03/07/15. Research-based welfare education. A policy brief

Transcription

1 03/07/15 Research-based welfare education in the Nordics A policy brief

2 For information on obtaining additional copies, permission to reprint or translate this work, and all other correspondence, please contact: DAMVAD damvad.com Copyright RESEARCH-BASED WELFARE EDUCATION IN THE NORDICS DAMVAD.COM

3 Contents Introduction Main results The empirical basis of the policy brief 5 2 Why research-based welfare educations? Research as a source of development The role of research-based education 6 3 Welfare research and education in the Nordics Welfare research in the Nordics Welfare education in the Nordics Linking education, research and practice 11 RESEARCH-BASED WELFARE EDUCATION IN THE NORDICS DAMVAD.COM 3

4 Introduction This policy brief is prepared for NordForsk by the independent research consultancies DAMVAD and Technopolis Group. Three main conclusions emerge from the current study, some if not all will be important to address from a Nordic perspective. The purpose of the policy brief is to map the current state of affairs and possibilities for increasing the use of research and evidence in welfare educations. The policy brief is to inform and inspire policy making at NordForsk and in a wider context Nordic Council of Ministers programme Sustainable Nordic Welfare. The brief outlines the purpose and goals of basing welfare education on research. In addition to this, the current state of welfare research and its connection to welfare education in the Nordics is outlined. Finally, highlights and examples of good practice from the set of case studies are presented, with some comparisons between the cases. 1.1 Main results The Nordic countries are currently in the process of reforming and updating their welfare models. In the coming years, Nordic welfare models will need continuous development to address the challenges they face e.g. from globalization, economic crisis, skewed demographic development and rapid technological changes. These challenges have among other things led to an interest in a stronger integration of research and evidence in welfare educations (and as consequence of this in welfare professions). Research and evidence has the potential to contribute to the development of new services, lower costs, higher quality, broader application and more impact of the welfare service provided. Firstly, the Nordic countries have adopted several models for research-based welfare educations. In the study, we differentiate between four different models for integration of research in welfare educations: A two-pronged educational model as found in Sweden and Denmark A two-pronged model with transitions as we recognise in Finland A mixed educational model found in Norway A one-pronged educational model, which is the dominant in Iceland As indicated, there is large differences in how research is integrated into welfare educations across the five Nordic countries. The differences in particular applies to first circle higher education (bachelor s level and vocational education). Thus, there are no one size fits all solutions in sight on a Nordic level. Nevertheless, obvious opportunities for sharing of knowledge on best practise is noticeable. Secondly, the study indicates that it is often too difficult for university colleges (professionshøjskoler, høgskoler, högskolar, nya lärosäter etc.) to participate on an equal footing with old or specialized universities within welfare research. The bibliometric analysis shows that university colleges seldom contribute to research published in internationally peer reviewed journals. In contrary, they often contribute to publications in the native language and on research topics within welfare research with a profound national agenda. These finding raises the question, if university colleges are to be research institutions on an equal footing as universities or if some sort of scientific division of labour between the 4 RESEARCH-BASED WELFARE EDUCATION IN THE NORDICS DAMVAD.COM

5 traditional universities and university colleges is a better future scenario. Thirdly, the study shows that the Nordic countries have different national specialisations. In Denmark, the research theme of Gerontology and Vulnerable adults is characterised by high specialisation and international scientific impact, while in Sweden and Finland research in Gender equality policy and Education for children and young people stand out. The figures for Norway and Iceland are ambiguous. In Norway, the numbers for the research topics point towards several welfare related areas, none of which qualifies to be a national specialisation. These finding raises the question, if Nordic welfare research should be directed towards more collaborative research to make use of the national strength, or if the national specialities could be put in to better use by a more integrative collaborative pattern involving the traditional universities and university colleges. 1.2 The empirical basis of the policy brief The policy brief is based on three studies, commissioned by Nordic Research: A comparative country study of the models for research-based welfare education in the five Nordic countries, prepared by DAMVAD. A statistical study of welfare research in the Nordic countries, based on scientometric data, prepared by DAMVAD. Case studies of welfare educations and research in the Nordic countries, prepared by Technopolis Group. A final observation is that if there is any single link that is more of a challenge to the Nordic cases, it would be the one towards research. Bringing recent research results into the education and the health practice requires participation of active researchers in the training. For the European cases in this investigation, it is instead the link towards education that poses a challenge, in part because so far, the focus has primarily been on research and practice. RESEARCH-BASED WELFARE EDUCATION IN THE NORDICS DAMVAD.COM 5

6 2 Why research-based welfare educations? The Nordic countries are currently in the process of reforming and updating their welfare models. In the coming years, Nordic welfare models will need continuous development to address the challenges they face. Challenges like demographic changes, youth unemployment, and rapid technology development in the welfare sector and new values in the population. The Nordic program for sustainable Nordic welfare is one of the ways that the Nordic countries strive to cope with these challenges by enhancing the exchange of knowledge and learning between the countries. The aim of the programme is multiple as it work to: Develop the educational systems to ensure that education leading to employment. Promote research and the compilation of knowledge and models that will support welfare for everybody. Enhance collaboration on research infrastructure for welfare e.g. on clinical trials, highly specialised treatments, access to data on individuals in biobanks, health registers and social registers 2.1 Research as a source of development An important area of development in welfare services is increasing use of research and evidence. The Campbell cooperation, systematic evaluations, impact studies and compiling user data are examples of this. Evidence-based social care Evidence-based social care is the conscientious, explicit and judicious use of current best evidence in making decisions regarding the welfare of those in need of social services Source: Sheldon, B. & Macdonald G. M. (1999) At the same time, welfare services are now a wellestablished field of academic research in such areas a health care economy, social impact studies, etc. These efforts have led to a much better understanding of the efficacy (what works), effectiveness (goal attainment) and efficiency (cost effectiveness) of welfare services. Perhaps the most significant challenge is the demographic changes towards an older population. A challenge that will lead to increasing need for welfare services, a challenge that is further enhanced by a smaller working population. Another important challenge is the technological advancement in welfare services. A third challenge is continuous demand for increasing quality of welfare services. Politicians and users alike demand higher quality services without increased costs. 2.2 The role of research-based education The education of welfare professionals is an important conduit through which research-based knowledge can help develop welfare professions. With this in mind, basing education on research should be seen pragmatically, as a means to an end. These challenges are shared across the Nordic countries, and all five countries must develop their welfare models to address them. 6 RESEARCH-BASED WELFARE EDUCATION IN THE NORDICS DAMVAD.COM

7 An interconnected, research-based welfare education, as shown in figure 1, should lead to more relevant research, better education and, ultimately, to tangible improvements in welfare professions. FIGURE 2.1 Three goals of research-based welfare educations Welfare research Broader application More relevant Higher impact Welfare education New skills New knowledge New competencies Welfare professions Lower cost New services Higher quality Source: DAMVAD 2015 RESEARCH-BASED WELFARE EDUCATION IN THE NORDICS DAMVAD.COM 7

8 3 Welfare research and education in the Nordics 3.1 Welfare research in the Nordics How is welfare research funded in the Nordic countries? Which welfare research themes do the Nordic research communities cover? Who defines the community? Answering these questions is crucial to understand the current state of welfare research in the Nordic Countries Financing welfare research in the Nordic Countries Norway is the Nordic country that allocates the most resources to welfare research. This is evident across the years and various delimitations used in the analysis. Alongside Sweden, Norway is the country that has increased its investment the most since In 2014, Norway invested 184 million Euros in welfare related research. Comparably, Iceland is the country that allocates most of their publicly financed research on welfare related research. In 2014, they allocated 11.5 pct. of their public research to welfare related research. Norway allocated 5.8 pct. and Sweden 2.1 pct. in the same year. It seems that the Norwegian government is increasing funds specifically targeting welfare research. They increased the share of publicly financed welfare research from 4.8 pct. to 5.8 pct. in Conversely, Denmark decreased focus by lowering the share of publicly financed welfare research from 3.6 pct. in year 2007 to 2.7 pct. in Who are the main operating institutions on welfare research? Selected national statistics allow for further investigation of how welfare research is financed and who the main operating institutions are. In Denmark, universities are the main operators, operating 63 pct. of all publicly financed welfare related research, whereas public research institutions operate 16 pct. This is in contrast to Norway, where 55 pct. of all publicly financed welfare related research is controlled by public research institutions. Universities and university colleges operate the remaining 45 pct. The main contributors in Norway differ by operating institution. Basic funding mainly finances welfare related research at universities and university colleges. 58 pct. of funding stems from basic funding, whereas the Research Council of Norway and the Norwegian government respectively fund 18 pct. and 14 pct. The picture differs at public research institutions, since the Norwegian government is the main source of funding, with 46 pct. Second is the Research Council of Norway, with 27 pct. Only 10 pct. stems from basic funding. Programs targeting welfare research An important way of supporting and promoting research and innovation is through measures aimed at welfare research. All Nordic Countries have specific programs targeting welfare research, yet there are differences. Norway is upscaling the average project size. In 2009, the average project size was below 50,000 Euros. In 2014, the average project size increased more than 300 pct. to over 150,000 Euros. Sweden and Finland kept their projects level throughout the period, with Finland staying between 140,000 and 150,000 Euros and Sweden around 300,000 Euros. Denmark, on the other hand, experienced a significant decline in the number of projects, overall budget and average project size. This is partly explained by one of the main supporting programs of welfare research switching focus to technology and green growth research. 8 RESEARCH-BASED WELFARE EDUCATION IN THE NORDICS DAMVAD.COM

9 3.1.2 A profile for Nordic welfare research; research themes, volume and impact On welfare research, the Nordic countries generally perform well compared to the international level. Across the five countries, the research conducted has a high level of impact. Across the research topics in focus, the Nordic countries as a single unit perform well beyond the average level of the OCED countries. In terms of research volume by theme, the topic of Public Health and disease prevention is significantly bigger than any other issue in all five countries. Evidence for some degree of national specialisation. We find evidence for some degree of national specialisation (cf. figure 2.1). In Denmark, the research theme of Gerontology and Vulnerable adult is characterised by high specialisation and impact scores. In Sweden, it is research in Gender equality policy that stands out. For Finland, it is Education for children and young people. The figures for Norway and Iceland are ambiguous. In Norway, a number of research themes point towards several areas, none of which qualifies to be a national specialisation. Publications in the native language are concentrated in national/nordic relevant research. Since most of the research in the welfare area concerns themes that have a strong national connection, the finding of more publications in national languages than international publications is in line with expectations. On a national level, the research themes with the biggest volume are very different than internationally. Here, focus is on e.g. Immigration and integration policy and Gender equality policy. Hence, we find typical internationally relevant research themes and typically national/nordic relevant research themes. The differences are most likely related to the relevance or transferability of research topics to an international setting. FIGUR 3.1 Identification of national knowledge strongholds as research topics, which simultaneously hold a high relative impact and a high specialisation score. Research topics Denmark Sweden Norway Finland Iceland Employment and labour market, including social condition related to adults X X X Social conditions related to the family X X Public health and disease prevention Vulnerable adult Gerontology Gender equality policy and social issues related to gender Social issues related to the urban area and housing X X X Living conditions and the unequal distribution of resources X X X Education for children and young people Source: DAMVAD 2015, based on data from Scopus Note: The light green shaded X indicate the areas where a single country holds the overall Nordic knowledge stronghold. The non-shade X indicates areas where only one of the criteria (high average impact score of high relative specialisation score) is fulfilled. X X X X X RESEARCH-BASED WELFARE EDUCATION IN THE NORDICS DAMVAD.COM 9

10 The universities dominate in Nordic collaboration patterns on welfare research. In general, universities dominate in terms of both output volume and collaboration within the welfare research community. The university colleges, which have an important role in educating welfare professionals, have a smaller role in collaborations and a similarly limited contribution to the overall volume of welfare research. The five Nordic countries have different strongholds. This suggests that more collaboration across the Nordic countries would allow them to benefit each other through their comparable strongholds. What prompts the two-pronged or dual system characteristic is that in both countries, bachelor s degrees are available in two forms, as either a professional bachelor s degree or an academic bachelor s degree both at EQF level 6. Some educational institutions that provide educations at EQF-level 5 and 6 consider research (and broader, academia) a distraction from the needs of the labour market. They see an opposition between the academic mind-set and the practical problems for which they are working to prepare their students. FIGURE 3.2 Four models for research-based welfare educations 3.2 Welfare education in the Nordics Practice Research Two-pronged educational model The Nordic countries have adopted several models for research-based welfare educations. While some models are long-standing, others are under rapid re- Practice Research Two-pronged model with transitions form. Currently, it is possible to distinguish four models for research-based welfare educations in the Nordic countries, as shown in figure Practice Research Mixed educational model A two-pronged welfare educational system exists in Sweden and Denmark. Here, a line has been drawn between welfare educations solely based on labour market needs (vocational education) and welfare educations based on the newest knowledge from both labour market (also referred to as practice), research and development (as degree programmes (in Denmark), bachelor s degree and above). The dividing line is between EQF-level 4 and EQF level 5. 2 & 3 Practice Research Source: DAMVAD 2015 One pronged educational model All of the educations at EQF 6 are in Denmark provided by University Colleges. The educations are in many ways similar to the academic bachelor s degrees provided by the universities, and research 1 Read more in DAMVAD 2015, Research-based Welfare Education in the Nordics, A comparative analysis of five countries 2 EQF is short for European Qualification Framework. EQF 4 to 7 is included in the study. This includes vocational educations of a duration of two years until a master s degree: Read more at: 3 As Sweden is yet to refer their own national qualifications framework to the European Qualifications Framework, the line between level 4 and level 5 is applicable only to the Danish system. 10 RESEARCH-BASED WELFARE EDUCATION IN THE NORDICS DAMVAD.COM

11 plays an important role in these educations. Teachers practising researchers and research methodology is a mandatory requirement in educations at bachelor level and above. The distribution of responsibility between university colleges and universities in Denmark is subject to on-going discussion and reform. Noticeably, business academies and university colleges in Denmark were mandated to carry out research in 2013 (this is already the case in Sweden). Consequently, the majority of welfare educations in Denmark are in a process of building research capacities and research basing educations even further. A two-pronged system with transitions, as in Finland, where all welfare educations above EQF 4 are research based 4. In addition, working experience of some vocational-level welfare educations at EQF 4-6 (e.g. nursing) qualify for further academic education. research-based. This model is characterised by a combined labour market and academic focus. This is comprised of a large number of geographically distributed, research-performing university colleges offering a large share of welfare educations. While this makes it possible to base a large share of welfare education on research it also means that some research communities lack critical mass. A one-pronged welfare educational system in Iceland where most welfare educations are offered by (two) universities. While some welfare research communities lack critical mass, this model ensures a close connection between welfare education and research. In addition, the model limits the number of talented students seeking higher educational opportunities abroad (and subsequently staying). Institutionally, Finland has adopted a two-pronged system as in Denmark and Sweden. However, the Finnish system gives stronger provision for pursuing an academic career at later stages. This is one approach to combining research and practical experience without making significant institutional integration. Additionally, the Finnish Police Academy is an example of a traditionally labour market-focused welfare education having been research-based. The academy thus offers a research-based master s degree in policing. A mixed welfare-educational system, in Norway, where all welfare educations above EQF-level 5 are 3.3 Linking education, research and practice The eight case studies represent rather different and incomparable cases in the Nordic countries, and on a European level. General patterns or conclusions are difficult to trace and extract. However, some considerations and good-practice examples can be highlighted. It is particularly relevant to look at the cases along the interfaces between education, research and practice, and in doing so certain comparisons can be made. In selecting the object for the case studies, it should be noted that all cases have been chosen due to their relations to education, research, and practice. Highlighted in the following are characteristics of some particularity. 4 Except for the iindependent adult specialized vocational exam at EQFlevel 5 RESEARCH-BASED WELFARE EDUCATION IN THE NORDICS DAMVAD.COM 11

12 Education research An example of good practice from the Nordics is the Master of Science in Nursing, University of Southern Denmark, SDU. The programme represents a significant step towards integration of research with education (and practice) in the nursing field. In Denmark, due to its dual system, most of the teaching staff at the university colleges has been recruited primarily based on professional, practice-based competence; only a significant minority have PhDs. The programme at SDU was established after a planning process that took several years, and involved professors and lecturers at SDU as well as representatives from the healthcare sector. The education was initially supposed to focus on healthcare technology but it was soon agreed that the programme should be more comprehensive and respond to the need of educating more nurses that have both academic knowledge and clinical competence. The initiative has not been ongoing for very long, but so far, the attempt to better link research with education is promising. While working reasonably well in all the five Nordic cases in our study, the link between education and research has proven to be a challenge for the European cases, which all have different scope. The two training programmes EPIET and EUPHEM at European Centre for Disease Prevention and Control, ECDC, are both perceived to have too weak links with academia. Almost all activities are carried out at non-academic institutions such as governmentrun public health institutes. Also teachers are typically based at such institutions; only a minority of them come from universities. The Joint Programme Initiative on Antimicrobial Resistance, JPIAMR, has this far had weak links with education. The focus on research and the policy arena has meant that education, also on postgraduate level, has largely been surpassed. In the future JPIAMR hopes to work more with junior scientists, as a way to forge links with education. In addition, the EU Joint Programme Neurodegenerative Disease Research, JPND, focuses almost entirely on the link between research and practice. If there is a desire to strengthen the link towards education, significantly closer involvement of education stakeholders is probably necessary. Research practice The Regional network on falls prevention, RFPN, in Northern Savonia, Finland, represents a promising example of a local and entirely bottom-up attempt to create a functional link between research, or evidence, and practice. RFPN is focused on promoting evidence-based practice. A considerable part of the activities this far has therefore aimed at summarising existing research and develop professional guidelines to ensure that professionals in different organisations work in similar ways to prevent falls. The guidelines include for instance advice on nutrition and physical practice, which types of shoes to use, advice on where to place furniture, and to consider each patient s full medication. A risk assessment tool and a checklist for actions following a fall have been developed as well. Some members of RFPN also engage in outreaching activities: they visit and organise courses on falls prevention for staff in e.g. primary healthcare, elderly care and in hospitals. A patient brochure on falls prevention has also been developed by RFPN. A weakness in RFPN is that there is no active research on falls prevention going on in the region. No doubt, the education and the practice would benefit from a strengthened link towards research through development of active research within the network. Practice education The Master programme in knowledge-based practice in the health sciences, Bergen University College, is a good example of a successful attempt to 12 RESEARCH-BASED WELFARE EDUCATION IN THE NORDICS DAMVAD.COM

13 create a functional link between practice and education. The programme started in 2008 as one of the first of its kind also in an international perspective. Bergen University College invited two experienced foreign professors to spend two years in Bergen to help establishing the programme. in an intertwined triangle. This is most fundamentally reflected in a general problem-solving approach that permeates the activities. It is common that university researchers, hospital nurses and students at both undergraduate and graduate levels work together in research projects. The programme focuses on how to develop, spread and implement best practice in clinical work in the healthcare sector. The programme targets evidence-based practice in healthcare, which is a wellestablished approach to improve patient treatment through systematic integration of clinical expertise, patient values and research evidence. Many students come from positions where they have worked with capacity building within a healthcare organisation. Bergen University College looks positively at the fact that students have continuous contact with a practical healthcare and are able to conduct studies in a real environment. The programme is also designed to enable the students to focus on areas of specific interest to them. The programme has tended to attract students with deep insights into health practice and the questions nurses face in their everyday work. In contrast, the link to research has been a challenge. The influence of the students employers has meant that Bergen University College has not been able to attract as many students as hoped for into doing fieldwork together with the researchers at there, and Bergen University College would also like more students to be interested in PhD studies after graduation. Also the problem-based learning approach at the nursing programme at Linköping University, Sweden, is built on strong integration of research and education, since the learning method is essentially the same process as in research. And, by choosing scenarios and starting points that are based on real clinical situations, practice is incorporated into the education. A challenge however is that students are generally not sufficiently aware of the usefulness of research and the significance research results may have for clinical practice, and therefore do not consult research literature as often as they could do. A final observation is that if there is any single link that is more of a challenge to the Nordic cases, it would be the one towards research. Bringing recent research results into the education and the health practice requires participation of active researchers in the training. For the European cases in this investigation, it is instead the link towards education that poses a challenge, in part because so far, the focus has primarily been on research and practice. The full triangle: research, education and practice The nursing education in Iceland is perhaps the best example of a training programme design that strongly involves education, research and practice RESEARCH-BASED WELFARE EDUCATION IN THE NORDICS DAMVAD.COM 13

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