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- W2073520006 abstract "In the late 1960s and early 1970s, two new universities and more than ten regional colleges were founded in Norway. In addition, more than 100 schools and colleges have been upgraded to higher education institutions in recent years, signifying a strong emphasis on decentralisation. Lately, however, this emphasis has shown signs of weakening while at the same time the classical universities have come back into the limelight. Recent constraints on public spending have obviously influenced these changes. Though rich in oil and energy, Norway has increasingly been unable to remain immune from international economic difficulties. Besides curtailing further expansion of higher education, this climate of concern has led to a renewed interest in the contribution of higher education to national economic well-being. A recent government commission pointed to education and research at the universities as important instruments for improving Norway's technical and industrial capabilities and international competitiveness. No major planning document or White Paper on higher education has been published since the early 1970s, and in the last few years the sector, has attracted little public attention or controversy, though the Social Democrats' recent proposals for extended access to higher education as well as for more expensive student loans are notable exceptions. In the last Long-Term Programme, the previous government announced the publication of a White Paper on higher education in the next fouryear planning period (1982-85). With the Social Democrats losing the 1981 parliamentary election, however, and a conservative government taking office for the first time in 50 years, some policy changes in this area are perhaps to be expected. Since 1975, enrolment figures have increased in the non-university part of higher education while remaining at a virtually constant level in the universities. An increase in the percentage of female students as well as a greater influx of older students-many with substantial work experience-have considerably changed the composition of the student body in most institutions. Furthermore, the degree structure has been revised, most significantly at graduate level where an AngloAmerican type of doctorate has been introduced in several fields of study. (Career opportunities at the universities have often been limited, and 'aging without newcomers' has been the rule in many university departments (Skoie, 1976). Even so, there are shortages of qualified applicants for academic posts in" @default.
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- W2073520006 date "1982-01-01" @default.
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- W2073520006 title "Recent Trends in Norwegian Higher Education" @default.
- W2073520006 doi "https://doi.org/10.2307/1502654" @default.
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