International Student Recruitment Sweden Norway Finland

International student recruitment:
policies and developments in selected countries:

Sweden, Norway and Finland
Author:
Marianne Cox
This study is an annex to the International Student recruitment, Policies and developments in selected
countries covering 28 countries, published by Nuffic in 2012.
www.nuffic.nl/bestanden/documenten/actueel/nieuws/internationalstudentrecruitment.pdf
International student recruitment:
policies and developments in selected countries:
Sweden, Norway and Finland 1
by Marianne Cox
1
This study is an annex to the International Student recruitment, Policies and developments in selected countries
covering 28 countries, published by Nuffic in 2012.
www.nuffic.nl/bestanden/documenten/actueel/nieuws/internationalstudentrecruitment.pdf
international student recruitment policies and development in selected countries: sweden, norway and finland I 1
About the author
This publication was written under the auspices of Nuffic (Netherlands organisation for international cooperation in higher
education) by the following staff member: Marianne Cox, policy officer/researcher within the UNESCO and Expertise
Development Directorate at Nuffic. She has a broad interest in all aspects relating to internationalisation of higher education,
including teaching and learning, international recognition and the international higher education market.
Acknowledgements
The author would like to express her gratitude to Dr Rosa Becker and Beer Schrder, for their valuable comments and
suggestions and the foreign experts who commented on individual chapters.
2 I international student recruitment policies and development in selected countries: sweden, norway and finland
Table of contents
About the author
Acknowledgements
1. Introduction . . . . . . . . . . . . . . . . 4
2. Sweden . . . . . . . . . . . . . . . . . . 5
2.1 Introduction 5
2.2 Policy strategies for international student recruitment 5
2.3 Policy instruments 6
2.4 Implications for the Netherlands 9
3. Norway . . . . . . . . . . . . . . . . . . 11
3.1 Introduction 11
4. Finland . . . . . . . . . . . . . . . . . . 17
4.1 Introduction 17
5. Conclusion . . . . . . . . . . . . . . . . 21
References . . . . . . . . . . . . . . . . . . . 24
1. Introduction
In 2012 Nuffic published a study on international student recruitment policies and development in a number of selected
countries2. The study presented an overview of recruitment and mobility policies in 24 countries both in and outside Europe
and identified the implications of these developments for the Netherlands. The report was targeted at Dutch early-career
policymakers at national and institutional levels, early-career marketing officers and researchers in the area of international
student mobility.
The present study is an addition to the abovementioned report focussing on three Northern European countries, Sweden,
Norway and Finland. The study aims to provide an overview of national student recruitment policy in the light of the national
education policies of these three countries. Their higher education systems are reasonably comparable in size and scope to
the Dutch system and the policies may align well with Dutch national policy in the future.
This study provides basic background information on recent developments in higher education and the national policy if
in place on international student recruitment. It also describes the related policy instruments. In the analyses the possible
implications of the various instruments for Dutch policy are set against measures and conditions in place in the Netherlands3.
2 www.nuffic.nl/bestanden/documenten/actueel/nieuws/internationalstudentrecruitment.pdf.
3 For information on Dutch national recruitment policy see chapter 2.
2. Sweden
2.1 Introduction
Between 2000 and 2010 Sweden saw an increase in the inflow of international students from 3% of the student population to
10% in 2010. According to the OECD4 in 2009 9.4% of the total higher education population were non-Swedish citizens, both
from the EU and outside the EU, amounting to a total of more than 16,000 in the 2009-2010 academic year. The top five source
countries of international students in Sweden were China, Pakistan, Finland, Iran and India.
In the 2011-2012 academic year Sweden introduced fees for students from non-EU countries and applications of international
students dropped by 76% for regular courses and 86% for international courses. The introduction of fees might lead to a
drop in admission of students from poorer countries and a shift from certain countries to others, particularly in the enrolments
in the English language masters programmes. As higher education is still free for EU students an increase in applications
especially from the UK has been noted by some universities for the 2012-20135 academic year. Moreover, intensive
marketing campaigns set up by the universities and new scholarships schemes for non-European students introduced by
the government6, have led to an increase of foreign applicants of between 23 and 50% at a number of institutions7. Most
applications for these English language masters courses have come from students from the UK, Germany, China, Bangladesh,
the US and Ethiopia.
2.2 Policy strategies for international student recruitment
In Sweden the national government is responsible for higher education policy. Implementation, reviews and analyses however,
are undertaken by agencies under the authority of the various ministries. Higher education institutions are formally government
agencies and have a specific role as public bodies. They are also expected to contribute to political goals such as equality
and economic growth. By law institutions are bound to contribute to regional growth and cooperate with the surrounding
communities8.
However, decision-making in higher education, including the right to determine financial priorities, is largely decentralised
and delegated to the institutions. Institutions are relatively free to set their own goals and priorities in their internationalisation
strategies and recruitment policies.
In spite of proposed cuts, the overall aim of the national government with regard to international cooperation in the education
sector is still to increase mobility and international exchange. A 2009 bill proposed more resources for qualified international
students, better opportunities for international staff mobility, and the possibility for Swedish higher education institutions to
award joint degrees. Marketing should be primarily directed at attracting the best students and the most competent teachers
and researchers in competition with the internationally most attractive and well-established higher education institutions9.
The government has appointed and is funding various agencies including the Swedish Institute and the Swedish National
Agency for Higher Education to promote Swedish higher education abroad and follow the internationalisation activities of the
institutions.
However, the Swedish Institute, which received an enhanced mandate to promote Swedish higher education, points out that in
practice there is no coherent national policy on attracting international students or talent in place yet.
At the same time measures are introduced both at the institutional and at a national level, to attract international students
and combat the decline in the number of third-country (i.e. non-EU/EEA) students. More efforts are being put into marketing,
information and recruitment measures, fast and simple processes to assess whether students are eligible for studies at
4 OECD Education at a Glance 2011,p.333.
5 Lund university reported a 30 % increase in applications from the UK: Sweden on the fall out form fee rebound. ICEF Monitor. 21-09-12.
6 Nearly100 million kronor (approx E 11,5million)) has been set aside by the Swedish government for scholarships to help cover the cost of tuition fees
for non-European students (source: Hgskoleverket).
7 Lund University reported an increase of 23%, the Karolinska Institutet a 50% increase, and Stockholm University was up 30% in applications for
2012-2013. icef Monitor, 21-09-12.
8 OECD Thematic review of Tertiary Education, Country Background report Sweden 2006.
9 Knowledge without borders higher education in the era of globalisation, Bill 2009.
Swedish higher education institutions, scholarship programmes, exchange projects and fast tracks in the application process
for residence permits. Certain higher education institutions have appointed representatives in various countries abroad to
recruit students.
The Swedish government supports higher education institutions by allocating funds to help support recruitment and by
introducing scholarship schemes to fund tuition fees. Nearly 100 million kronor (approximately 11.5 million) was set aside in
2011and raised to 185 million kronor in the 2012-2013 budget (approximately 21.4 million) for scholarships to cover the cost
of tuition fees for non-European students.
2.3 Policy instruments
2.3.1 Institutional recruitment strategies
Until mid-2000 there were no specific economic incentives in Sweden to stimulate the active participation of higher education
institutions in international marketing and marketing measures were relatively restricted10. General coordination of the
marketing of Swedish higher education is now in the hands of the Swedish Institute. One of the most important instruments
developed and maintained by the institute is the www.studyinsweden.se website, which is the most comprehensive
resource for information on higher education in Sweden.
Institutions themselves, however, have begun to develop their own marketing recruitment strategies and tools to achieve their
goals. Apart from traditional marketing channels (campaigns active and more targeted participation in student fairs, etc.),
the web, digital media and new types of alliances have proven to be a successful means of attracting international students.
Other examples of initiatives in these recruitment strategies are online scholarship competitions geared at students in specific
countries or cooperation agreements with companies to give foreign students a leg up on the Swedish labour market.
Individual institutions have also set up extensive marketing campaigns at foreign universities, and have allocated special funds
to enhance internationalisation, student mobility and the recruitment of international students11.
2.3.2 Tuition fees and scholarship opportunities
Per academic year, fees for non-EU/EEA students amount to SEK 90,000 (about 10.6700) for studies in Humanities, Social
sciences and Law and SEK 140,000 (about 16.400) in the sciences. Application fees amount to SEK 900 (about 105)12.
Students from the EU/EEA and Switzerland are entitled to free education in Sweden and remain unaffected by the fees. In
addition, students coming to Sweden as part of an exchange agreement13 regardless of nationality are exempt from both
application and tuition fees.
Recruitment agents are still rare in Sweden. Universities themselves initiate marketing schemes and provide scholarship
opportunities, and some universities have merged their international student recruitment activities. Scholarship schemes and
tuition waivers are in place at individual universities, but news ways of attracting students have also been introduced. One
example is the online scholarship competition aimed at North American students using the web and digital media, a project
initiated by the Swedish Institute and the Swedish Embassy in Washington14. This experimental recruitment instrument was
tested in India in 2011 and proved a successful means to market Swedish higher education. The introduction of fees has
also stimulated institutions to broaden their strategic alliances and attract students including non-EU students through
exchange programmes. An example is the Stockholm University Academic Initiative: a comprehensive cooperation with
a select number of partner institutions around the world. The funding entails an initial investment by the university for
international research collaboration on the one hand and government funding for scholarships for international students,
allocated to chosen academic partners, on the other15.
10 OECD country background report 2006.
11 The University of Stockholm for instance has allocated about SEK 100 million (ca E 11,5 million) in separate funding.
12 The tuition fees for an academic year for international 120-credit masters programmes administered by the Swedish Agency for Higher Education
Services start at SEK 75,000 (nearly E 9000) and averaged SEK 130,000 (E15.000) for the academic year of 2010/11.
13 See below Transnational and collaborative programmes.
14 www.challengeyourperspectives.com. Challenge your perspectives: The Swedish Scholarship awards 2013. An online competition aimed at
American students who wish to undertake a masters programme in Sweden with the universities of Stockholm, Lund and Uppsala at the forefront.
15 www.su.se/english/society-and-business/academic-initiative.
When tuition fees were introduced, state grants were also made available to stimulate the recruitment of particularly well-
qualified students who were subject to these fees. During 2011 a total of SEK 30 million ( 3.5 million) was allocated through
the International Programme Office for Education and Training for scholarships to cover tuition fees, either entirely or in part
(outside living expenses)16. The institutions, however, are still urging the government to broaden these schemes to create more
opportunities for talent from poorer countries and resolve the barriers created by the introduction of fees.
The Swedish Institute also offers a number of scholarship programmes to international students. Following the introduction
of tuition fees, a new scholarship fund was set up to cover tuition fees and living costs for particularly qualified students from
developing countries with which Sweden has long-term development partnerships.
Other scholarships administered by the Swedish institute (largely for non-EU students), are grants for PhD, post-doctoral
students and excellent masters students from selected countries:
the Baltic region (Visby programme - Baltic Sea Region Exchange Programme with prioritised countries Russia, Ukraine,
and Belarus);
Eastern Europe (Albania, Bosnia-Herzegovina, Former Yugoslav Republic of Macedonia, Kosovo and Serbia); and
Turkey (Swedish-Turkish Programme, in specific fields).
American professionals may apply for funding in the framework of the Bicentennial Swedish-American Exchange Fund.
Scholarships are also available in the framework of bilateral exchange programmes with certain countries. Nationals from
China, Italy, and Japan are eligible to apply for these grants. Other organisations also offer scholarships or travel grants for
studies in Sweden. Examples are the Linnaeus-Palme programme (for students from developing countries), UNESCO, Open
Society Foundations, Rotary, and so on17. In addition to the state scholarships, some higher education institutions administer
scholarships that are financed either through their own funds, by companies or by organisations mentioned above18.
2.3.3 Student visa and immigration
For non-EU/EEA students and citizens of Switzerland, a visa for the purpose of study is required for a stay shorter than three
months. For a study period longer than three months students must apply for a residence permit at the Swedish embassy in
their home country. To apply for a permit prospective students must provide proof of admission to an approved education
institution, payment of the first instalment of the tuition fee and payment of a non- refundable permit application fee. In case a
scholarship has been granted, proof of this must also be presented.
Furthermore proof that subsistence is guaranteed during the entire period of studies should be presented. Subsistence is
ensured at SEK 7,300 ( about 900) per month for ten months of the academic year. The amount is set by the Swedish
Migration Board.
Residence permits are limited to the duration of the study period or to one year, whichever is shorter. Permits are renewed
annually, provided the required number of credit points have been obtained and evidence of continued financial support can be
produced.
EU/EEA citizens are permitted to stay in Sweden for more than three months without a residence permit. However, registration
with the Migration Board is required within three months of arrival. For registration proof of enrolment for a course or
programme at least at high school level is required, as well as proof of subsistence and a medical insurance valid in Sweden.
Citizens from Nordic countries do not need a visa or residence permit to study in Sweden.
16 The education institutions were able to use these scholarships flexibly over some time and not all grants had been awarded in the autumn semester
of 2011.
17 www.studyinsweden.se/Scholarships/Non-SI-scholarships/.
18 Universities & University Colleges, Hgskoleverket annual report 2012.
2.3.4 Opportunities for employment during and after study
Students who are enrolled at a Swedish university or university college can work in Sweden during the course of their studies
without a work permit There is no restriction in the number of hours19. However, a residence permit is required for a stay longer
than three months and students need to comply to the requirements to obtain such a permit.
Nordic, EU and EEA citizens are allowed to reside and work in Sweden without a work permit and residence permit, but do
need to register at the Swedish Migration Board (see above).
Non-EU students may stay in Sweden to work, provided a job offer has been granted upon graduation20. Only visiting research
fellows21 or teachers at higher education institutions who participate in research, teaching or lecturing activities for up to three
months altogether over a period of twelve months are exempt from the requirement to obtain a work permit.
In comparison with the other European countries, Sweden has as yet not actively introduced legal opportunities or special
regulations for international students who wish to stay on. Sweden is one of the few countries that does not have a post-study
scheme or a special scheme for highly-skilled migrants in place, although if students receive a job offer before graduation they
are not subject to a labour market test or skilled job requirement22.
2.3.5 Programmes taught in other languages
The language of instruction in higher education in Sweden is primarily Swedish. However some 600 masters degree
programmes and more than 40 bachelors programmes at Swedish universities are taught entirely in English23.
For admission to doctoral studies or research training many departments have no formal Swedish language requirements,
though some knowledge of Swedish is recommended for practical purposes24.
2.3.6 Transnational and collaborative programmes
Higher education institutions are engaged in both bilateral and multilateral international cooperation, exchanges and
international networks. Government action in this area takes place primarily through international organisations and
associations25. Sweden actively participates in a large number of cooperation projects in the framework of the European Union,
Nordic council of ministers, Council of Europe, UNESCO, OECD and others.
The majority of arrangements fall under the exchange programmes Erasmus, Nordplus, Erasmus Mundus and the Linnaeus-
Palme programme, a programme for exchange of teachers and students of first, second and third-cycle levels at higher
education institutions in the framework of Swedish development aid policy.
The Swedish Institute is responsible to put Sweden on the map and foster intercultural relations through meetings, exchanges
and the building of networks. Apart from that, it offers seed funding for collaboration and exchange in the Baltic region and
Eastern Europe.
Sweden has also signed bilateral agreements with China, Italy, and Japan on a number of exchange programmes. Other
cooperation programmes include the Swedish-Turkish Scholarship Programme and the ASEM-DUO Fellowship, a cooperation
programme for higher education between the EU and Asia.
19 This means that the student has the opportunity to work during their period of study without restrictions to duration, specific profession or employer
(EMN report, page 31). However, permit extension depends on study progress (which restricts working hours).
20 More information about working in Sweden for non-EU/EEA citizens: www.workinginsweden.se.
21 Doctoral students are either students or employees in the Swedish system. Employment on a doctoral studentship is the most common form
of funding during a third-cycle study programme. A doctoral student can also receive a full student grant. He or she is then considered to be
a full-time student during the period of study. Student funding, however, cannot be provided for third-cycle studies if a student is or has been
employed on a doctoral studentship or had a study grant for third-cycle studies. In the autumn of 2011, 60% of doctoral students were employed
by institutions on doctoral studentships. In practice most non-EU students are regarded as guest students (consultation SI, 19-12-12 http://www.
doktorandhandboken.nu/engelska/english).
22 ICEF Monitor 2012 on the basis of the Mobile Talent Report. www.svr-migration.de/content/wp.../Study_Mobile_Talent_Engl.pdf.
23 http://www.studyinsweden.se/Course-search/.
24 http://www.studyinsweden.se/How-To-Apply/Doctoral-studies/. Proficiency in Swedish is required as a rule for the vast majority of jobs and for most
study programmes. The exceptions are the programmes offered in English. (consultation SI,19-12-12).
25 www.siu.se.
2.3.6 Research cooperation
The Swedish Foundation for International Cooperation in Research and Higher Education, STINT26, set up in 1994 by an
act of the Swedish Parliament, has a mission to promote the internationalisation of Swedish higher education and research.
The foundation offers a range of funding and scholarship programmes in support of strategic internationalisation at higher
education institutions and has an important role in the promotion of international academic and research collaboration.
Agreements for cooperation, grants and co-funding of research projects have been signed with Brazil (Joint Brazilian-
Swedish Research Collaboration programme), Korea (agreement with the National Research Foundation of Korea) and Japan
(JSPS Post Doctoral Research Fellowship programme). Furthermore, agreements have been signed in the framework of the
Excellence-in-Teaching programme with several leading foreign universities: China (the Chinese University of Hong Kong),
Singapore (Nanyang Institute of Technology and the National University of Singapore) and a number of institutions in the US.
The NSF (National Science Foundation) and STINT encourage and support research cooperation between the US and Sweden.
American researchers may receive supplemental funding if they cooperate with Swedish researchers funded by STINT.
2.3.7 Export of higher education
Another way for higher education institutions to work internationally is to establish branches or offices, or to carry out activities
abroad. Even though Swedish universities have not been very active in this respect, there are a few examples. In 2009, Lund
University established the European University Centre at Beijing University, a coordinated collaboration of ten European
universities that had previously been cooperating with the University of Beijing. The aim is to support joint research projects
and courses at masters and PhD level and create a platform for cooperation of European and Chinese universities. The centre
is also actively involved in Erasmus Mundus exchange activities27. Another example is Stockholm School of Economics, a
private business school funded primarily through private funds. The School runs courses in Latvia and Russia in addition to
research operations in Tokyo in collaboration with Harvard Business School and Tokyo University. On a smaller scale Chalmers
University of Technology in Gothenburg opened the Chalmers International Taiwan Office in 2003 to recruit students from
Taiwan and the surrounding region and to serve as a portal for Swedish students who wish to gain international experience.
2.4 Implications for the Netherlands
Sweden is an attractive destination because of its reputation and ranking as one of the most innovative and dynamic societies
in the world.
On the upside:
Some 6.7% of GDP is devoted to spending on education, while the OECD average is 6.2%. (the Netherlands: 5.9% in
2010)28. Sweden ranks 9th out of 37 countries in terms of spending on education.
There is strong government support for education and research: in the 2012 autumn budget proposal, the government
announced large investments in the engineering education sector (1,600 new places by 2018) and life sciences education
and research (approx 250 million for the next four years).
Sweden enjoys an 81.5% employment rate for all levels of education the second highest rate of all OECD countries after
Iceland29.
Sweden ranks first on the GCI (Global Creativity Index), which measures creativity and prosperity (the Netherlands ranked
10th in 2012)30.
It ranks second in the area of innovation. Sweden has a high ratio of research and development personnel and is leading
in innovative inventions (computer mouse, pacemaker, Skype, Spotify) and creative industries (IKEA).
The World Economic Forum ranks it second globally in competitiveness (the Netherlands: is 8th)31.
Swedish degrees are given high recognition internationally, and a number of institutions have strong reputations especially
in business and technology. Three universities are listed in the top 100 of the Shanghai Jiao Tong ranking.
26 www.stint.se.
27 www.stint.se.
28 2012 http://www.oecd.org/education/EAG2012%20-%20Country%20note%20-%20Sweden5.pdf, pg 7, SWEDEN Country Note Education at a

Glance 2012: OECD Indicators http://epp.eurostat.ec.europa.eu/statistics_explained/index.php.
29 ICEF Monitor; www.icef.monitor.com, Sweden on the fall out from fee rebound, 21-09-12 & www.oecd.org/education/EAG2012%20-%20
Country%20note%20-%20Sweden5.pdf, table A7.1b. and table B4.1.
30 http://martinprosperity.org/media/GCI%20Report%20Sep%202011.pdf, appendix E.
31 http://www3.weforum.org/docs/WEF_GlobalCompetitivenessReport_2010-11.pdf.
Swedish universities distinguish themselves by their informal didactic learning environment, an open climate, with a strong
focus on group work.
More than 400 masters level courses are taught in English, doubling the number in the last four years and the number is
still increasing.
Sweden ranks in the top five, as second after the Netherlands32 in provision of courses taught in English at European
universities.
English is widely spoken.
No work permit is required for visiting researchers.
Tuition is free for EU/EEA students and students from Switzerland.
On the downside:
Sweden has less-developed marketing strategies to recruit foreign students as part of an integrated national policy.
It has a smaller number of courses taught fully in English at all levels in higher education.
Tuition for non-EU students is slightly higher.
There are no formal requirements for knowledge of the national language at post-graduate level33.
In non-economic terms, the country performs well in OECDs Better Life Index measuring general contentment, 10th in the
ranking. The Netherlands ranks 4th34.
The Swedish market for postgraduate students is more or less comparable to the Dutch in terms of ( European)
(European) funding possibilities.
32 Information provided by the Hgskoleverket/Swedish National Agency for Higher Education after consultation.
33 Though there is no formal requirement, command of the national language is considered commendable in a number of fields.
34 http://www.oecdbetterlifeindex.org/topics/life-satisfaction/.
3. Norway
3.1 Introduction
Norway has known a steady increase in the inflow of international students in higher education in recent years. In 2000 2,3%
of the students in tertiary education were foreign nationals with a purpose to study in the country and in 2011 7,3 % of the
total student population ( 250,456 in 201135) were international. At present (2012) there are 19,300 international students in
Norwegian higher education, reflecting a slight rise from the previous academic year (2010-2011). The main source countries of
students with foreign citizenship are Russia, Sweden, Germany, China and France (SIU mobility report 2010). The main source
countries of third country (i.e. non-EU) students are China, Russia, Ethiopia, Nepal and Ghana.
During the last two decades, and in particular since 2000, the share of foreign candidates among PhD candidates at
Norwegian higher education institutions has risen sharply: from only 9% in 1990, to 13% in 2000, to 33% in 2011. The top five
countries sending PhD candidates to Norway are China, Germany, Iran, Ethiopia, and India. PhD candidates are not regarded
as students in Norway, but have the status of temporary academic staff, with corresponding employment benefits (www.nifu.
no).
Higher education institutions have also seen an increased inflow of international students from surrounding Nordic countries
which are now charging fees. In addition, by providing opportunities in its national residential permit policy Norway has
also opened its doors to self-financing international applicants. Even though no official recruitment policy is advocated, its
residential permit policy is expected to positively affect Norways competitive positioning in a market for international talent.
3.2 National policy strategies for international student recruitment
At a national level Norway embraced the Bologna Process and incorporated it in the Quality Reform of Norwegian Higher
education in 200341. The reform introduced an holistic approach to internationalisation, where mobility is considered part of the
context of research collaboration and other aspects of academic activity than as a single-focused activity.
Where the White Paper Internationalisation of Education in Norway42 underscores the great value of international students to
the Norwegian educational system43, Norway does not have a recruitment policy for selected fields or programmes for foreign
students44.
National policy aims to promote favourable conditions to attract international students rather than develop and sustain active
marketing strategies. Only the Research Council of Norway advocates a stated strategy to attract talented foreign researchers.
Rich through its oil and gas finds and fruitful investments of its national revenue, Norway has a strong public sector and welfare
system in line with a left-leaning social democratic political model. The country has a high standard of living and high quality of
higher education. Free education for all including tuition-free higher education irrespective of citizenship is part of its social
democratic political model. The country offers broad financial support to its students, which in some cases is also available to
international students45, and provides generous grants to students from third world countries in the framework of its foreign aid
policies.
35 www.ssb.no/utuvh_en.
36 OECD, Education at a Glance (2011).
37 18.740 in 2011. www.ssb.no/english/subjects/00/minifakta_en/.
38 Immigration of International Students to the EU/EEA, report to the EMN, august 2012.
39 NIFU 25-12 report: PhD in a Knowledge society.
40 SIU Report series, report 02/2011: International Mobility among PhD Candidates at Norwegian Higher Education Institutions (Table 17, 2010).
41 The Quality Reform was evaluated in 2006 by the NIFU STEP (Nordic Institute for Studies in Innovation, Research and Education - Studies in
Technology, innovation, and Economic Policy, known as NIFU since 2001) http://www.nifu.no.
42 (nr 14, 2008-2009).
43 Immigration of International Students to the EU/EEA, report to the EMN, August 2012.
44 State secretary for education dr Kyrre Lekve, interview World University News, March 2012.
45 Per year a quota of a total of 1,100 for third-country full- degree students applies for access to support from the Norwegian State Educational Loan
Fund, a state agency. EMN report, page 10.
The most important national initiatives focus on expanding and strengthening strategic partnerships. Promoting (and
supporting) strategic partnerships with foreign universities and research collaboration including joint degree programmes
has become a priority. A range of partnership models are in place, including intergovernmental cooperation, multi-institutional
networks, institution-to-institution partnership agreements and programme-level collaborations. Cooperation with institutions
in the Nordic region is a high priority and cooperation agreements with the Russian Federation are in place. MoUs have been
signed with China, India, Brazil, Chile and Argentina to foster cooperation, joint research and mobility. A new North America
strategy for higher education cooperation 20122015 was launched recently allocating funding of NOK 10 million a year (about
1.37 million) to advance the existing strategy46. A substantial allocation of funding had also been made available as seed
money to promote joint degrees with partner institutions abroad47.
In Norway increasing student and staff mobility is integrated in national strategic policy. The main priority in the promotional
activities is to attract high quality students, teachers, educators and researchers. The primary target groups are exchange
students and degree-seeking students, especially at masters and PhD level, from priority countries and regions: Europe, Latin
America, Canada and the US.
Under the present government national policies remain in place. However, a changing environment could influence policy
decisions in the future and might play a role after the 2013 elections. The issue of neighbouring countries introducing fees at
public higher education institutions has triggered national debate on Norways tuition-free policy.
Moreover, demographic concerns and a drop in the inflow of national students in various fields have boosted promotional
activities to attract more international students.
3.3 National policy instruments for international student recruitment
3.3.1 Instruments in promotional strategy
The most important instruments in the promotion of Norwegian higher education abroad is the web portal www.studyinnorway.
no and the Norwegian Centre for International Cooperation in Education (SIU)48, a public agency that promotes international
cooperation in education and research. Other promotional activities include the promotion of the growing number of courses49
in English currently more than 200 at masters level good student facilities, including housing, and the provision of a safe
and a high quality living environment.
3.3.2 The Research Council of Norway: recruitment of researchers from abroad
Researcher exchange with other countries is a key factor to strengthen capacity and expertise of the Norwegian research
community and opens the door to international research arenas. Norwegian research institutions are eager to host well-
qualified researchers from abroad and use measures such as the Norwegian section of ERA-MORE, the European network of
researcher mobility portals, in their recruitment activities. A comprehensive international scholarship programme has also been
established to support recruitment efforts.
The European Partnership for Researchers (EPR) is one of five European initiatives aimed at enhancing researcher recruitment
and creating a competitive and attractive European Research Area. The Ministry of Education and Research has given the
Research Council responsibility to follow up these efforts in Norway, in part through the activities outlined below. The schemes
are open to all researchers regardless of country of residence.
The International Scholarship Section (IS) promotes the exchange of advanced students and scientist within the framework of
international mobility and networking programmes. A number of specific programmes like the Yggdrasil mobility programme
(with a budget of NOK 10 million ( about 1.3 million) for international PhD students and younger researchers) are in place.
46 Launch October 2011: New North American Strategy for Higher Education Cooperation 2012-2015, ms Tora Aasland minister of research and Higher
education (2007- March 2012).
47 Recently the government allocated NOK 4,5 million (about E 0,58 million) as seed money to stimulate joint degrees with partner institutions abroad.
48 www.siu.no.
49 Much of this promotion is done by individual institutions with varying intensity and is as yet hardly backed by targeted recruiting strategies. General
promotion of Norway is in the hands of the Foreign Office and embassies abroad.
Norway is the only country in Europe that offers tuition-free higher education regardless of citizenship50. There is a state grant
structure, the Norwegian State Educational Loan Fund (up to NOK 90,800, about 12,500, in 2012-2013)51, which has now
also been extended under certain conditions to foreign nationals, under the name quota scheme52.
There are a number of scholarships available to international students. Apart from Erasmus and Erasmus Mundus grants the
Norwegian government offers the following:
semester grants for field work;

grants for students from Nordic or Baltic higher education institutions (Nordplus);
Young Guest and Doctoral Researchers Annual Scholarships for Investigation and Learning in Norway (Yggdrasil);
state scholarships for students from developing countries and countries in Eastern Europe and Central Asia (the Quota
Scheme);
funds for masters programmes in partnerships between Norwegian institutions and institutions in developing countries
(Norads Programme for Master Studies (NOMA)).
The High North Fellowship Program, funded by the Ministry of Foreign Affairs, offers scholarships for students from the US,
Canada and Russia. More information on grants and scholarships is available on: www.studyinnorway.no.
3.3.4 Student visas and immigration
Any student who wishes to study in Norway for longer than three months, outside summer programmes, needs a residence
permit.
Even though strategically the main priority is to attract high quality students, teachers, educators and researchers no specific
restrictions for a permit apply, provided the student submits proof of admission to an approved education institution, presents
a plan of study, proof of housing and proof of subsistence. Subsistence is ensured at NOK 89,000 (approx 12,000) for a
academic year (2010/2011).
Nationals of the Nordic countries Iceland, Denmark, Sweden and Finland, do not need a student residence permit and no
processing fee applies for applicants from EU/EEA/EFTA countries. For applicants from countries outside the EU/EEA/EFTA
there is a processing fee of NOK 1,100 (approx. 150) per application.
A student residence permit for Norway is granted under the precondition that the student will return to his/her country of legal
permanent residence upon completion of the studies.
A student residence permit does not confer the right to take up employment in Norway. However ,students may work part-time
and full-time during public holidays53 up to a maximum of 20 hours per week provided the work does not interfere with their
study progress. Full-time employment for a restricted period of time is possible if the work is relevant to the students field of
study. These work permits may be renewed under certain conditions.
Students from EU/EEA/EFTA countries are automatically given a work permit for part-time work when granted a student
residence permit and may work for up to 3 months without a work permit.
Students from outside EU/EEA/EFTA countries may also work up to 20 hours a week but need a work permit. Applications
must be accompanied by a statement from the institution confirming that the work will not affect study progress and a letter
from the employer stating that the student has a job offer.
50 Please note that Norway is not a member of the EU. No distinction is made between international students from the EU/EEA/EFTA countries or third-
country students. Only cost and procedure for residence permits vary depending on country of origin (see below). Additionally students pay a small
fee (about 80 135) towards student welfare services ( housing, sports, etc.).
51 Loans and grants are given for a total of eight years of study. The loan is converted into a grant for every passed study unit.
52 A quota of a total of 1,100 third-country students per year get access to support from the Norwegian State Educational Loan Fund. The entire loan
may be remitted as a grant if they resettle in their home countries after completing studies in Norway and document that they will stay there for at
least one year (Norwegian State Educational Loan Fund, 2012c).
53 Immigration of International Students to the EU/EEA, report to the EMN, august 2012, page 24.
The general rule is that international students must leave Norway after completing their studies if they do not fulfil the criteria
for another type of work or residence permit.
After graduation it is possible to obtain a residence permit as a jobseeker or to study Norwegian for six months (job seeking
period). This permit cannot be renewed unless the graduate has lived outside of Norway for at least one year.
For researchers who have been granted a residence permit to carry out research work, permits for part-time work are granted
automatically. A permit for a researcher with his or her own funds can be renewed indefinitely as long as grounds are given and
self-supporting funding is guaranteed.
After completing the research, a residence permit can be granted for a period of up to six months (job seeking period) to seek
employment as a skilled worker. To qualify as a skilled worker an academic degree is required and proof of a minimum income
of at least NOK 368,000 ( 50,220) per year must be presented.
The possibility for graduates to apply for a work permit as a skilled worker has been in place since 2001. There is no policy to
ensure that the skills of international students are matched to the needs of the Norwegian labour market.
The language of instruction in higher education is Norwegian (Norsk). Only few programmes currently only five at
undergraduate level are taught in English. There is a growing number of masters programmes being offered in English and at
present about 220 are taught fully in English. There is one institution where the language of instruction is Sami: Smi University
College.
The policy of the Ministry of Education and Research focuses on targeted measures to increase the mobility of students,
especially those at masters and PhD level, to Norway and increase cooperation and partnerships.
The main priorities of the strategy are:
collaboration at government level and in network arenas;

institutional partnerships and stronger correlation between higher education and research collaboration;
mobility of students and staff.
There is a focus on strategies to build strategic partnerships with institutions abroad and strengthen the cooperation between
Norwegian higher education institutions and their partners. Norways relationships in the EU are at the core of the international
cooperation efforts. Historically, cooperation with neighbouring Nordic and Baltic countries has been strong and of prime
importance in higher education policy. One example is the Nordic Master Programme which aims to stimulate cooperation
between Nordic higher education institutions through the development of joint masters programmes.
As mentioned earlier, another example is the North America Strategy for Higher Education Cooperation 20122015, launched
to further enhance the existing strategy in the cooperation of Norwegian higher education institutions and partners in the US
and Canada. NOK 10 million (about 1.3 million) per year has been allocated to support this strategy.
A similar strategy is pursued in the Cooperation Programme with Russia 20112015, where cooperation between Norwegian
and Russian institutions is supported in specific academic fields.
MoUs have been signed with a number of institutions in China and the Norwegian Ministry of Education and Research has
made small funding available for higher education collaboration with eight institutions in China. Similar agreements have been
signed with Argentina, Brazil, Chile, India and Japan54.
54 Immigration of International Students to the EU/EEA, report to the EMN, august 2012, page 37.
In the framework of development cooperation there are various partnerships, schemes and programmes in place (NORHED,
NOFU, QUOTA) as well as bilateral cooperation programmes at PhD level with Pakistan and Tanzania.
Furthermore, the Norwegian Cooperation Programme in Higher Education with Eurasia supports project cooperation between
institutions in Norway and Armenia, Azerbaijan, Belarus, Georgia, Kazakhstan, Kirgizstan, Moldova, Tajikistan, Turkmenistan,
Ukraine and Uzbekistan.
Norway has not established international branch campuses abroad apart from the BI Norwegian Business School
(Handelshyskolen BI), the largest private institution in the country, which offers offshore programmes in China, Lithuania and
Singapore.
3.3.8 Research cooperation
Research policy advocates a focus on internationalisation and the national Research Council seeks to enhance international
cooperation in its strategies55. High priority is given to cooperation with multinational organisations such as the EU, the
European Science Foundation (ESF), COST and EUREKA as well as to Nordic research cooperation. Priority is also given to
bilateral relations with partner countries such as the US, Canada, India, Japan, China and Russia.
Research collaboration in connection with development assistance projects is targeted especially at South Africa and the
West Balkans. The Research Council has entered into cultural agreements with 27 countries, offering reciprocal exchange
of students and specialists. A special international affairs staff has been established under the Director-General and given
responsibility for specific strategic tasks and much of the contact with research institutions and organisations abroad.
The focus of cooperation is on strategic partnerships at masters and PhD level with special attention for specific academic
areas in which Norway distinguishes itself: petroleum and marine sciences, renewable energy, environmental sciences and
polar research.
Norway is an attractive study destination because of its reputation for high quality education, a high standard of living and
quality of life. It is the only country in Europe where higher education is free.
On the upside:
More than 6.2 % of GDP 56/57 is devoted to education spending, in line with the OECD average of 6,2% (the Netherlands is
at 5.9% (2010)). Norway ranks 17 out of 37 countries in terms of spending on education.
Norway has a high employment rate (about 97%).
Four universities are listed in the top 500 of the Shanghai ranking, with the University of Oslo in the top 100 (67/100).
There are no tuition fees.
National financial support is available to international students.
There are English-taught programmes (especially at masters level).
Norway has a distinguished international research environment in specific research areas.
There is a focus on mobility and exchange possibilities within strategic partnerships.
Much national funding is available to support international cooperation.
There is national support for joint degree programmes.
Norway offers a safe environment and excellent student facilities (including housing).
Norway ranks seventh in the Global Creativity index which measures creativity and prosperity (the Netherlands ranks
tenth58 in 2012).
Norway offers a safe environment and excellent student facilities (including housing).
It ranks second in de OECDs Better Life Index measuring general contenment59.
55 www.forskningsradet.no.
56 www.oecd.org/edu/EAG2012%20-%20Key%20Facts%20-%20Norway.pdf.
57 2012 http://www.oecd.org/education/EAG2012%20-%20Country%20note%20-%205.pdf, page 7, Education at a Glance 2012: OECD Indicators.
59 http://epp.eurostat.ec.europa.eu/statistics_explained/index.php?title=File:Public_expenditure_on_education,_2009_(1)_(%25_of_GDP).png&filetimest
amp=20121001110035.
The position for post-graduates is strong.
- more financial resources;
- strongly supported national strategies for attracting talent;
- strategic partnerships that alleviate administrative and practical issues;
- assessment of quality guaranteed in partnerships.
On the downside:
Norway is expensive in terms of cost of living.

The country has a challenging climate.
4. Finland
4.1 Introduction
The number of foreign students at Finnish higher education institutions is increasing steadily. According to the OECD60 in 2009
4.1% of the student population were international students, i.e. students without Finnish citizenship. In that year, there were
more than 14,000 foreign degree students in Finland: well over 7,000 attended universities of applied sciences and nearly
7,000 attended research universities. The universities of applied sciences have been especially active in recruiting international
degree students. In 2011 17,634 international degree students were registered, of whom 8,874 were at universities of applied
sciences and 8,760 at research universities, according to Statistics Finland. The growth in the number of international students
is also reflected in the 14% increase in the number of applications for residence permits for studies between 2006 and 2011.
Student credit mobility in Finnish higher education61 traditionally focussed on Europe, yet figures show an increase in student
inflow from outside the EU. In student degree mobility more than 50% of theinternational degree students come from countries
outside Europe. At present the main source countries are China, Russia, Nepal, Nigeria, Estonia and Vietnam62.
Relatively more foreign students are attracted by Finnish graduate schools than by undergraduate studies due to the number
of programmes offered fully in English63.
Finland has a binary higher education system with 16 research universities and 25 universities of applied sciences or
polytechnics64, with programmes in line with the Bologna Process. A numerus clausus applies for admission to all programmes
and entrance examinations are standard in Finnish higher education. The exams are compulsory for both Finnish and
non-Finnish applicants.
4.2 Policy Strategies for international student recruitment
In Finland, education policy, legislation and funding are determined by the government. Policy guidelines are specified in the
Government Programme and for education - in the Education and Research Development Plan, adopted by the government
every four years.
A wide-ranging reform of higher education and public research was launched by the present government, which came into
office in 2007. A new Universities Act was passed in 2009 with an aim to have reforms in place by 2012. The main issues
include the reform of the universities, amendment of the Polytechnics Act, structural development of higher education
institutions, a national innovation strategy, revision of the national research infrastructure policy and a four-tier researcher career
system. Institutions are made more responsible for the implementation of national policy and a part of the funding is based on
performance in internationalisation, e.g. the number of outgoing exchange students and international degree students.
A National strategy for the internationalisation of higher education 2009 -2015 policy paper was included in the Government
Programme in 200965, providing more specific guidelines for the internationalisation of the higher education institutions.
A number of goals were set and thirty measures were proposed to develop Finnish institutions into genuine international
education and research communities, with more international students, staff and researchers, and to boost Finlands position
as an assertive player in an open competitive international environment66.
60 OECD, Education at a Glance 2012.
61 National statistics compiled by CIMO, Centre for International Mobility.
62 Data from 2011, Centre for International Mobility (CIMO).
63 http://www.stat.fi; According to statistics from Statistics Finland 12% of PhD students were foreign, against 10% of research universities masters
students and 5.8 % of universities of applied sciences bachelors students.(consultation CIMO 14-12-12).
64 http://www.minedu.fi/OPM/Koulutus/ammattikorkeakoulutus/ammattikorkeakoulut/.
65 The policy was brought forward in the Education and Research 2011-2016 Development Plan presented by the Minsitry of Education and Culture in
2012.
66 The higher education institutions are responsible for the allocation of the resources required by internationalisation and re-orientation within the
framework of their overall funding. In the 20102012 agreement period, the basic funding of universities includes funding based on the quality
and impact of education and research. In the formula, criteria pertaining to internationalisation affect the allocation of funding. Moreover, the
basic funding of universities includes strategy funding based on universities own strategies. One of the grounds for the allocation funding is
the implementation of an internationalisation strategy at the institution. Some of the criteria of the allocation of performance-based funding of
polytechnics are connected with internationalisation,... (MOW strategy, p.36). However, the biggest proportion of funding is based on number of
degrees and students.
Targets include67:
stronger international alliances and joint education provision through joint degree and double degree programmes;
more cooperation with the BRIC countries (Brazil, Russia, India and China);
intensified cooperation between the higher education institutions and CIMO68 and more links with the ERASMUS
programme;
doubling of the number of international students to 20,000 by 2015
The strategy reflects a change in policy where international higher education is no longer primarily a public responsibility but is
to be considered a private good69, including a strong emphasis to recruit more international students.
4.3 Policy instruments
The Ministry of Education stresses the need for Finnish higher education to become a more visible player on the international
stage, highlighting the importance of countries that are major export markets for Finnish industry. Most funding allocated by
the government is made available for the promotion of research. Public and private funding for R&D has been raised to 4%
of the GDP. The Growth and Internationalisation of Competence Clusters programme 20072013, launched by the Ministry of
Education in cooperation with the Ministry of Employment and Economic Affairs, is geared to also encourage polytechnics to
participate in international research and development activities, with international student recruitment as an important goal.
The marketing of Finnish higher education is the responsibility of CIMO, the Centre for International Mobility, an independent
agency under the Finnish Ministry of Education and Culture, appointed to promote international cooperation and mobility
with specific emphasis on education, training, working life, culture and young people. CIMO is responsible for the www.
studyinfinland.fi website, an important marketing instrument, and for the national implementation of the EU education
programmes. CIMO also serves as the national LLP agency in Finland.
In recent years, higher education institutions have stepped up their marketing efforts directed at international students, through
online advertising, student fairs and alumni networks. There are also several regional institutional networks doing promotion in
the region. All institutions have websites in English and have now established international student services.
In Finland no tuition fees are charged for bachelors level degree programmes nor for most masters programmes, for home
students nor for foreign students70. No national scholarships are made available as the cost of this education is covered by the
Finnish government.
Under the new Universities Act and its amendments effective from the beginning of 2010 the possibility to charge fees
was introduced. A pilot was instigated allowing Finnish higher education institutions to charge tuition fees to international
students for a number of masters71 programmes on a five-year trial basis, provided that a scholarship scheme is included in
the arrangements.
Moreover, Finnish institutions can also charge fees for degree programmes if the fees are paid by a third organisation rather
than the individual student. This is known as the made-to-order model. The new Universities Act (558/2009) states that the
fees concerned must cover at least the costs incurred in providing the education72.
In many ways, determining fees is still an open question for Finnish institutions. Although a ministerial working group proposed
the introduction of an annual tuition fee of between 3,500 and 12,000 in August 200573 the current legislation does not set
any specific parameters for Finnish institutions on charging fees.
67 Education and Research 2011-2016 Development Plan, page 49.
68 CIMO, the Center for International Mobility appointed by the Ministry.
69 VALOA report 2012, page 12.
70 A tuition fee pilot is currently underway, in which higher education institutions can participate between 2010 and 2014 by charging fees to non-EEA
students who have been admitted to a masters degree programme taught in a foreign language. The fee is conditional on the institution having a
scholarship scheme to support students who are taking part in programmes subject to a fee.
71 Journal of Studies in International Education, Tuition Fees for International Students in Finland: Where to Go From Here? 5 December 2011, page 4.
72 Idem, page 10.
73 Call for annual, 2005, idem page 10.
In the cases where masters level programmes charge a tuition fee for non-EU/EEA students, institutional scholarships are
available for these students. These scholarships are granted directly by the university in question. Scholarships are also
available for Erasmus Mundus masters programmes, granted via the university consortium offering the Erasmus Mundus
programme in question. In addition, some, though few, scholarships available for studies in specific fields such as programmes
in Finnish language studies.
Scholarships in Finland are generally made available primarily for doctoral level studies and research. The joint Finland
Distinguished Professor Programme (FiDiPro) funding project of the Academy of Finland and Tekes, the Finnish Funding
Agency for Technology and Innovation, provides higher education institutions and research institutes with an opportunity to
recruit non-Finnish top researchers or Finnish top researchers who have worked extensively abroad for a fixed term to
engage in and promote research in Finland.
For transatlantic exchange and academic cooperation between Finland and North America the Fulbright Centre programmes
are important tools74.
4.3.2 Student visa and immigration
Residence permits for foreign students
If studies last for more than three months, a foreigner must apply for a residence permit in Finland. A foreign national who
studies in Finland for less than three months may stay in the country on a visa. Citizens of visa-exempt countries can study in
Finland for up to three months without a visa.
For programmes shorter than three months therefore, international students can stay until their visa expires. For studies longer
than three months in post-secondary school education leading to a qualification, international students need a residence
permit for study purposes. Post-secondary school education includes universities and vocational institutions.
The first residence permits for the purpose of studying are issued for one year with a processing fee of 250 (2011). In the
application proof must be presented that their income is secured during the academic year in Finland and students from a
non-EU country must have a valid health insurance issued by an established company or institution.
Extension takes place annually provided the student makes sufficient progress in his or her studies. The charge for the
extension of a student residence permit is currently 108.
Students who have been granted a temporary residence permit, i.e. a study permit, cannot apply for a permanent residence
permit. If the students reasons for residing in Finland change and if he/she has been granted a permanent residence permit,
he/she may be granted a permanent residence permit after residing in Finland for four consecutive years. Students are then
entitled to student financial aid and social security benefits.
From 1 September 2007, non-EU graduates can extend their residence permit for six months after graduation to look for a job.
If they secure a highly paid job (with a gross salary of 4,832 per month), they are eligible for another type of residence and
work permit that was recently introduced: the Blue Card with extended social benefits80.
74 The Ministry of Education increased its annual appropriation to the Fulbright Centre by 50% as from 2010.
75 Under Article 16 of the EC Regulation on visas, prospective students from non-EU countries are not subject to visa application fees.
76 EU citizens and nationals of Iceland, Liechtenstein, Norway and Switzerland can study in Finland for up to three months without a visa. These
citizens do not usually need a residence permit either. They must however, register at a police station if their stay in Finland exceeds three months (or
six months for Nordic citizens).
77 EMN report, page 160.
78 Insurance policies recommended (and accepted) by the Finnish immigration service can be found on the services website: http://www.migri.fi/
services/faq/residence_permits/students.
79 Regulation in place as from 2007.
80 Infopankki, 2011, VALOA p13.
EU and equivalent citizens can work while they study in Finland. Students from non-EU member states may work under certain
conditions provided that they have a residence permit granted for study purposes. Work involves practical training included
as part of a degree programme or part-time work not exceeding 20 hours a week. Full-time employment may be undertaken
during holidays when no classes or lectures are taking place, generally in summer and during the Christmas holidays81.
After completing his/her studies, an international student may apply for an extended permit to work as an employed or a
self-employed person. He/she may also stay in Finland to find employment and apply for a specific residence permit for this
purpose, valid for six months.
To meet future labour needs English-language programmes have been introduced at universities of applied sciences. Studies
at a university of applied sciences include a period of traineeship and various projects to work towards employment and build
up contacts in the world of work.
Various studies have shown that graduates have difficulties finding a job, often due to Finnish-language proficiency
requirements, employers attitudes and lack of proper networks in Finland. There are national statistics however showing that
about 75% of foreign graduates stay in Finland82.
Finnish and Swedish are the official languages in Finland, defined as such by the Finnish constitution. All university graduates
must demonstrate their proficiency in the other official language and meet the standard required of all academically-educated
public servants83.
Finnish higher education institutions provide more than 390 degree programmes at bachelors, masters and doctorate level,
leading to national higher education degrees. About 500 of these study programmes, both short-term and degree programmes,
are taught fully in English84.Some of the programmes are short non-degree courses available as part of an exchange
programme, others are broader-based full degree programmes85 that take several years to complete and lead to official Finnish
higher education degrees.
Finland is involved and actively participates in cooperation in the framework of the EU, the Copenhagen Process, the Nordic
Cooperation, UNESCO, OECD, and follows the Bologna process.
Apart from intra-EU mobility and exchanges within the framework of Erasmus and Erasmus Mundus, Finnish higher education
institutions are involved in a large number of bilateral agreements with foreign higher education institutions. Bilateral mobility
agreements have been signed with institutions in Australia, North America (Canada and the United States) South America
(Argentina, Chile, Brazil, Mexico, Peru, Uruguay), Asia (China, including Hong Kong, Japan, South Korea, Singapore, Thailand,
Taiwan, Malaysia), Africa (Egypt, Algeria, Ghana, Uganda, Malawi, Mali, Ethiopia, Kenya, Zambia, Tanzania, Botswana and
South Africa), India, Israel, Kosovo, Montenegro, Macedonia and as an important partner Russia (EMN survey).
In an extensive cooperation programme with Russia the CBU programme86 a university consortium of reputed universities
in Russia and Finland jointly offer masters degree programmes in five fields of study. The CBU consortium involves ten
universities: four in Finland and six in Russia.
Close cooperation with the neighbouring countries is in place in the Nordplus higher education programme. The programme is
administered by CIMO alongside other mobility programmes such as:
81 Finnish national board of education.
82 On the other hand, (consultation CIMO 14-12-12).
83 http://en.wikipedia.org/wiki/Mandatory_Swedish
84 http://www.studyinfinland.fi/study_options/degree_programmes.
85 275 in 2008.
86 http://cbu.fi/en/cbusta/.
FIRST: student exchange between higher education institutions in Finland and
Russia;
Nordplus Higher Education: student exchange between higher education
institutions in the Nordic and Baltic countries;
North2North: student exchange in the Nordic countries, Russia and North
America;
North-South-South: student mobility between higher education institutions in Finland and developing countries;
Science without borders cooperation with Brazil (recent new activity);
the ICI programme with funding for cooperation with higher education institutions in China.
Finland has established cultural and scientific institutes in foreign countries to foster international awareness of Finnish culture
and science. Studies in Finnish language and culture are offered at more than 100 universities in 30 different countries. The
centre for international mobility CIMO supports these efforts through the Council for Finnish Studies at Universities Abroad
(UKAN).
4.3.6 Other cooperation
Finnish institutions are involved in research cooperation, joint doctoral programmes (including a research period at a partner
university), University of the Arctic87 partnerships and actively participate in digital research communities, such as the dual
degree programmes offered by the EIT ICT88 Master School.
Institutions also engage in various forms of cooperation, both in the framework of capacity building with higher education
institutions in third countries (i.e. non- EU) and in student mobility agreements89. More cooperation with Chinese higher
education is also promoted. At present there is a liaison officer in Shanghai, who was posted after a two-year pilot project, to
assist higher education institutions in Chinese cooperation.
The ministry has also set goals to further develop the Cross-Border University (CBU) project and the Barents Cross-Border
University project into an internationally renowned and appealing concept. By 2012, the University of Eastern Finland will
establish a CBU unit and the CBU is to expand its activities to researcher education and research and innovation cooperation.
Finland is an attractive destination because it is a global leader in information technology and it enjoys gender equality,
low levels of corruption, a high standard of living and quality of life.
Some 6.4 % of Finlands GDP is devoted to spending on education, while the OECD average is 6.2% (the Netherlands:
5.9% in 2010)90. Finland ranks 11th out of 37 countries in terms of education spending.
The employment rate for all levels of education is 92,4%91.
Finland ranks 7th out of 139 countries in the World Economic Forum Global Competiveness92 Index (2012-2011).
Five universities are ranked in the top 500 of the Shanghai ranking (2012) with the University of Helsinki in the top 100.
Students from EU/EEA countries do not need to pay tuition fees.
Finland is known as an open society.
It has an innovative mindset with a strong focus on investing in education.
There is an emphasis on nature and the environment: clean air and clean water.
Finland ranks 3rd on the GCI (Global Creativity Index), which measures creativity and prosperity (the Netherlands ranks
10th)93.
87 The University of the Arctic (UArctic) is a cooperative network of universities, colleges, and other organisations committed to higher education and
research in the North. It is a membership organisation of more than 130 higher education institutions that share resources, facilities, and expertise to
build post-secondary education programmes that are relevant and accessible to northern students. http://www.uarctic.org/.
88 IT ICT Labs is one of the first three Knowledge and Innovation Communities (KICs). http://www.masterschool.eitictlabs.eu/about/.
89 An example is the HEI-ICI programme (The Higher Education Institutions Institutional Cooperation Instrument).
90 2012 http://www.oecd.org/education/EAG2012%20-%20Country%20note%20-%20Sweden5.pdf, page 7, FinlandKey Facts Education at a

Glance 2012: OECD Indicators & http://epp.eurostat.ec.europa.eu/statistics_explained/index.php.
91 http://en.wikipedia.org/wiki/List_of_countries_by_unemployment_rate, april 2012 (source: Harmonised unemployment rate by gender. Eurostat.

http://epp.eurostat.ec.europa.eu/tgm/table.do?tab=table&language=en&pcode=teilm020&tableSelection=1&plugin=1. Retrieved 2011-05-31.
92 http://en.wikipedia.org/wiki/International_rankings_of_Finland.
On the downside/impediments::
The cost of living is high.

The language is difficult.
The labour market is small.
Residence permit bureaucracy is high.
international student services at higher education institutions are still in their infancy
Employability and career services are not yet fully developed in the Finnish higher education system94.
Access to the labour market for foreign graduates can be troublesome.
94 CIMO, 2011 based upon information from the International Student Barometer.
5. Conclusion
Norway and Finland are fairly comparable in terms of population and participation in higher education with about 250,000 to
300,000 students in higher education. Sweden has a larger population and just over 370,000 students in higher education.
In terms of recruitment policy for international students the countries do not have explicit national policies, though initiatives
to attract more international students are propagated at different levels. Norway does not have a national policy for the
recruitment of international students as such, but it has a very clear policy on international research cooperation which
includes international mobility of students and staff. This kind of research cooperation is actually in place in all three Nordic
countries. International research cooperation is seen as the most beneficial vehicle for international mobility in higher
education, and is adopted as a way to attract talented research students in particular.
In all three countries higher education was free until quite recently. At present only Norway has retained a completely tuition-
free higher education system, both for national and international students. In Sweden, where tuition fees for non EU/EEA
students were introduced recently, and in Finland which is running a pilot, charging fees is linked to improving quality rather
than meeting commercial interests.
Concerns with demographic prognoses which have triggered the call for initiatives to retain international talent in order to
strengthen the future labour force, have as yet come to the fore tentatively in the three countries. Instruments like post-study
work schemes to retain international talent after graduation are in place in Norway and have been introduced in Finland.
Though Sweden offers good opportunities for students to work during their studies, no specific post-study work schemes are
in place.
Other instruments to attract international students especially from outside the EU include scholarship schemes. With the
introduction of fees for non-EU/EEA students new schemes were introduced in Sweden. In Finland scholarships are generally
made available for doctoral-level studies and research. Norway provides generous financial support to its own students as well
as to international students with additional grant opportunities for postgraduate and research students, especially from outside
the EU.
In general it seems that these three Nordic countries focus primarily on international research cooperation in higher education
in view of the benefits in the long term. As far as the Netherlands is concerned , even though a number of successful initiatives
and instruments to recruit international students have been established, further cooperation with the Nordic countries could
certainly increase its chances and strengthen its prospects to attract more international talent into its higher education system
in the long run.
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International student recruitment:

policies and developments in selected countries:

About the author

2.2 Policy strategies for international student recruitment 5

2.3 Policy instruments 6

2.4 Implications for the Netherlands 9

3.2 Policy strategies for international student recruitment 11

3.3 Policy instruments 12

3.4 Implications for the Netherlands 15

4.2 Policy strategies for international student recruitment 17

4.3 Policy instruments 18

4.4 Implications for the Netherlands 21

3 For information on Dutch national recruitment policy see chapter 2.

2.2 Policy strategies for international student recruitment

4 OECD Education at a Glance 2011,p.333.

2.3 Policy instruments

2.3.1 Institutional recruitment strategies

2.3.2 Tuition fees and scholarship opportunities

10 OECD country background report 2006.

13 See below Transnational and collaborative programmes.

2.3.3 Student visa and immigration

18 Universities & University Colleges, Hgskoleverket annual report 2012.

2.3.5 Programmes taught in other languages

2.3.6 Transnational and collaborative programmes

20 More information about working in Sweden for non-EU/EEA citizens: www.workinginsweden.se.

2.3.7 Export of higher education

2.4 Implications for the Netherlands

28 2012 http://www.oecd.org/education/EAG2012%20-%20Country%20note%20-%20Sweden5.pdf, pg 7, SWEDEN Country Note Education at a

3.2 National policy strategies for international student recruitment

36 OECD, Education at a Glance (2011).

37 18.740 in 2011. www.ssb.no/english/subjects/00/minifakta_en/.

39 NIFU 25-12 report: PhD in a Knowledge society.

42 (nr 14, 2008-2009).

3.3 National policy instruments for international student recruitment

3.3.1 Instruments in promotional strategy

3.3.2 The Research Council of Norway: recruitment of researchers from abroad

semester grants for field work;

3.3.4 Student visas and immigration

3.3.5 Opportunities for employment during and after study

3.3.6 Programmes taught in other languages

3.3.7 Transnational and collaborative programmes

The main priorities of the strategy are:

collaboration at government level and in network arenas;

3.3.8 Research cooperation

3.4 Implications for the Netherlands

57 2012 http://www.oecd.org/education/EAG2012%20-%20Country%20note%20-%205.pdf, page 7, Education at a Glance 2012: OECD Indicators.

Norway is expensive in terms of cost of living.

4.2 Policy Strategies for international student recruitment

60 OECD, Education at a Glance 2012.

61 National statistics compiled by CIMO, Centre for International Mobility.

62 Data from 2011, Centre for International Mobility (CIMO).

4.3 Policy instruments

4.3.1 Tuition fees and scholarship opportunities

67 Education and Research 2011-2016 Development Plan, page 49.

68 CIMO, the Center for International Mobility appointed by the Ministry.

69 VALOA report 2012, page 12.

72 Idem, page 10.

73 Call for annual, 2005, idem page 10.

4.3.2 Student visa and immigration

Residence permits for foreign students

77 EMN report, page 160.

79 Regulation in place as from 2007.