Peripheral higher education institutions (PHEIs) at a glance 

(Jakobstadsregionens Utvecklingsbolag Concordia, Finland).

Efforts to expand educational institutions to new, often rural, locations and demographics in the Nordic countries began in the 1960s. Notable milestones include Sweden’s 1977 reform of the higher education system and the establishment of “district colleges” in those Norwegian counties which did not have a university between 1971 and 1979 (Lindbekk, 2015). Despite a wave of institutional consolidations in tertiary education in the Nordic countries during the 1990 and 2000s – which involved merging or restructuring higher education institutions (HEIs) aiming to reduce the total number of campuses and create more streamlined, efficient, and competitive entities – geographic distribution of higher education still remains relevant today. Denmark is a good example of this, with its 2021 parliamentary agreement aimed at enhancing educational access nationwide. This agreement focuses on diversifying educational opportunities across the country and creating new educational initiatives outside Denmark’s four largest cities (Eurydice, 2023). 

In this research, we define peripheral higher education institutions (PHEIs) as either independent institutions or satellite campuses of major universities, offering higher education at levels 6 and 7 of the International Standard Classification of Education (ISCED). Located in regional centers or small towns, PHEIs are distinct from their counterparts in major or historic university cities. While there is no strict definition, we explore the concept of peripherality in terms of both geography—such as specific distances to urban centers and socio-spatial relationships (Kühn, 2015)–and institutional characteristics relative to old and well-established traditional institutions. These parameters include the institution’s size, location, regional context, year of establishment, and organizational structure.

PHEIs exhibit a wide range of differences, including various funding and organisational models, focal areas, and the types of degrees and programs they offer. Common to many of the PHEIs, such as university colleges and polytechnics, is that they offer a vocational orientation that caters primarily to the needs of local communities and employers. These institutions often tailor their educational goals to local labour market demands and welfare systems (Fonseca & Nieth, 2021). Additionally, some emphasise a ‘third mission’ of external engagement, focusing on societal outreach and closely aligning with regional needs (Kohoutek et al., 2017).

PHEIs are often more recently established than their older urban counterparts and often navigate in a complex context (Eder & Döringer, 2022). In contrast to older, more traditional educational institutions, many PHEIs operate in environments that are ‘in flux’ and are influenced by shifting political agendas (Pinheir et al., 2019). These institutions’ reliance on the geographical context and collaboration with local entities often leads to conflicting goals. For example, prioritizing research excellence can limit their capacity to engage effectively in local and regional outreach (Atta-Owusu et al., 2021).  

Research and grey literature indicate that small-scale challenges and resource shortages often hinder the success of PHEIs. These issues are particularly evident in activities that benefit from economies of scale, such as participating in research projects or maintaining a diverse academic portfolio (Charles, 2016).  

Additional challenges for PHEIs may include difficulties in attracting staff and students, securing third-party funding, as well as managing constraints associated with the lack of capacities and expertise of local businesses (Eder & Döringer, 2022). Furthermore, the perceived prestige of PHEIs can influence student preferences and their overall attractiveness (Haley, 2020). These challenges, which sometimes involve conflicting focuses, underline the urgency and potential for comparative learning across Nordic PHEIs.