Synopsis: The powers and expertise of Icelandic educational institutions need to be put to use more purposefully. The basic infrastructure of educational institutions needs to be cultivated by promoting international research and revising the current evaluation and grant systems. Increased collaboration between educational institutions in Iceland is necessary, in addition to the creation of more diverse arenas for research and learning for both Icelandic and foreign parties. The independence of Icelandic educational institutions must be ensured against dominant market forces, and extensive connections to the economy and societal structure promoted. The establishment of digital databases is proposed for research in the humanities, social, environmental, and natural sciences.
1. International research needs to be promoted in Iceland
Iceland’s on-going research activities need more support in order to ensure progress and that the quality of Icelandic research meets international standards. Further collaboration with foreign research institutes, universities, artists and academics is necessary. Current grant systems need to be revised and public funding needs to be increased considerably. A good understanding of Iceland’s unique position with regard to research needs to be defined and compared to the positions of foreign universities and other cultures. International research in Iceland will counteract a stale national image and will reinforce an image of the country as a strong multicultural society.
2. There is a need for increased collaboration between universities and educational institutions all over the country
a. Collaboration between Icelandic educational institutions needs to be far greater. The academic society in Iceland is small and even though there is healthy and positive competition in many areas, certain obstacles need to be removed as they hinder academics and students within different institutions from working together. Students and academics should be enabled not only to work on interdisciplinary research, but also on inter-institutional research. To this end, the universities’ evaluation systems and support systems (in the form of grants) have to be revised. Moreover, it would be practical to map out the Icelandic university environment and define each institution by its speciality and strengths.
b. With constructive collaboration, universities and other educational institutions in Iceland could develop new ways of learning for local and foreign students. These ways could present students with unique opportunities and experiences by combining quality seminars, localised research, and interesting trips to towns and villages and into the wild. For example, students could attend universities in Reykjavik but also have access for a period of time to the Svartárkot Study Centre in Bárdadalur to learn about the relationship between humans and nature; or they could go to the University of Iceland Research Centre in the Westfjords to learn about sustainable use of the ocean’s natural resources. Such collaboration would strengthen educational institutions all over the country and create future employment for Icelandic academics. By systematically encouraging foreign students to come to Iceland we will see an increase in foreign visitors and sow the seeds for a richer educational environment.
3. An active economy in Iceland requires diverse education
Educational institutions are responsible for ensuring quality education, in addition to promoting critical and creative thinking among students, whatever their speciality. Too much focus on training students with regard to the needs of the labour market leads to a lack of diversity and flexibility and creates obstacles for developing new ways of employment generation. It is difficult to pinpoint where the frontline of innovation will lie in the future. It is therefore important to cultivate all fields equally – the arts, science, academics, technological and vocational training – in order to promote extensive networking of educational institutions with the economy and societal structure. A thriving economy cannot sprout on barren ground. Solid education, flourishing art, culture, science and academics are essential in order to sustain a society of first-rate individuals in every field.
4. Set up databases for the humanities, social sciences, and environmental research
Because of the country’s small population, Iceland is in a unique position to gather comprehensive information and connect different databases. Basic data on Icelandic society is scattered and not very accessible. Digitally connected databases would enrich and simplify all research activities, in addition to creating unique opportunities within various fields for domestic and foreign researchers alike. Diverse and accessible databases could also promote a transparent infrastructure of Icelandic society, more informed policy-making and decisions by the authorities, disciplined business and science, and a more responsible approach to nature. When creating these databases the strictest confidence must be upheld, concerning the processing of personal data and source registration.
Páll Ásgeir Davídsson, Manager of Ethikos – The Icelandic Centre of Corporate Social Responsibility, chaired the discussions.
Participants in the Neisti workshop on education on 19 October 2008:
Adalheidur Lilja Gudmundsdóttir (Philosopher)
Brynhildur Davídsdóttir (Environmental and resource economist, University of Iceland)
Hjálmar H. Ragnarsson (Dean of the Icelandic Academy of the Arts)
Jón Ólafsson (Professor at Bifröst, Philosopher)
Peter Weiss (Manager of the University of Iceland Research Centre of the Westfjords)
Vidar Hreinsson (Director of the Reykjavik Academy, Manager of Svartárkot Study Centre)
Sigurdur Ingólfsson (RISKMANAGEMENTLDT)
MBA students at Reykjavik University
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