Norway: A Case Study
The Norwegian GDN Network Delegation in 2024 offered a comprehensive view into Norway’s evolving higher education sector, with an emphasis on digital transformation, international student mobility, and academic quality assurance. This delegation highlighted Norway’s proactive efforts to enhance teaching and learning through innovative strategies, which reflect national priorities in both policy and practice.
Digital Transformation in Education
Guided by the Strategy for Digital Transformation in Higher Education, Norway has integrated digital tools to create more flexible, inclusive learning environments. This strategy supports online and hybrid learning and links academic programs to labor market demands, enhancing Norway’s adaptability in a rapidly digitalizing world. The “top-down” digital initiatives, largely directed by administrative and policy bodies, align with international trends and address technical infrastructure, data security, and tools for better institutional collaboration.
Studies indicate that external pressures, such as government-led digital initiatives, significantly influence adoption across Norwegian institutions. However, the strategy faces challenges in its implementation when digitalization efforts are undertaken by non-leadership faculty, where the impact tends to be limited. Efforts led by academic administrators and IT staff, in partnership with faculty leadership, have seen more success in incorporating technology into pedagogy, though Norway still lags behind some peers in Denmark, where similar initiatives have been more widely adopted.
Social Inclusion of Refugees and Marginalized Groups
Norway’s higher education policies underscore social inclusion, particularly in integrating refugees and marginalized groups into academic settings. Current frameworks prioritize access but have been critiqued for not fully empowering these groups. A study exploring this issue reveals that the access-driven policy model, while inclusive, tends to lack components for fostering participation and empowerment. This approach reflects broader socio-economic policies and the predominance of neoliberal values, which some argue limit the role of higher education as an instrument of social equity.
International Student Mobility and Workforce Integration
International student mobility (ISM) plays a vital role in Norway’s educational landscape, with about 15% of graduates engaging in study abroad programs (Wiers-Jenssen & Støren, 2021). Although mobility has been seen as a factor in improving employability, recent studies suggest limited direct benefits on employment outcomes. ISM does, however, facilitate smoother transitions for graduates in fields like business and administration, while its impact is less pronounced for others, such as the humanities. Additionally, ISM participants from higher socioeconomic backgrounds tend to benefit more in Norway’s labor market, reflecting global findings that such mobility is often more advantageous for students with pre-existing social and academic resources.
Long-term Strategy for Science and Innovation
Norway’s Long-term Plan for Research and Higher Education (LTP) sets a strategic direction for academic excellence, addressing societal challenges, and enhancing innovation. Through the LTP, Norway strives to create outstanding research communities, foster innovation, and respond to societal needs, especially those arising from environmental issues like climate change. This long-term approach underscores a commitment to systemic improvements in governance and aligns Norway’s academic and research agendas with the European innovation landscape.
Concluding Thoughts
In sum, the Norwegian GDN Network Delegation illustrates Norway’s holistic approach to higher education, balancing digital innovation with social and academic inclusivity. Norway’s dedication to reforming its higher education policies and practices underlines its commitment to fostering a globally connected, socially responsible, and adaptable academic environment. Through this lens, Norway’s advancements offer a model of education that prioritizes lifelong learning, digital readiness, and inclusive academic communities.
RESOURCES
The University of Oslo is an internationally recognized university focusing on improving its global network, aiming to develop knowledge that contributes to a sustainable world through academic, institutional, national and even international boundaries. Through global engagement, The University of Oslo is concentrating on making notable contributions to the global knowledge base in order to address significant international challenges. The University of Oslo is committed to making long-term strategic partnerships with world-leading universities, focusing on improving its quality of research, education, and innovation. It also actively participates in international and European university alliances and networks including Circle U European University Alliance, The Guild of European Research-Intensive Universities, The European University Association, and The Nordic Association of University Administrators.
The Norwegian Directorate for Higher Education and Skills serves as the executive agency for the Ministry of Education and Research, overseeing the higher education and higher vocational education sectors and managing national skills policy. It provides advice to the Ministry, implements national policies, and coordinates incentive schemes and management tools. Through participation in the European networks, it is responsible for informing Norwegian stakeholders about foreign qualifications and education systems, as well as the Norwegian education system and approval schemes. Additionally, it is responsible for providing direction about the EU’s Professional Qualifications Directive and regulated professions in Norway.
The Ministry of Education and Research of the Government of Norway plays a pivotal role in shaping and overseeing the education and research sectors within the country. It is responsible for developing policies, setting standards, and ensuring the highest quality of education and research for the benefit of all Norwegian citizens.
The Ministry formulates comprehensive policies and curricula across all educational levels and ensures that national standards are consistently met in schools. By monitoring and analyzing educational outcomes and trends, the Ministry adapts its strategies to provide effective support and improvements in the sector. It also manages financial aid programs to assist students pursuing higher education.
In the realm of research, the Ministry sets strategic goals and allocates funding to institutions and researchers, fostering innovation and advancing progress across various fields of study. Through its oversight and financial support, the Ministry aims to drive research excellence and maintain Norway’s competitive edge in global scientific and technological arenas.
The Norwegian Agency for Quality Assurance in Education (NOKUT) is an autonomous expert body operating under the Ministry of Education and Research. Its main focus is to assist in allowing society as a whole to have confidence in Norwegian higher education. Numerous experts at NOKUT take part in evaluation and accrediting processes annually. NOKUT uses international standards as the basis for its assurance and recognition of education and participates in various international and European projects.
Universities Norway (UHR) is a collaborative organization representing 32 accredited universities and university colleges. The Council of Representatives, UHR’s highest authority, elects the Board, which functions as the executive body. The Board’s decisions are primarily based on case studies and recommendations from UHR’s strategic bodies. UHR leverages its extensive networks to access specialized academic and administrative expertise from across the sector.
NORHED, the Norwegian Programme for Capacity Development in Higher Education and Research for Development, focuses on building the capacity of universities in developing countries to improve graduate quality, enhance research, and promote inclusive education. Norway’s development policy emphasizes higher education and research, recognizing these as key to developing intellectual resources, skilled workforces, advancing gender equality, human rights, and democracy. Universities play a pivotal role in creating evidence-based policies, essential for the structural changes needed to meet the United Nations’ 2030 Sustainable Development Goals. Norad supports academic collaboration through North-South-South university partnerships, as outlined in the NORHED Programme Document. NORHED projects align with the priorities of the education sectors in developing countries, ensuring they are grounded in local needs and government policies at the national or regional level. Intended outcomes such as high-quality graduates, more and higher-quality research, and more inclusive education are all part of the NORHED programme framework.
The Norwegian Agency for Shared Services in Education and Research (Sikt) aims to create, facilitate, and provide new technology to enhance efficiency, improve quality, and ensure access to knowledge. Sikt was formed by merging NSD (Norwegian Center for Research Data AS), Uninett AS, and Unit – the Norwegian Directorate for ICT and Joint Services in Higher Education & Research. Operating under the Ministry of Education and Research, Sikt is a public administrative body with around 370 employees. Its main office is in Trondheim, with additional offices in Bergen and Oslo.
Article Summaries
Author/Owner
Cathrine Edelhard TØmte, Trine Fossland, Per Olaf Aamodt, Lise Degn
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Digitalization in Higher Education
Summary/Abstract
This paper examines the digitalization of teaching and learning in Denmark and
Norway, focusing on both external influences, such as government policies and international trends, and internal processes within educational institutions. Both countries share similarities in digitalization and educational systems. Internally, digital technology was more commonly used in teaching and learning when initiatives came from administration, including IT staff, in collaboration with academic leaders. Conversely, when initiatives were driven by administration alongside enthusiastic faculty members without leadership roles, the reported use of technology was minimal. The study found that Denmark reported higher usage of technology in teaching and learning compared to Norway. The paper explores potential reasons for these differences, highlighting how digitalization processes are shaped by governance structures, institutional maturity, and the roles of academic and administrative staff.
Author/Owner
Quality of Norwegian Higher Education (QNHE)
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Quality Work in Higher Education
Summary/Abstract
The objective of the project is to elaborate and understanding of quality in Norwegian higher education with a focus on the following three areas:
1) Ongoing quality work in national and institutional contexts
2) The organization and governance of study programs and degree structures
3) Quality work in educational processes, teaching, feedback and assessment
The project is based on a multi-level and multi-disciplinary approach and aims to examine the relationship between specific trends and patterns in education strategies and practices. The project will also provide an overview of the quality of Norwegian higher education compared to internationally. Findings from the project will provide a basis for recommendations for further strengthening quality work of Norwegian higher education.
Author/Owner
Norwegian Agency for Quality Assurance in Education (NOKUT)
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The Norwegian Qualifications Framework for Lifelong Learning
Summary/Abstract
The Norwegian Qualifications Framework for Lifelong Learning (NQF) outlines the structure of the Norwegian educational system and its qualification levels, supporting the advancement of lifelong learning. In the future, the NQF will serve as a transparency tool, enabling comparisons between Norwegian qualifications and those from other countries through the European Qualifications Framework (EQF) and/or the European Qualifications Framework for Higher Education (QF-EHEA). The NQF aims to enhance cross-border mobility.
Author/Owner
OECD Science, Technology, & Industry
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Towards a New Stage in Norway’s Science, Technology, and Innovation System
Summary/Abstract
This study assesses the implementation of the recommendations from the OECD Innovation Policy Review of Norway 2017 along four major themes: (1) Developing research communities of outstanding quality; (2) Enhancing competitiveness and innovation capacity; (3) Tackling major social challenges; and (4) Improving the governance of the science, technology and innovation system. The results of this assessment are then used to identify new opportunities for reforms in the Norwegian Long-term plan for Research and Higher Education 2023-2032. While focused on Norway, the report also provides lessons on key issues, such as the sustainable transition of advanced economies, that can be useful in other national contexts.
Author/Owner
Juhar Yasin Abamosa, Line Torbjørnsen Hilt, and Kariane Westrheim
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Social Inclusion of Refugees into Higher Education in Norway
Summary/Abstract
In numerous countries, the widening participation of underrepresented groups in higher education has become an official part of education policies. However, inequalities continue in some areas, including refugees’ participation. Norway hosts many refugees, but little is known about the social inclusion of refugees into higher education in the country. In this paper, three documents representing Norwegian higher education and integration policies are analysed using an integrated analytical framework constructed from social inclusion and its three main dimensions (access, participation and empowerment) and from a critical discourse analysis. The analysis is conducted to address how social inclusion into higher education is conceptualized, which major discourses underpin the conceptualization and what implications these have for the social inclusion of refugees into higher education in Norway. The article argues that social inclusion is conceptualized from an access dimension signifying the dominance of neoliberal principles in the policy documents. On the contrary, social justice discourses are marginalized and human potential principles are absent from the documents signaling the disempowerment of refugees in relation to higher education. Future policies should incorporate conscious and clear strategies informed by social justice and empowerment principles to ensure the social inclusion of refugees into higher education.
Author/Owner
Jannecke Wiers-Jenssen & Liv Anne Støren
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International Student Mobility and the Transition from Higher Education to Work in Norway
Summary/Abstract
The purpose of this paper is to investigate whether international student mobility (ISM) has an impact on the transition from higher education to work. Two measures of labour market outcomes are investigated: unemployment and skills mismatch. To go beyond existing research, we analyse whether the effect of ISM on these outcomes vary by fields of study, intake grades, sociodemographic variables and more. Our analyses are based on data from the Norwegian graduate surveys time series from 2007 to 2017. After controlling for several confounding factors, we find very small differences in labour market outcomes between graduates with and without ISM experience. In comparison with field of study, immigrant background, previous labour market experience and business cycles, the effect of ISM on the examined labour market outcomes is small. Investigating whether graduates with different backgrounds benefit differently from ISM, we find evidence of moderate effect heterogeneities: Graduates with high intake grades and graduates in business and administration seem to benefit somewhat more. Regarding social origin and immigrant background, no heterogeneous effects are found. Contrary to findings from previous studies, we do not find that those least likely to study abroad benefit the most from it. Rather, there is a tendency that groups with the greatest likelihood of studying abroad are those who benefit most.
Author/Owner
Ministry of Education and Research (Government of Norway)
URL
Strategy for Digital Transformation in the Higher Education Sector
Summary/Abstract
Norway’s strategy for digital transformation in higher education focuses on leveraging digital tools to enhance learning, research, and institutional collaboration. Key goals include expanding flexible, lifelong learning opportunities, integrating digital skills across disciplines, and using digital resources to strengthen Norway’s education quality and labor-market alignment. The strategy emphasizes support for hybrid and online learning, fostering international cooperation, and encouraging digital innovation within academic settings. These initiatives aim to meet societal needs for adaptable skills and prepare students for an evolving digital workforce.