Photo: Students sitting on the stairs. Source: Limbo Hu / unsplash.com
3.5 Campus Nesna, Nord University, Norway
About Nesna Municipality
Nesna is a small municipality in Northern Norway’s Helgeland region, spanning 183 km² and home to around 1,800 residents (SSB, 2024). It includes the town of Nesna and the islands Hugla, Handnesøya and Tomma (Thorsnæs & Engerengen, 2024). Key sectors include agriculture, fishing, education and public administration. Primary industries, led by agriculture, account for 12.7% of local jobs. While traditional fishing has declined, small-scale operations continue, alongside aquaculture facilities – most notably a land-based fish farm on Tomma. Industrial activity – including construction, energy and water services – makes up about 15% of employment. Key industries include mechanical workshops, quarrying and boatbuilding. Tourism is also growing, with visitors drawn to Nesna’s landscapes, islands and wildlife. Together, these sectors reflect a dynamic community rooted in regional heritage.
Campus Nesna’s resilience and revival: navigating challenges and change
The campus in Nesna is the second oldest educational institution in Northern Norway. Established in 1918 as Nesna Teacher Training College (Nesna Lærerskole), it has long played a vital role in training teachers for the region and supporting the local community. The primary motivation for its establishment was to address the difficulty of recruiting teachers to rural areas – a challenge that remains relevant today.
In 1994, the institution became a state university college (Høgskolen i Nesna) following a national higher education reform. The campus flourished, hosting over 1,000 students and offering a broad range of programmes, including IT, nursing, musicology and natural sciences. In 2016, another merger brought Høgskolen i Nesna together with Høgskolen i Nord-Trøndelag (HiNT) and Universitetet i Nordland (UiN) to form Nord University. The aim was to strengthen higher education in the north through a multi-campus model. Nine campuses, including Nesna, were consolidated, creating a network stretching nearly 900 km. However, the merger led to a sharp reduction in Nesna’s academic offerings and activity.
In 2019, Nord University announced the closure of its Nesna and Sandnessjøen campuses, citing financial and strategic concerns (Nord Universitet, 2019). The decision triggered strong opposition, particularly from the grassroots initiative People’s Movement for Higher Education in Helgeland (Folkeaksjonen), which quickly grew to over 20,000 members and brought national attention to the issue during the 2021 election. In response to public pressure, the Labour-Centre Party (Ap-Sp) government made reestablishing Campus Nesna a priority. By autumn 2022, the campus had reopened under Nord University, offering primary and preschool teacher training and short pedagogy courses. As one staff member stated: “Without the political opposition, we probably wouldn’t exist today.” (Interview 3).
The Nesna case also led to a policy change: universities must now seek approval from the Ministry of Education to close campuses. While controversial, this shift affirmed the government’s commitment to protecting rural higher education (Larsen & Arnesen, 2023).
Today, the campus hosts around 200 students in on-campus programmes and another 100 enrolled in fully online studies.
Grounds for change: the development project at Nesna
In 2022, following the reopening of Campus Nesna, the Ministry of Education and Research commissioned Nord University to undertake a two-year development project (“Utviklingsprosjekt Nesna”) (Bjellånes et al., 2023). The project aimed to identify opportunities and propose concrete measures to strengthen the appeal of Campus Nesna, in collaboration with stakeholders at local, regional and national levels. Furthermore, the project sought to pave the way for university education in smaller communities through a decentralised model. To manage the broad scope, the project was organised into four sub-projects:
- Future study programmes and academic environment: This sub-project focused on identifying and proposing new study programmes to attract students both nationally and internationally. Drawing on existing strengths of the campus and needs and opportunities on the local labour market, a total of 18 programmes were suggested. Among the proposals were new study programmes in sectors such as aquaculture and tourism, including a master’s degree in rural management in English, the establishment of a summer school and the introduction of higher vocational education pathways.
- Student and staff recruitment: The aim was to develop strategies to enhance student and professional recruitment to Nesna. This included marketing Nesna as a sustainable and community-oriented study location, as well as collaborating with local and regional stakeholders to enhance the appeal of the campus.
- Welfare services and local infrastructure: This sub-project assessed necessary measures to improve welfare services and infrastructure for students and staff at Nesna. Proposals included developing student housing, recreational facilities and improved transport infrastructure.
- Organisational Model: This sub-project analysed various models for organising operations at Nesna with the goal of ensuring sustainable management over time. Recommendations included fostering close collaboration with Nordland Vocational College and other educational institutions to strengthen the academic offerings.
The project concluded in May 2023 with the submission of its final report (Bjellånes et al., 2023). Initial progress includes plans to introduce courses in aquaculture, counselling and after-school pedagogy by 2025, each worth 15 credits. However, larger initiatives like new bachelor's and master's programmes are yet to materialise as further development is contingent upon support and funding commitments from the state. To date, no political decision has been made on the matter, making the impact of the development project uncertain.
The government has been criticised for not fulfilling its commitment to establish a national centre for decentralised and regionally focused education and research at Nesna (Hystad, 2024a, 2024b). While it is important to note that this initiative was not included in the mandate, the situation highlights the political challenges that small institutions like Nesna face, often leaving them vulnerable to shifts in policy priorities and resource constraints.
Photo: Students. Source: Unsplash.com
The evolution of Nesna’s education model
The programmes at Nesna are assembly-based, supported by online learning and practice placements. The week-long assemblies are held at Nesna three or four times per semester, helping to strengthen social ties between the students. Between assemblies, online support and seminars are provided, along with opportunities for independent work. The campus was an early adopter of online and assembly-based education, which it began developing in the early 2000s. The “Helgeland model” combined online teaching with practice-oriented collaboration at local study centres. Students met in groups at the local centres and participated in online teaching together. Today, the model is more flexible with the use of platforms like Teams and Zoom and teaching is often asynchronous, meaning students work more individually, using resources such as quizzes and digital learning modules.
The assembly-based approach has both strengths and weaknesses. The main strength is that it gives individuals who might not otherwise have access to education the opportunity to study. Indeed, several of the students are adults with commitments such as families and jobs, living in areas outside of Nesna, many of whom would have to travel significant distances to reach educational institutions. Moreover, the education model allows students to remain in their local communities, contributing to their economic and social vitality during their studies, supporting one of the overarching goals of rural policy in Norway.
"There is a strength in this type of educational model. Students can live at home, work alongside their studies and it’s cheaper than living in student housing. This makes higher education accessible to more people and those who might not study otherwise"
(Interview 3)
The assembly-based model does, however, reduce activity on campus – and, consequently, community engagement in Nesna. Moreover, the social ties between students are, predictably, not as strong as when programmes are campus-based. As a representative from campus noted:
“In the past, we had vibrant student activities, including concerts and theatres, which are no longer feasible. The session-based model also affects services like the cafeteria and reduces long-term community engagement."
(Interview 2)
While the campus administration and staff are making efforts to increase student numbers, the centralised model of Nord University presents challenges. Funding is managed by Nord University, which distributes its budgets among its five faculties. Given the financial strain, internal discussions regarding how the funds should be allocated can arise, which may create tension between campuses. Moreover, according to the interviewees, it is not the campuses that control their own study portfolios, but rather Nord University’s five faculties. As the larger campuses (Bodø and Levanger) host the main facilities, the faculties tend to prioritise these locations over the smaller campuses.
A unique model for teacher training in Nesna – a pilot project to address rural needs
Campus Nesna is closely aligned with the needs of the region’s educational sector, as demonstrated by the upcoming launch of a unique primary school teacher training programme in autumn 2025. The programme, called Grunnskolelærerutdanning 1-10, will be the only programme in Norway that qualifies teachers to instruct across all primary and lower secondary levels (years 1-10) and provides competence in up to five subjects, unlike current programmes, which split between years 1–7 and 5–10 and offer narrower subject qualifications. This broader competency addresses the specific needs of rural, often smaller schools and has been approved by the Ministry of Education with a guaranteed student intake for 2025–2027. This programme responds to regional demands for teachers with broader subject knowledge and the flexibility to teach across year levels. Moreover, Nesna’s faculty has also developed two courses in multi-grade pedagogy available nationwide. These initiatives have sparked interest well beyond Nord University’s primary regions of Nordland and Trøndelag.
In addition to the new teacher programme, significant efforts have also been made to develop research focusing on rural education in Nesna. In 2024, five doctoral candidates started their research on this topic and a research group titled Research in Rural Educational Landscapes has been established. This group, in collaboration with other research teams at Nesna, aims to drive a broader research initiative, strengthening the campus's academic standing.
Community impact and the benefits of a small campus
The compact size of the campus facilitates strong relationships and connections between staff and students, with short distances facilitating interactions and feedback on course structure. The benefits of a small community are also evident in the ability to attract and retain staff. Teaching positions at Nesna are sought after, drawing both international and Norwegian applicants. For those relocating to Nesna from abroad, the size of the local community offers easier integration and affordable housing. Moreover, the campus administration also offers active relocation support.
“It’s about being close and providing support that larger universities might not offer. For example, we assist with practical matters, such as establishment loans, language support and collaboration with NAV for new employees. This proximity makes it easier to attract and retain skilled professionals.”
(Interview 3)
With its over 100-year presence, Campus Nesna also has a strong impact on the local community, shaping the town’s identity and providing resources. Faculty and students actively participate in local cultural and recreational activities, such as choirs and sports, enriching the town’s social fabric. Furthermore, facilities including the sports hall, swimming pool and theatre can be rented. The campus also collaborates with local schools and kindergartens to provide practical training opportunities for students, which not only fulfils educational objectives but also supports staffing needs in these institutions. This integration ensures the campus remains a central part of community life rather than being separate from it.
Key learnings and way forward
Campus Nesna has encountered significant challenges in maintaining and developing its operations, particularly following its merger with Nord University in 2016. The loss of autonomy coupled with centrally managed budgets and resources, has clearly had a big impact on the campus. Related to the financial constraints is a lack of political will, which has hindered Nesna’s ability to implement innovative programmes and expand its existing offerings. Indeed, the recommendations made through the ambitious development project lack funding, preventing their realisation.
Broader societal trends also pose challenges for the campus, particularly the declining interest in teaching careers. Across Norway, applications to teacher training programmes have fallen, reflecting a nationwide struggle to attract young people to the profession. This trend exacerbates recruitment difficulties at Nesna, where the campus primarily focuses on teacher training. The shrinking applicant pool has made it increasingly challenging to sustain programme offerings and ensure a steady pipeline of qualified teachers to the region. While the campus strives to align its teacher training programmes with the specific needs of rural areas, such as the new pilot programme for teacher training, broader societal disinterest in the teaching profession remains a significant hurdle.
The success of Campus Nesna is grounded in its ability to balance innovation, community engagement and responsiveness to regional needs. A crucial enabler has been its alignment with government policies favouring decentralised education. The campus benefitted from a landmark regulatory change in 2021. This policy safeguarded Nesna’s existence and underscored the government’s commitment to accessible higher education in rural areas. The campus’s reopening also showcases the significant influence of grassroots advocacy, particularly by the People’s Movement for Higher Education in Helgeland. This collaboration between the community and policymakers exemplifies the powerful impact of collective action in sustaining educational institutions.
To reverse declining trends, the introduction of new programmes, the reinforcement of local collaborations and the enhancement of the student experience are being explored. As one of the representatives from the municipality noted, diversification is key to increasing student numbers in the long term:
“Reducing the reliance on teacher training programmes and developing fields like aquaculture is essential for sustainable growth.”
(Interview 3)
Leadership and local partnerships have been equally vital. Campus administrators have proactively engaged with industries and municipalities to tailor educational offerings – such as aquaculture and multi-grade pedagogy – that directly address workforce needs. These collaborations have not only enhanced the campus’s appeal but also strengthened its integration into the community. Additionally, the campus's small size facilitates personalised student experiences, fostering close ties between students, faculty and the town itself. Proactive recruitment and relocation support for staff has further enabled the campus to attract talent despite challenges posed by limited resources and centralised decision-making. Together, these factors highlight the importance of strong leadership, community alignment and adaptability in realising Campus Nesna’s long-term success.