1 / 12

LOOKING ON GRADUATES EMPLOYABILITY FROM THE PERSPECTIVE OF UNIVERSITY BUSINESS COOPERATION

LOOKING ON GRADUATES EMPLOYABILITY FROM THE PERSPECTIVE OF UNIVERSITY BUSINESS COOPERATION. SAMO PAVLIN , UNIVERSITY OF LJUBLJANA – COOPERATION BETWEEN HEI AND BUSINESSES - WHY DO WE NEED TO COOPERATE? CMEPIUS , LJUBLJANA 25. OKTOBER 2013.

trang
Download Presentation

LOOKING ON GRADUATES EMPLOYABILITY FROM THE PERSPECTIVE OF UNIVERSITY BUSINESS COOPERATION

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. LOOKING ON GRADUATES EMPLOYABILITY FROM THE PERSPECTIVE OF UNIVERSITY BUSINESS COOPERATION SAMO PAVLIN, UNIVERSITY OF LJUBLJANA – COOPERATION BETWEEN HEI AND BUSINESSES - WHY DO WE NEED TO COOPERATE? CMEPIUS, LJUBLJANA 25. OKTOBER 2013 Emerging Modes of Cooperation between Private Sector Organisations and Universities (EMCOSU ) – "With the support of the Lifelong Learning Programme of the European Union"

  2. LABOUR MARKET ORIENTATION OF HIGHER EDUCATION - Discourse on ‘employability’ and university-business cooperation – reflects two major policy pillars of HE labour market orientation; what is related to paradigmatic shifts in higher education: • fostering professional relevance of study programmes • ‘entrepreneurial‘ expectations from HE; • diversification of higher education programmes that often follow job specialisations; • internationalisation of teachers and students;

  3. THE "EMPLOYABILITY" TENSION (TEICHLER & KEHM, 1995) • i) human capital approach that placesHE in the position of labour market, employment and “matching” policies in order to stimulate economic growth; and • ii) social demand approaches that favour freedom of choice, personal growth and equal opportunities… • … individual capabilities versus actual registered employment

  4. CAREER SUCCESS MODEL (DEHEMS PROJECT)

  5. SOME KEY DEVELOPMENTAL CHALLENGES RELATED TO HE & CAREER SUCCESS AFTER THE HEGESCO AND DEHEMS PROJECTS • What is a relative effect of personal characteristics, social backgrounds and education to career success? • What is the importance of fostering relevant work experiences? • How to developstudents’ motives and talents? • How demanding study should be? • How traditional teaching is combined with problem-based learning? • Howto improve assessment modes so they support acquisition of competncies? • How to manage tracer studies so they become an informative tool for HE stakeholders?

  6. UNIVERSITY BUSINESS COOPERATION (UBC):THE EMCOSU PROJECT • Which are the most relevant modes of cooperation between universities and business, why and how are they interrelated? • What are the determinants of cooperation modes and their future developmental needs? • Which are the key developmental drivers and barriers to cooperation on the side of universities and business?

  7. CONCEPTS RELATED TO UBC • “National innovation systems” (Nelson, 1993); • “New mode of knowledge production” (Gibbons et al., 1994); • “Entrepreneurial university” (Clark, 1998); • “The triple helix model” (Etzkowitz & Leydesdorff, 2000; Etzkowitz, 2008). • “Third mission” of universities – from teaching and research towards community engagement – via technology transfer, trans-disciplinarity, regional development and living laboratories (e.g. Trencher et al., 2013: 4).

  8. RELATION BETWEEN CAREER SUCCESS FACTORS AND UBC

  9. CAREER SUCCESS AND UBC:WHAT SHALL BE SURVEYED? • How are factors of career success fostered by UBC? • How differentlyare HE stakeholders affected by UBC? (e.g. skill improvements), business (e.g. performance), society (e.g. improving the local environment) and academia (e.g. developing a personal network). • What are differencies between large multinational companies and best known universities in comparison to SMEs and NGOs? • Is UBC a smart developmental decision or economic necessity? • What are consequences of UBC for hybridisation of academic roles, and nature of academic certificates? • How UBC impact traditional functions of universites?

  10. THANK YOU

  11. DRIVERS(DAVEY ET AL. 2011) • Commercial orientation of the university • Financial resources for working with universities • Flexibility of partner • Interest in accessing scientific knowledge • Employment by business of university staff and students • Short geographical distance of the university • Existence of mutual trust and commitment • Prior relations • Financial incentives

  12. BARRIERS(DAVEY ET AL. 2011) • Lack of awareness of organisational research activities; • Lack of financial resources; • Current financial crises; • Bureaucracy within or external to the university; • The focus on producing theoretical results by universities • Differing motivation / values between university and business • Differing mode of communication and language between university and business • Differing time horizons between university and business

More Related