3.4.9. Rival Explanations | 3.4. Case-Study UOC

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3.0 Introduction

3.1. Case-Study LSE

3.2. Case-Study FU Berlin

3.3. Case–Study UPC

3.4. Case-Study UOC

4 Cross Case Analysis

5 Best in Breed KE & Conclusions

3.4.9. Rival Explanations

UOC shares both of these aspects with the UPC so this section is developed in more detail in the UPC case study (3.3.11.) as it comes first chronologically.

3.4.9.1. National Context
For the latter part of the 20th century Spain and Spanish universities have played a catch-up role within the European community (WorldFactBook, 2007). In 2006 the economic growth had slowed down to a 3,6% GDP. This figure is still quite high in contrast to the other two countries (UK and Germany) investigated in this study. In general, the Spanish context is assessed to be rather positive, but less and less important as the centralized powers of Madrid are relinquished in exchange for a more federated system. Catalonia as a region is definitely one of the political powers leading this process (as is the Basque Country etc).

3.4.9.2. Local & Regional Context
The Spanish province of Catalonia is a nation without a country that is striving for political autonomy from Madrid. The nation [i] is mainly held together by its language – Catalonian (Castells, 2004) and since the Spanish dictatorship, that mercilessly crushed all dissenters under its political doctrine of one egalitarian Spanish nation, ended in 1978 [ii]. Catalonians have enthusiastically revived their distinct traditions, especially the cultivation of their language. Utilizing its strong industrialization, the Barcelonan region especially was eager to increase its influence on education, and subsidized local universities as much as it could.
It was decided that by 2010 3% of the GDP will be invested in research and development [iii].

The UOC is the only distance university that teaches in the Catalonian language; this distinction naturally makes it the first choice amongst Catalonians world wide. Nevertheless, since 2000 it has also offered a growing number of degrees and courses in Spanish, consequently it is in direct competition with the Madrid based UNED. Instead of forming an alliance with this peer institution, the UOC has, at least on an institutional level, refrained from developing strategic contacts. Within UOC’s strategic priorities is the goal to increase the efforts for national, and European expansion. Also, an intensification of its international efforts, especially in Latin America, but also in China and Brussels (targeting the Spanish expatriate community therein) has the UOC facing some very interesting opportunities for national and international expansion. In conclusion it is also interesting to note that the UOC, which was initially though to be a complement to the existing universities, is now, after being criticized by it peers for exploiting the lucrative market only, taking up more universitarian duties, contributing to the Catalonian university system.

A comprehensive overview of the Catalonian higher education environment can be found in the relevant part of the UPC case study – chapter 3.3. section

Again, UOC naturally faces very similar conditions to the UPC, however there are some differences worth pointing out. Even though the vast majority of Catalonians live in grand cities which all offer university education, the region also contains a large hinterland with small villages in remote valleys. Another ‘strange attractor’ is the student population from the Catalonian speaking country of Andorra, Valencia and the Balearic Islands who do realize the UOC opportunities to enrol in subjects not offered e.g. by the specialized Andorranian Higher Education Institutions .