A recently published report produced by EuroFutures on behalf of the County of Gävleborg, Sweden presents an interesting case-study on how a sparsely populated region of Sweden has been able to increase the numbers of students on university courses through the use of telematics and without EU or national funding. The report "Towards the Virtual University or Distance Education - From Theory to Practice" describes the experiences, achievements and future scenarios of the town of Hudiksvall. Hudiksvall is a middle-size Swedish municipality, with about 39,000 inhabitants. It lies in Northern Gävleborg on the east coast in the middle of Sweden. Hudiksvall has a relatively large industrial sector, represented by, for example, Iggesund Paper Board, HIAB (hydraulic equipment), Ericsson Cables and MoDo. The municipality and the county council are also major employers. The county has 300,000 people which has 16 people per km compared with the European average of 145, before Sweden, Austria and Finland joined the EU.
During the 1980's the population of Hudiksvall was found to have an alarmingly low level of formal education similar to many other regions and municipalities investigated. However, today Hudiksvall has over 30% continuing onto university within two years of completing their high school education. No other area of Sweden, which is without a local university or established regional college, has such a high proportion of students going on to university.
During the mid-1980's, an analysis was made of higher education in the region, a project group was established and an action plan was prepared. After some hesitation the College of Gävle/Sandviken prepared a university level course in Business Administration for Hudiksvall students. Due to the educational traditions of the region recruitment of the students went slowly at first. However the situation is now entirely different with around 600 students taking the course in the town. In addition university education is now offered in other towns in the county of Gävleborg. The county administration Board, which has long perceived the advantages of distance education has funded an Interactive TV (ITV) studio in each municipality in the county. The professional programme offers courses in teaching, nursing, economics and technical subjects.
From the beginning communication was only possible between two studios. Now interactive tutoring takes place through a video conference system which enables 20 studios to be linked together simultaneously. This was one of Europe's first video conference networks. Such a multi-party conference requires someone to take the chair or is known as a "virtual pilot". This person has to be both technically and pedagogically competent. They direct the teaching or the conference so that the teacher and the students can concentrate on the learning.
The distribution centre in Hudiksvall has responsibility for administration of the programme and functions as a link between the university sector and the various study centres out in the municipalities. Although Telia, the Swedish Telecom company, financed the bridging techniques to enable multi-site video conferencing to take place all other studio costs were met from the regular budget of the county. Neither the university college nor the county board has received any additional financial assistance.
The municipalities are not associated with any particular university. They can choose which universities or colleges they wish to work with. These are known as "suppliers of competence". Competence is procured where it is best found. In the long run the suppliers will multiply and competition is likely to stiffen. It is considered especially important that universities are attuned to the demands of the market. As the number of students at the municipal study centres increases and educational programmes are co-ordinated amongst the municipalities, they will become an important purchaser, with sufficient clout to make their wishes known for adapting courses for their own students
It is considered that one of the strengths of virtual university education is its focus on the market. Form and status of a university are diminished in order to focus on content. A ten step plan was established in order to facilitate the studies.
1. Analysis of the Market - the distribution centre in Hudiksvall arranged for questionnaires to be sent out to various likely consumers including companies. The survey was either in the form of random sampling or total inventories.
2. Prioritising - based on discussions with all the municipalities a balance was found between supply and demand through prioritising certain subject combinations in their respective location. This results in a priority profile.
3. Proposals to educational suppliers - A detailed dialogue takes place with the various colleges and universities taking up issues related to how different niches or profiles can be reinforced in the municipalities. Times, locations and venues are also confirmed.
4. Decisions about purchasing - Contracts are drawn up and include specific matters concerning complementary support functions, which, for instance may involve employing a local instructor for the programme
5. The Market Place - a simple and unpretentious course catalogue is produced containing the university contact person
6. Distribution of the Catalogue - this is normally distributed to libraries, schools, public meeting places, all final year students at gymnasium and in local authority adult education, personnel departments of companies located in the municipality, job centres and regional social insurance offices. In addition the catalogue gives information about the nearest study centre.
7. Giving individual advice - a number of complex questions may arise among those thinking about commencing university level education. At this stage the study centre plays an important role in helping individuals and functioning as a bridge between the local community and the academic world. Advising potential students is enabled with the contact network with different universities.
8. Encouraging studies - the study centre also encourages students through "coaching".
9. The environment of the study centre - the study centre provides an important and accessible alternative to studying from home as well as providing a meeting place for students at coffee breaks and for the purchase of course books at a discount
10. The bridge to further university studies - the study centre can also stimulate and encourage students to continue their studies in a more traditional university environment.
A common feature amongst all these ten points is the ability to adjust to the market. In the future it is hoped that the Hudiksvall model can be applied in other European contexts and the Hudiksvall distribution centre hopes that it will also have access to courses from across Europe.
For further information contact: Olle Palm in Hudiksvall - Tel +46 650
10667
or Britt-marie Ekensren, Administrative Board of Gävleborg, Sweden - Tel
+46 26 171000
or for information about the report contact EuroFutures AB - Tel +46 8 613 7090