396
Views
0
CrossRef citations to date
0
Altmetric
Research Article

Exploring private supplementary tutoring in Finnish general upper secondary education

ORCID Icon & ORCID Icon
Pages 1-13 | Received 03 Apr 2023, Accepted 02 Jan 2024, Published online: 18 Jan 2024

References

  • Ahola, S., Asplund, R., & Vanhala, P. (2016). Valmennuskurssit – Välttämätön paha vai jotain muuta – ketkä osallistuvat valmennuskurssille ja miksi? [preparatory courses – necessary evil or something else? Who participates in preparatory courses and why?]. Tiedepolitiikka, 4(2016), 61–67.
  • Ahola, S., Asplund, R., & Vanhala, P. (2017). Pääseekö yliopistoon, jos käy valmennuskurssin? [will you get to university if you take a preparatory course?] alustavia havaintoja. Tiedepolitiikka, 42(2), 58–61.
  • Ahola, S., Asplund, R., & Vanhala, P. (2018). Opiskelijavalinnat ja korkeakouluopintojen nopeuttaminen. [Higher education admissions and the policy of shortening transition and study times]. Valtioneuvoston selvitys- ja tutkimustoiminnan julkaisusarja, 25(2018).
  • Ball, S. (2009). Privatising education, privatising education policy, privatising educational research: Network governance and the ‘competition state’. Journal of Education Policy, 24(1), 83–99. https://doi.org/10.1080/02680930802419474
  • Ball, S., & Youdell, D. (2008). Hidden privatisation in public education. Education International.
  • Bourdieu, P. (1984). Distinction: A social critique of the judgement of taste. Harvard University Press.
  • Bourdieu, P. (1996). The state nobility: Elite schools in the field of power. Polity Press.
  • Bourdieu, P. (2020). Habitus and field Pierre Bourdieu ; edition established by Patrick Champagne, Julien Duval, Franck Poupeau and Marie-Christine Rivière ; translated by Peter Collier. In General sociology. (Vol. 2). ( 1982-1983). Polity Press.
  • Bourdieu, P., & Wacquant, L. J. (1992). An invitation to reflexive sociology. University of Chicago Press.
  • Braun, V., & Clarke, V. (2019). Reflecting on reflexive thematic analysis. Qualitative Research in Sport, Exercise & Health, 11(4), 589–597. https://doi.org/10.1080/2159676X.2019.1628806
  • Braun, V., & Clarke, V. (2022). Conceptual and design thinking for thematic analysis. Qualitative Psychology, 9(1), 3. https://doi.org/10.1037/qup0000196
  • Bray, M. (2011). The challenge of shadow education: Private tutoring and its implications for policy makers in the European union. European Commission.
  • Bray, M. (2021). Shadow education in Europe: Growing prevalence, underlying forces, and policy implications. ECNU Review of Education, 4(3), 442–475. https://doi.org/10.1177/2096531119890142
  • Bray, M. (2022). Timescapes of shadow education: Patterns and forces in the temporal features of private supplementary tutoring. Globalisation. Globalisation, Societies & Education, 1–14. https://doi.org/10.1080/14767724.2022.2143330
  • Candido, H. H. D., Seppänen, P., & Thrupp, M. (2023). Business as the new doxa in education? An analysis of edu-business events in Finland. European Educational Research Journal. European Educational Research Journal, 147490412211401. https://doi.org/10.1177/14749041221140169
  • Cone, L., & Brøgger, K. (2020). Soft privatisation: Mapping an emerging field of European education governance. Globalisation, Societies & Education, 18(4), 374–390. https://doi.org/10.1080/14767724.2020.1732194
  • Dovemark, M., Kosunen, S., Kauko, J., Magnúsdóttir, B., Hansen, P., & Rasmussen, P. (2018). Deregulation, privatisation and marketisation of Nordic comprehensive education: Social changes reflected in schooling. Education Inquiry, 9(1), 122–141. https://doi.org/10.1080/20004508.2018.1429768
  • Education Statistics Finland. (2023a). Korkeakoulujen Hakeneet Ja Paikan Vastaanottaneet [Those Who Applied and Accepted a Study Place at Higher Education]. https://vipunen.fi/fi-fi/_layouts/15/xlviewer.aspx?id=/fi-fi/Raportit/Haku%20ja%20valinta%20-%20korkeakoulu%20-%20live.xlsb
  • Education Statistics Finland. (2023b). Yliopistojen hakeneet ja paikan vastaanottaneet [Those who applied and accepted a study place at universities]. https://vipunen.fi/fi-fi/_layouts/15/xlviewer.aspx?id=/fi-fi/Raportit/Haku-%20ja%20valintatiedot%20-%20korkeakoulu%20-%20yo%20-%20hakukohde.xlsb
  • Entrich, S. R. (2020). Worldwide shadow education and social inequality: Explaining differences in the socioeconomic gap in access to shadow education across 63 societies. International. International Journal of Comparative Sociology, 61(6), 441–475. https://doi.org/10.1177/0020715220987861
  • Forsberg, H. (2018). School competition and social stratification in the deregulated upper secondary school market in Stockholm. British Journal of Sociology of Education, 39(6), 891–907. https://doi.org/10.1080/01425692.2018.1426441
  • Forsberg, E., Hallsén, S., Karlsson, M., Bowden, H. M., Mikhaylova, T., & Svahn, J. (2021). Läxhjälp as shadow education in Sweden: The logic of equality in “a school for all”. ECNU Review of Education, 4(3), 494–519. https://doi.org/10.1177/2096531120966334
  • Gupta, A. (2022). A ‘shadow education’ timescape: An empirical investigation of the temporal arrangements of private tutoring vis-à-vis formal schooling in India. British Journal of Educational Studies, 70(6), 771–787. https://doi.org/10.1080/00071005.2021.2024137
  • Gutiérrez, G., Lupton, R., Carrasco, A., & Rasse, A. (2023). Comparing degrees of ‘publicness’ and ‘privateness’ in school systems: The development and application of a public-private index. Journal of Education Policy, 38(3), 500–520. https://doi.org/10.1080/02680939.2022.2059574
  • Hallsén, S. (2021). The rise of supplementary education in Sweden: Arguments, thought styles, and policy enactment. ECNU review of education. ECNU Review of Education, 4(3), 476–493. https://doi.org/10.1177/2096531120952096
  • Hallsén, S., & Karlsson, M. (2019). Teacher or friend? – consumer narratives on private supplementary tutoring in Sweden as policy enactment. Journal of Education Policy, 34(5), 631–646. https://doi.org/10.1080/02680939.2018.1458995
  • Hilgers, M., & Mangez, E. (2015). Introduction to Pierre Bourdieu’s theory of social fields. In M. Hilgers & E. Mangez (Eds.), Bourdieu’s theory of social fields: Concepts and applications (pp. 1–36). Routledge.
  • Hogan, A., & Thompson, G. (2020). Privatisation and commercialisation in public education: How the public nature of schooling is changing. Routledge.
  • Hogan, A., Thompson, G., & Mockler, N. (2022). Romancing the public school: Attachment, publicness and privatisation. Comparative education. Comparative Education, 58(2), 164–186. https://doi.org/10.1080/03050068.2021.1958995
  • Ireson, J., & Rushforth, K. (2011). Private tutoring at transition points in the English education system: Its nature, extent and purpose. Research Papers in Education, 26(1), 1–19. https://doi.org/10.1080/02671520903191170
  • Isopahkala-Bouret, U. (2020). University non-admittance and anomie: Reconsidering the promise of an egalitarian society. British. British Journal of Sociology of Education, 41(3), 361–376. https://doi.org/10.1080/01425692.2020.1726172
  • Jobér, A. (2020). How to become indispensable: Private tuition and policy processes within Swedish education system. Sisyphus. Journal of Education, 8(2), 7–25. https://doi.org/10.25749/sis.18663
  • Jobér, A. (2023). Private actors in policy processes. entrepreneurs, edupreneurs and policyneurs. Journal of Education Policy, 1–20. https://doi.org/10.1080/02680939.2023.2166128
  • Jokila, S., Haltia, N., & Kosunen, S. (2021). Market-making practices of Private tutoring in Finland: Commercialization of exam preparation for admission to higher education. ECNU Review of Education, 4(3), 590–614. https://doi.org/10.1177/2096531120956666
  • Karhunen, H., Pekkarinen, T., Suhonen, T., & Virkola, T. (2021). Opiskelijavalintauudistuksen seurantatutkimuksen valiraportti [Interim Report of the Follow-up Study on the Student Admission Reform]. VATT Institute for Economic Research. VATT Mimeo 62. https://www.doria.fi/bitstream/handle/10024/180476/vatt-muistiot-62-opiskelijavalintauudistuksen-seurantatutkimuksen-valiraportti.pdf?sequence=1&isAllowed=y
  • Kim, Y. C., & Jung, J.-H. (2019). Shadow education as worldwide curriculum studies. Palgrave Macmillan.
  • Kosunen, S. (2018). Access to higher education in Finland: Processes of hidden privatisation. Nordic Journal of Studies in Educational Policy, 4(2), 67–77. https://doi.org/10.1080/20020317.2018.1487756
  • Kosunen, S. (2023). The homology between the private and the public fields in higher education. British Journal of Sociology of Education, 44(2), 276–290. https://doi.org/10.1080/01425692.2022.2145930
  • Kosunen, S., & Haltia, N. (2018). Valmennuskurssit ja koulutuskuluttajuus: tutkimus kurssijarjestajien puhetavoista [Preparatory Courses and Educational Consumerism: A Study on Preparatory Course Organisers’ Discourses]. Sosiologia, 55(2), 167–183.
  • Kosunen, S., Inkinen, A., Haltia, N., & Jokila, S. (2022). Valmennuskurssimarkkinoiden rakentumi- nen opiskelijavalintauudistuksen aikana [The Construction of the Preparatory Course Market during Student Admission Reform]. Kasvatus, 53(1), 63–78. https://doi.org/10.33348/kvt.113945
  • Kupiainen, S., Rämä, I., Heiskala, L., & Hotulainen, R. (2023). Korkea-asteen opiskelijavalinnan uudistus lukion ja lukiolaisten silmin. [The Reform of Higher Education Admissions Through the Eyes of High School Students.] Koulutuksen arviointikeskus: Helsingin yliopisto. Valtioneuvoston selvitys- ja tutkimustoiminnan julkaisusarja, 2023, 44.
  • Laaksonen, L. M., & Jokila, S. (2023). Lukion opintojen ohjaajien ja valmennuskurssitoimijoiden episteemiset kietoumat korkeakoulutukseen hakeutumisessa [The epistemic entanglements of guidance counsellors and private preparatory course providers in higher education admission seeking]. Kasvatus, 54(5), 481–492. https://doi.org/10.33348/kvt.142134
  • Lappalainen, S. (2007). Havainnoista kirjoitukseksi [From observations to writing]. In T. S. Lappalainen, P. Hynninen, T. Kankkunen, E. Lahelma, & T. Tolonen (toim), Eds. Etnografia metodologiana: Lähtökohtana koulutuksen tutkimus[Ethnography as a methodology: educational research as a starting point]. Vastapaino 113–133.
  • Lubienski, C., Yemini, M., & Maxwell, C. (2022). The rise of external actors in education: Shifting boundaries globally and locally. Policy Press.
  • Luo, J., & Chan, C. K. Y. (2022). Influences of shadow education on the ecology of education–A review of the literature. Educational Research Review, 36, 100450. https://doi.org/10.1016/j.edurev.2022.100450
  • Martin, J. L., & Gregg, F. (2015). Was Bourdieu a field theorist? In M. Hilgers & E. Mangez (Eds.), Bourdieu’s theory of social fields: Concepts and applications (pp. 39–61). Routledge.
  • Mertanen, K., & Brunila, K. (2023). Vanhanaikainen, joustamaton ja välinpitämätön koulutus? Koulutusmarkkinat ja yritykset nuorten koulutuksen pelastajina Suomessa. Kasvatus, 54(1), 51–63. https://doi.org/10.33348/kvt.127186
  • Mikhaylova, T. (2022). Shifting Shadows: Private Tutoring and the Formation of Education in Imperial, Soviet and Post-Soviet Russia [ Doctoral dissertation]. University of Uppsala.
  • Ministry of Education and Culture. (2023). FAQs About the Student Admissions Reform in Higher Education Institutions. https://okm.fi/en/faqs-about-student-admissions
  • Mockler, N., Hogan, A., Lingard, B., Rahimi, M., & Thompson, G. (2020). Explaining publicness: A typology for understanding the provision of schooling in contemporary times. In A. Hogan & G. Thompson (Eds.), Privatisation and commercialisation in public education (pp. 198–211). Routledge.
  • Naidoo, R., & Jamieson, I. (2005). Empowering participants or corroding learning? Towards a research agenda on the impact of student consumerism in higher education. Journal of Education Policy, 20(3), 267–281. https://doi.org/10.1080/02680930500108585
  • Naidoo, R., Shankar, A., & Veer, E. (2011). The consumerist turn in higher education: Policy aspirations and outcomes. Journal of Marketing Management, 27(11–12), 1142–1162. https://doi.org/10.1080/0267257X.2011.609135
  • Nori, H., Juusola, H., Kohtamäki, V., Lyytinen, A., and Kivistö, J. 2021. Korkeakoulutuksen Saavutettavuus ja Tasa-arvo Suomessa ja Verrokkimaissa: GATE-hankkeen loppuraportti [Accessibility and equality of higher education in Finland and comparison countries Final report of the GATE-project]. Valtioneuvoston kanslia.
  • Paananen, M., Repo, K., Eerola, P., & Alasuutari, M. (2019). Unravelling conceptualizations of (in) equality in early childhood education and care system. Nordic Journal of Studies in Educational Policy, 5(1), 54–64. https://doi.org/10.1080/20020317.2018.1485423
  • Rinne, R., Haltia, N., Nori, H., & Jauhiainen, A. (2008). Yliopiston porteilla. Aikuiset ja nuoret hakijat ja sisäänpäässeet. At the university gates. Adult and young applicants and entrants. FERA.
  • Rowe, E. (2020). Buying and selling the public school in the market: The politics of space and boundary crossings for urban school choosers. In A. Hogan & G. Thompson (Eds.), Privatisation and commercialisation in public Education (pp. 184–197). Routledge.
  • Saari, J., Inkinen, A., & Jokila, S. (2021). Opiskelijoiden hakumotiivit ja valmennuskurssin käyminen. Opetus- ja kulttuuriministeriön julkaisuja 2021(15).
  • Seppänen, P., Kiesi, I., Lempinen, S., & Nivanaho, N. (2023). Businessing around comprehensive schooling. In M. Trupp, P. Seppäinen, J. Kauko, & S. Kosunen (Eds.), Finland’s famous education system: Unvarnished insights into Finnish schooling (pp. 137–153). Springer Nature Singapore.
  • Seppänen, P., Thrupp, M., & Lempinen, S. (2020). Edu-business in Finnish schooling. In S. Robertson & G. Verger (Eds.), Privatisation and commercialisation in public education (pp. 101–118). Routledge.
  • Smyth, E. (2008). The more, the better? Intensity of involvement in private tuition and examination performance. Educational Research & Evaluation, 14(5), 465–76. https://doi.org/10.1080/13803610802246395
  • Smyth, E. (2009). Buying your way into college? Private tuition and the transition to higher education in Ireland. Oxford Review of Education, 35(1), 1–22. https://doi.org/10.1080/03054980801981426
  • Stevenson, D. L., & Baker, D. P. (1992). Shadow education and allocation in formal schooling: Transition to University in Japan. The American Journal of Sociology, 97(6), 1639–1657. https://doi.org/10.1086/229942
  • Terry, G., Hayfield, N., Clarke, V., & Braun, V. (2017). The SAGE Handbook of Qualitative Research in Psychology, 2, 17–37. Sage publications.
  • Verger, A., & Moschetti, M. (2016). Public-private partnerships in education: Exploring different models and policy option. Open Society Foundations.
  • Wacquant, L. (2007). Pierre Bourdieu. In R. Stones (Ed.), Key sociological thinkers (2nd ed., pp. 261–277). Macmillan.
  • Zhang, W., & Bray, M. (2020). Comparative Research on shadow education: Achievements, challenges, and the agenda ahead. European Journal of Education, 55(3), 322–341. https://doi.org/10.1111/ejed.12413