The new goal-orientation of research strategies

Is educational research in the Nordic countries being swallowed up by transnational target-setting and market thinking economic rationalities?

“Evidence based practice”, “Mode 2 research “, “more quantitative and internationally comparable research”, “more immediate utility of re-search to educational practice and to business”… These are but a few of the demands that signify a new goalorientation of research strategies, which is gaining strong momentum in Nordic educational research.

Research strategies and grants have become increasingly dependent upon demands from outside the research community, where government strategic priorities and dependence upon external financing play major roles. These demands are often marshalled into standardized quality assurance indicators that build upon a vision of excellence and relevance that is closely connected to market thinking.

How does the new goal-orientation of research strategies express itself in educational research in the Nordic countries? Is it being experienced as fruitful or detrimental to dealing with the challenges of educational research and education? Does there exist a particular Nordic approach to these globalising tendencies? Or, are Nordic countries simply being swallowed up in these broader transnational trends?

The impetus for these new research strategies has largely come from the USA, UK, Australia and New Zealand, and from trans-national agencies like the OECD, WTO (GATS), World Bank and EU, often with reference to the so-called knowledge economy discourse. It represents an increasing interest in universities, education and research from government and business. Research and education are conceived of in market terms and are under pressure to become competitive in the global research and education markets. On the one hand this represents globalisation. On the other hand it means standardization.