Ulpukka Isopahkala-Bouret

Access and stratification in Nordic higher education. A review of cross-cutting research themes and issues*

ABSTRACT The purpose of this review is to investigate cross-cutting research themes and issues related to access and stratification in Nordic higher education (H.E.) (Denmark, Iceland, Finland, Norway and Sweden). We synthesise how recent changes in H.E. policy, practise, and appropriations have influenced educational opportunities along social class, gender and age. In this review we highlight results and conclusions shared by various recent Nordic studies. The emphasis is on the common trends and patterns related to social stratification in access.

Stratification through a Binary Degree Structure in Finnish Higher Education

The aim in this chapter is to analyze stratification in Finnish higher education by examining the establishment of a binary degree structure on the Master’s level. The idea of educational credentialism is adopted to address positional differences between higher education sectors. The question that arises is how the attainment of a degree from a particular sector is related to job opportunities in the labor market. The empirical analysis focuses on how graduates with an academic Master’s degree and employers reacted to the new professional Master’s degree. The introduction of a new degree specific to universities of applied sciences allowed the research universities to distinguish themselves and, by claiming a higher quality of academic programs, to cast their degrees as superior to those of their counterparts.

The academic–vocational divide in three Nordic countries: implications for social class and gender

ABSTRACT In this study we examine how the academic–vocational divide is manifested today in Finland, Iceland and Sweden in the division between vocationally (VET) and academicallyoriented programmes at the upper-secondary school level. The paper is based on a critical re-analysis of results from previous studies; in it we investigate the implications of this divide for class and gender inequalities. The theoretical lens used for the synthesis is based on Bernstein´s theory of pedagogic codes. In the re-analysis we draw on previous studies of policy, curriculum and educational praxis as well as official statistics. The main conclusions are that contemporary policy and curriculum trends in all three countries are dominated by a neo-liberal discourse stressing principles such as “market relevance” and employability. This trend strengthens the academic–vocational divide, mainly through an organisation of knowledge in VET that separates it from more general and theoretical elements. This trend also seems to affect VET students’ transitions in terms of reduced access to higher education, particularly in male-dominated programmes. We also identify low expectations for VET students, manifested through choice of textbooks and tasks, organisation of teacher teams and the advice of career counsellors.

Learning and ageing well at knowledge-intensive work. A qualitative research synthesis on senior knowledge workers’ learning experiences

The purpose of this research synthesis is to map common themes related to learning of workers aged 50+ in knowledgeintensive professions. The research questions focus on identifying (1) the typical features of learning for senior knowledge workers and (2) what kind of organisational conditions encourage senior knowledge workers to continue learning and contributing to their work community. The techniques of qualitative research synthesis are applied in order to make sense of themes and concepts that have recurred across individual qualitative studies conducted by the group of graduate students at University of Helsinki, Finland, between 2012 and 2015. The findings indicate that self-regulation, continuity, sharing and networking are typical for learning at age 50+. The organisational conditions that enable and support such learning during the late professional career include three main things: senior knowledge workers are involved in and can influence organisational changes; they are actively participating in multi-aged collaboration and they enjoy appreciation of the organisational management.

Introduction to the Special Issue on Ageing and Well-being

We conceive this special issue as part of a broad research interest to address what ‘well-being’ means with respect to ageing. The cultural and social contexts of ageing have changed largely over the last two decades. There is now more fluidity and complexity in the way people understand and interpret ageing processes, and ageing experiences appear to have become more differentiated. Ageing is no longer defined only by normative and standardized life course trajectories (Kohli, 2007). Ageing is caught up in various forms of social practices by which meaningful identities and lifestyles are realized (Gilleard & Higgs, 2013; Isopahkala-Bouret 2015). Notwithstanding these positive developments, ageing-related bodily and cognitive changes (Kukull et al., 2002) and social inequalities in aging (Arber, Fenn & Meadows, 2014; Jagger et al. 2011) still remain a challenge. In order to understand better the different factors that contribute to ageing well and to improve well-being of older people, we need to better understand the determinants and obstacles to well-being from different perspectives and in different contexts.