United by an Uncommon Language
A major challenge for the Finnish universities in
the next decade will be to adapt to the use of English
as one of the primary languages of teaching,
discourse and perhaps even administration.
Of course, this is no manner obligatory. With
universities now free to set their own strategic
goals and policies, some may opt to eschew this
challenge completely, focusing on becoming centres
of academic excellence operating uniquely in
the Finnish (or Swedish) language. Others will
doubtless embrace the Anglophone future as an
integral part of an inherently desirable process of
internationalization. There is most probably
room for both types of institution in the national
landscape of higher education, and certainly for
hybrid models of the kind that are effectively already
with us. But in most institutions and disciplines,
an increasing use of English is virtually inescapable.
Facility with studying, teaching and publishing
in English is obviously essential for Finns to be
part of a truly international academic community.
It’s true that, at bachelor level, it will continue
to be possible for students to use textbooks written
in a ‘minor’ national language such as Finnish,
Catalan or Hebrew. However, at Masters level and
beyond, when advanced education in virtually
any subject requires access to the international research
literature, those who are not fluent in English
and accustomed to using it will be at a severe
disadvantage. If we are to continue to produce
highly trained graduates capable of competing in
the global jobs market, and of becoming research
leaders in their own right, there is simply no alternative. Only a few niche areas such as specialist
literature or historical studies, and perhaps fine
arts, are likely to remain exempt from this compelling
trend. Economics, maths, pharmacology
or planetary sciences are the same in every country.
Even applied subjects such as journalism, administration
and law increasingly require at the
very least an equal facility with English as with a
national language. As Finland becomes more and
more integrated in European and global structures,
this need will only grow.
Another obvious aspect of internationalization
is the need to recruit and retain academics from
abroad, as well as encouraging Finns to take advantage
of research opportunities elsewhere to
broaden their expertise. The hope must be that
most of them will one day return home bringing
new knowledge and skills with them to enrich the
national academic environment. A small country
such as Finland cannot possibly provide the full
breadth of academic expertise needed in today’s
world, both to sustain teaching quality and nurture
international competitiveness in all its aspects.
Indeed, this would be true irrespective of
the language issue. Whilst playing to our
strengths, focusing on well-defined specialist areas
where we can achieve global pre-eminence, our
universities must also engage in constant renewal,
recruiting from the pool of global experts in
emerging fields. Obviously, hardly any of them
will speak Finnish on arrival, and they will take
years to become sufficiently fluent to teach at an
advanced level in Finnish; time which anyway
would be far better devoted to developing their research areas and maintaining leadership of their
fields. Developing an English-speaking environment
is not the sole pre-requisite for active recruitment
of academic leaders from abroad.
However, it is surely indispensable.
The greatest pressure for adopting English in
the Finnish universities undoubtedly comes from
another direction. The financial changes which
have already been implemented effectively require
that universities devise new revenue streams in
order to survive, let alone flourish. In a nutshell,
we are in the process of marketizing higher education
in Finland. This process now seems unstoppable,
especially as it is part of a worldwide
trend. Whilst it is not impossible that a future
government might attempt to limit its impact on
Finnish society, such actions might actually increase
the need to commercialize Finnish university
courses in the form they are offered to the
outside world. Some 99.9% of our potential students
out there do not (yet) speak Finnish, although
the majority of them can cope with studying
in English even where it is not their mother
tongue. Thus, either we offer courses in English,
or we will simply not attract paying customers
from abroad, starving our universities of badly
needed funds. A university which finds itself on a
downward slope of both income and academic
reputation is, moreover, unlikely to be an attractive
investment target for a future Finnish Minister
of Education; or anyone else.
It may seem grossly unfair to impose a requirement
for higher education to be conducted in a
foreign language, upon a gifted student who
wishes to study say chemistry or electronic engineering,
but who has no flair for languages. Thus,
the current ‘hybrid’ model, in which some specific
or parallel courses are offered in English, with the
majority still taught uniquely in Finnish or Swedish,
could provide a way of safeguarding quality
higher education in the national language(s).
However, in order to endure it will require a substantial
subsidy operating at many levels. Since it
will be English-language courses which generate
the bulk of external income, it is inevitable that
they will also attract or demand the best resourcing,
in order to ensure their profitability in a
highly competitive international market. Courses
taught in national language will generate no income
other than whatever the state chooses to pay
per degree, which at the moment is in long-term decline in real terms. There is thus a distinct danger
that degrees taught in Finnish in Finland will
come to be regarded, with justification, as ‘second-
rate’ qualifications. Furthermore, Finnish
universities that teach only in English could rapidly
become the elite tier of the national system
unless the balance is restored by major investment.
In effect, universities that wish to continue
to teach in Finnish or Swedish will need to
‘charge’ higher fees to the state, and if the state
refuses to pay then many such courses could disappear.
An intensive lobbying exercise will be
needed to persuade the state (or its citizens individually)
to pay the going rate for degrees taught
in Finnish, or else those degrees will no longer be
viable.
Nevertheless, I believe there is an altogether
more creative way to safeguard national language
and culture, whilst nevertheless shifting to the
wholesale use of English as the major language of
university-level teaching. If Finland is to sell the
high quality of its universities to the world, why
not include the language of the country as part of
the package? In other words make Finnish a compulsory
minor subject for all non-Finnish speaking
students accepted to study here. This would
give a university education in Finland a very special
dimension, propagating a global awareness of
Finnish language, traditions and values, and
spreading knowledge of the country far beyond
its borders. The first Finnish university to embrace
this concept and offer a comprehensive,
top-quality immersion programme to foreign students
stands to gain a lot.
English as a language is no longer owned by the
small minority of its speakers who happen to
have been born in the UK. Instead it is a global
brand, which also provides huge ‘invisible’ benefits
to the UK in terms of trade and goodwill.
Spreading knowledge of the Finnish language,
making its literature, music, movies and even its
public affairs widely accessible, could have a similarly
positive impact on Finland’s own international
standing and its prosperity, assisting also
what can be regarded as its national mission to
promote human rights worldwide.
Howy Jacobs on akatemiaprofessori. Professoriliitto
valitsi hänet Vuoden Professoriksi 2009.
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