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Winston (1999) asks how well experience with the microeconomic theory of firms and commercial markets helps in understanding the economics of higher education. “That experience and those insights will be used by trustees, politicians, administrators, lawyers, reporters and the public, as well as by economists, to understand and evaluate the behavior of colleges and universities” (Winston, 1999, p. 13). What is interesting is who is not mentioned: faculty and students. This is because Winston’s purpose is to problematize the economic analogies of student and customer, as well as faculty markets and labor markets. Winton’s purpose is now very relevant in Finland. As of 1 January 2010, the Finnish government established the legal and administrative framework for the higher education system to pursue a market-driven model. However, as Clotflelter (1999, p. 3) points out, several aspects of higher education “remain incompletely understood and therefore interesting for their own sake.” These include saying something sensible about the costs of education, university competition, the institution of tenure, the institutional hierarchy and the relationship between higher education and society (Clotflelter, 1999). This chapter links these kinds of issues, with a critical examination of internationalization and Finnish higher education, particularly in terms of the mobility of university personnel. |
