Svein Kyvik – författare

Even if in most countries non-university higher education institutions did not have originally a research mandate, it is well known that in most cases these institutions have progressively developed research activities and, at least in some countries, the State now has recognized the research role of these institutions and provided support and funding. Moreover, in many countries the role of research in polytechnics, ‘fachhochschulen’, ‘hogescholen’, university colleges, etc is on the political agenda. Despite the importance of the issue, there are very few in-depth studies of research in the non-university sector. These studies show that  the development of research in these institutions leads to quite complex interactions with universities, both in the sense of convergence (academic drift) and/or of differentiation of a specific research mandate oriented towards the regional economy. Therefore, this book aims to fill this gap by first analysing a number of transversal issues related to the research mission of these institutions. In its second part it gives an overview of the state of the art in eight European countries.

In most Western European countries, higher education has to an increasing extent been developing outside universities, partly through the establishment of new ins- tutions, and partly through the upgrading of professional and vocational schools into higher education colleges. The main trend in countries with a binary system has been that student numbers have increased more in the college sector than in the university sector. Yet, there is a shortage of in-depth studies on the changes that have taken place in this part of the educational system, and on the processes that have driven this development. The aim of this book is to improve our understanding of these processes, through developing concepts and theoretical perspectives which might offer new insights of complex phenomena. This book is based upon a large number of studies on college education in Norway and in other Western European countries. I have studied change processes in this field over a period stretching back to the late 1970s (Kyvik 1981), and this book synthesises my former publications, as well as updates the development until August 2008, and presents new analyses based on my gradual attainment of deeper insight into the processes that have taken place.

In most Western European countries, higher education has to an increasing extent been developing outside universities, partly through the establishment of new ins- tutions, and partly through the upgrading of professional and vocational schools into higher education colleges. The main trend in countries with a binary system has been that student numbers have increased more in the college sector than in the university sector. Yet, there is a shortage of in-depth studies on the changes that have taken place in this part of the educational system, and on the processes that have driven this development. The aim of this book is to improve our understanding of these processes, through developing concepts and theoretical perspectives which might offer new insights of complex phenomena. This book is based upon a large number of studies on college education in Norway and in other Western European countries. I have studied change processes in this field over a period stretching back to the late 1970s (Kyvik 1981), and this book synthesises my former publications, as well as updates the development until August 2008, and presents new analyses based on my gradual attainment of deeper insight into the processes that have taken place.

Mer världsledande forskning, mer internationalisering, mer mobilitet, mer open access, mer impact, mer humanistiska perspektiv på andra vetenskaper, mer forskningsanknytning i undervisningen. Mer av det mesta, helt enkelt Men hur bör svensk forskning organiseras och finansieras för att åstadkomma allt detta? Frågorna rymmer en rad problem och dilemman. Hur bör fördelningen mellan stora program och små projekt se ut? Ska forskningsansökningar utvärderas med hänsyn till de sökandes tidigare prestationer, exempelvis genom bibliometri, eller utifrån förväntade resultat? Vilken vikt ska fästas vid konkret samhällsnytta? Ska bedömningar i huvudsak ske av andra forskare genom peer review? Hur undviker man i så fall att allt mer av forskarnas tid går åt till att utvärdera andra forskare? Och vilken konkret roll ska forskningen spela i den akademiska undervisningen? På universiteten som helhet? Eller för den delen i politiken? Borde inte forskare i högre grad sprida sina resultat just till beslutsfattare och allmänhet nå ut långt mer än i dag? Numera betalas mer än hälften av svensk universitetsforskning av forskningsfinansiärer som står utanför lärosätena. Här finns statliga myndigheter men också fristående organ. Riksbankens Jubileumsfond (RJ) är en stiftelse som främjar och stöder humanistisk och samhällsvetenskaplig forskning. Denna bok ges ut med anledning av fondens femtioårsjubileum 2015 och är ett försök att tänka vidare i frågor om forskningens framtid.

More world-leading research; more internationalisation; more mobility; more open access; more impact; more arts and humanities perspectives on other disciplines; more research links in teaching; we want more of most things, quite simply But how should Swedish research be organised and funded to achieve all this? The question covers numerous problems and dilemmas. What should be the distribution between major programmes and minor projects? Should research proposals be evaluated with reference to the applicants earlier achievements bibliometrically, for example or to the results expected? How much weight should be given to practical social benefits? Should assessments mainly be done by other researchers (peer review)? If so, how can they avoid spending more and more of their time evaluating other researchers? What specific role should research play in academic teaching? At universities in general? Or in politics, for that matter? Shouldnt researchers, to a higher degree, impart their results to decision-makers and the public with far greater outreach than today? Nowadays, more than half of Swedens university research is paid for by research funders outside the higher education institutions. Such funders include central government agencies, but also independent bodies. Riksbankens Jubileumsfond (RJ), the Swedish Foundation for Humanities and Social Sciences, fosters and supports research in these disciplines. This book, published to mark RJs Golden Jubilee in 2015, is an attempt to think ahead on issues concerning the future of research.

RJ:s årsbok 2015/2016 i två band: svensk och engelsk utgåva. Mer världsledande forskning, mer internationalisering, mer mobilitet, mer open access, mer impact, mer humanistiska perspektiv på andra vetenskaper, mer forskningsanknytning i undervisningen. Mer av det mesta, helt enkelt Men hur bör svensk forskning organiseras och finansieras för att åstadkomma allt detta? Frågorna rymmer en rad problem och dilemman. Hur bör fördelningen mellan stora program och små projekt se ut? Ska forskningsansökningar utvärderas med hänsyn till de sökandes tidigare prestationer, exempelvis genom bibliometri, eller utifrån förväntade resultat? Vilken vikt ska fästas vid konkret samhällsnytta? Ska bedömningar i huvudsak ske av andra forskare genom peer review? Hur undviker man i så fall att allt mer av forskarnas tid går åt till att utvärdera andra forskare? Och vilken konkret roll ska forskningen spela i den akademiska undervisningen? På universiteten som helhet? Eller för den delen i politiken? Borde inte forskare i högre grad sprida sina resultat just till beslutsfattare och allmänhet nå ut långt mer än i dag? Numera betalas mer än hälften av svensk universitetsforskning av forskningsfinansiärer som står utanför lärosätena. Här finns statliga myndigheter men också fristående organ. Riksbankens Jubileumsfond (RJ) är en stiftelse som främjar och stöder humanistisk och samhällsvetenskaplig forskning. Denna bok ges ut med anledning av fondens femtioårsjubileum 2015 och är ett försök att tänka vidare i frågor om forskningens framtid.