CONTENTS Introduction 5 An international perspective 9 Facts about higher education in Sweden 15 Higher education in Sweden 16 The structure of programmes and qualifications 18 Admission to higher education 20 Tuition fees 21 Student aid 21 Trends and developments 23 Education at first and second-cycle levels 24 Education at third-cycle level 32 International mobility 34 Education and employment 37 Teachers and researchers 40 Finance and research funding 42 Key figures for higher education institutions 47 First and second-cycle programmes and courses 48 Third-cycle programmes and courses 48 Universities and university colleges in Sweden 53 Mid Sweden University Photo Tina Stafrén INTRODUCTION THIS SUMMARY OF the Swedish Universities tion presents key data about students, staff and University Colleges Annual Report 2011 and finance for each university and univer- gives an outline picture of higher education sity college. Analysis in the Annual Report is activities in Sweden. Initially, the report pre- mainly based on statistical information sup- sents some indicators for Swedish higher edu- plied by Statistics Sweden and the Swedish cation in an international perspective and, National Agency for Higher Education (Hög- under the heading Facts about higher edu- skoleverket). < cation in Sweden, provides a basic descrip- tion of the structure of higher education in Sweden and the regulatory framework. The report then summarizes developments prior to and including the fiscal year of 2010 for public-sector and independent universities Lars Haikola and university colleges. The subsequent sec- The University Chancellor 6 INTRODUCTION Karlstad University Photo Hans M Karlsson Luleå University of Technology Photo Mats Kahström AN INTERNATIONAL PERSPECTIVE Per cent HIGHER EDUCATION IN a number of countries 0 10 20 30 40 50 60 is described by the OECD with the help of Russia Canada various statistical measurements. This makes Israel Japan it possible to place higher education in Swe- United States New Zealand den in an international context. Comparisons Finland South Korea of this kind provide an important basis for as- Norway Australia sessment of Sweden’s ability to compete with Denmark Estonia the surrounding world. Ireland Switzerland United Kingdom THE EDUCATIONAL LEVEL Belgium Netherlands OF THE POPULATION Sweden Iceland Spain In Education at a Glance the OECD discusses OECD average Luxembourg the importance of education for growth and France Germany prosperity. In it the OECD points out that in- Chile Greece vestment in education is central to the policy Slovenia Poland of most countries. There are several measures Hungary Higher education Austria in the population of education that can be used for compari- Mexico Slovak Republic sons, one of them the proportion of the pop- Czech Republic Italy ulation with higher education qualifications. Portugal Figure 1 shows the proportion of the popu- Turkey Brazil lation in the 25–64 age range with higher edu- 0 10 20 30 40 50 60 cation qualifications in 2008. The average -fig Figure 1. Proportion the total population in the 25–64 age range with higher educa- ure for the OECD area was 28 per cent. In tion qualifications in 2008. These figures include Sweden the proportion was 32 per cent, which ISCED groups 5A, 5B and 6. can be compared with the other Nordic countries, which ranged from 31 per cent (Iceland) the 80th percentile, which indicates the age to 37 per cent (Finland). This comparison is exceeded by only 20 per cent of higher edu- affected by the combination of ISCED groups cation entrants. The average for the OECD 5A, 5B and 6 in this table. 5B comprises not countries in 2008 was 20.4 years. Sweden had only short higher education programmes but a higher median age than other OECD coun- also includes different forms of professional ter- tries, 22.1 years. One explanation is that in- tiary programmes as well as others. coming students are defined as entrants but can mainly be found in second-cycle pro- MAJOR DIFFERENCES IN THE AGE OF grammes in Sweden, which raises the median HIGHER EDUCATION ENTRANTS age of students counted among this group. In the OECD countries higher education usu- The differences between countries in the ally begins straight after the completion of age at which higher education begins reflects upper-secondary schooling. Figure 2 presents social differences and differences in educa- both the median age of beginners in 2008 and tional systems. One of these differences re- 10 INTERNATIONAL PERSPECTIVES Per cent Per cent 0 5 10 15 20 25 30 35 0 1 2 3 4 5 6 Israel Norway Iceland New Zealand Sweden Canada Denmark Denmark Switzerland Mexiko Luxembourg Finland Portugal Sweden Finland United States Germany Iceland Norway Australia Austria Netherlands Australia Ireland Slovak Republic Switzerland New Zealand Austria Czech Republic Estonia OECD average OECD average Hungary Russia Poland Slovenia Chile Belgium Estonia Portugal Turkey Germany Netherlands Brazil Slovenia Chile Italy Spain United Kingdom Czech Republic Mexiko Israel United States France Ireland Slovak Republic Spain Poland Greece South Korea South Korea Hungary Proportion of public Belgium Median United Kingdom expenditure Indonesia Japan 80 percentil Proportion of GDP Japan Italy 0 5 10 15 20 25 30 35 0 1 2 3 4 5 6 Figure 2. Median age and 80th percentile for Figure 3. Public expenditure for higher edu- higher education entrants 2008. cation both as a proportion of total public expenditure and as a proportion of the GDP. Note that the statistics are from 2007. lates to the social role of higher education. EXPENDITURE ON HIGHER EDUCATION According to the OECD, countries that have IN DIFFERENT COUNTRIES older entrants, like Sweden, can be described The OECD presents a number of economic as having a higher education system that is indicators to measure the resources devot- more flexible and adapted to a greater extent ed to education by different countries. Two to different student groups and therefore dif- of these indicators are presented in figure 3: ferent social needs. This means that a more public expenditure on higher education as a flexible higher education system is important proportion of total public expenditure as well for what is called lifelong learning, one area as the proportion of the gross domestic prod- to which priority is given in the Bologna pro- uct, GDP. Expenditure on higher education cess. Lifelong learning plays a greater role in comprises direct government allocations to Sweden’s higher education system. the HEIs for the education, research etc. that they undertake, as well as the funds to other organisations or agencies responsible for education. Public grants to households, for in- INTERNATIONAL PERSPECTIVES 11 PPP-dollar stance scholarships and student loans, are also 0 5 000 10 000 15 000 20 000 25 000 30 000 included. The most recent figures available are United States Switzerland for 2007. Canada Sweden On average the OECD countries devoted Norway 3.0 per cent of their public expenditure to Denmark Netherlands higher education. Sweden allocated 3.4 per United Kingdom Austria cent of its public funding, or 1.8 per cent of Australia Japan its GDP, to higher education in 2007. Germany Finland Belgium COSTS PER STUDENT OECD average France The expenditure on education can also be Ireland Spain specified per student. Figure 4 shows the to- Israel Brazil tal amount of public and private funding at Portugal New Zealand HEIs in relation to the number of full-time Iceland student equivalents (FTEs). The amounts are South Korea Italy Cost per student expressed in US dollars adjusted for purchas- Slovenia Czech Republic ing power, PPP dollars. The figure shows that Mexiko Hungary the USA devoted considerably larger resources Chile Slovak Republic per student than other countries, 27,000 dol- Poland Russia lars per year. Sweden came fourth with 18,000 Estonia dollars. 0 5 000 10 000 15 000 20 000 25 000 30 000 The expenditure of the HEIs can be di- Figure 4. Expenditure by HEIs for higher education in relation to the total number of vided into three types: core educational costs FTE’s, 2007. Amounts expressed in PPP dollars. (like teaching and administration), support measures (like student accommodation ad- ministered by the HEIs) and research and GREAT STUDENT MOBILITY development. A great deal of the difference BETWEEN COUNTRIES in the expenditure of HEIs in different coun- In 2008 there were over 3.3 million students study- tries can be explained by what proportion of ing abroad. Compared with the previous year this all research is undertaken at HEIs instead of means an increase of just over 8 per cent. If the independent institutes for instance. It should comparison is made over a longer period, since the be observed that the statistics presented in the beginning of the century, the rise is 70 per cent. figure are for 2007. The largest numbers of students left China or In- 12 INTERNATIONAL PERSPECTIVES Per cent dia. Five countries received half of the total 0 5 10 15 20 25 numbers studying abroad: Australia, France, Australia Austria Germany, the UK and the USA.

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