LAPLAND FINLAND Geography and People Provincial University of Lapland: Enhancing human 2 cappppgital and supporting innovation in a s pyparsely Area 98,937 km populated remote region Land frontiers 590 km (Sweden), 730 km (Norway) Eero Pekkarinen, Development Director, Kemi-Tornio University of Applied Sciences and 310 km (Russia) Ari Konu, Director, Provincial University of Lapland Population 187,000 Plidi2Population density 2 persons / /k km2 Globallyyp Competitive, Locally ygg Engaged – Higher Education and Regions Languages 19 – 21 September 2007 Valencia Finnish, Swedish and Sami LAPLAND FINLAND Higher Education in Finland Characteristics of Nature: Higher Education System Part of the Barents Region Temperature variation -30°C - +25°C Universities Polytechnics 4 Seasons: Cold winters, bright About 23% of the population springtimes, warm summers and colourful have a higher level degree autumns (university degree). Niggghtless night in June Adult Education Winter twilight in December Provided widely by post- Aurora Borealis comprehensive schools: Fish, Reindeer polytechnics (universities of applied sciences) and universities. Wildlife, Fells, Forests, Lakes Gold and Minerals Challenges for Higher HIGHER EDUCATION INSTITUTIONS IN LAPLAND Education in Lapland • Long distances • Depopulation Rovaniemi University • Decreasing number of students of Applied Sciences (polytechnic) University of Lapland • Low-skilled population Kemi-Tornio University • Lim ite d ab sorpti ve capacit y of SME s of Applied Sciences Rovaniemi (polytechnic) Tornio Kemi Provincial University of Objectives Lapland • to support development of the sub-regions • A network of the University of Lapland, the Rovaniemi and Kemi- Tornio Universities of Applied Sciences, the Summer University of • to improve access to and availability of higher education Lapland and the sub-regions (SR) of Lapland • Consortium founded in 2003 • to enhance co-operation between higher education institutions in • The Provincial University of Lapland is based on a collaboration LldLapland and network of sub-regions and institutions of higher education Æ sub-regional co-operation networks/boards • Operation is based on the needs of the sub -regions WELL-BALANCED DEVELOPMENT Æ local competence strategies OF LAPLAND The First Step Local Comppgyetence Strategy • Commitment • Based on local commercial and industrial strategies • Establishing sub-regional collaboration networks in every ’remote’ sub- •Includes region • Analfhlysis of the present situation • Goals: • Definition of focal areas concerning economical development in SR /municipalities • Involve sub-regions in collaboration and planning • Definition of higher education objectives and their implementation • Define the needs of the region • Degree programmes, open education substances, targets of research and • Plan the implementation development Æ Local Competence Strategy • = ”A Mutual Agreement on What and How to Do Together” Cycle Degree studies in off-campus areas Sub-regional co- PROGRAMMES operation / SUBJECTS networks/boards Competence Tourism strategy Nursing and Health Care needs On-going degree study groups at Business Rovamiemi UAS Economics single student Business People and Management companies in SR On-going degree study groups at Kemi-Tornio (public sector) Co-operation group of UAS ICT the Prov. University of single student Lapland On-going degree study groups at the Education University of Lapland institutions in SR HEI’s Virtual Learning Model Benefits of Provincial University Operations Learners / students Regional education and development are based on the needs of the sub-regions This enhances: • Sub-regional activities Virtual Learning Virtual Face-to-face • The region and its public sector receive universities' Environments Classroom learning support for their development • Enterprises • Qualified workforce and continuous improvement of the level of know-how • Support for R&D activities • Individuals • Opportunity for higher education in their own region - Lifelong Learning Model (working population, unemployed, etc. ) Teachers, tutors Information and technical support Benefits of Provincial University Challenges Operations The needs of sub-regions Long-term planning of education and R&D • not always focused Å several different opinions in development organisations •Foresight • many opinions Æ takes time to reach mutual understanding Æ Preparation/planning of resource allocation and operations Slowness • resource seeking Combining of resources and contributions • decision-making in academic institutions • Vocational and academic know -how Æ almost too many ships to turn • Different activities • e.g. regional degree programmes offered also as open education R&D needs and supply • small/minor companies are not used to utilising R&D Ensuring the regional activity of HEI’s • some disciplines / branches have no interest in operating in off-campus areas • The Provincial Universityyp of Lapland was p ermanently established in the beginning of 2006.