Looking on graduates employability from the perspective of university business cooperation
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LOOKING ON GRADUATES EMPLOYABILITY FROM THE PERSPECTIVE OF UNIVERSITY BUSINESS COOPERATION PowerPoint PPT Presentation


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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.

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LOOKING ON GRADUATES EMPLOYABILITY FROM THE PERSPECTIVE OF UNIVERSITY BUSINESS COOPERATION

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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"


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;


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


CAREER SUCCESS MODEL (DEHEMS PROJECT)


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?


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?


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).


RELATION BETWEEN CAREER SUCCESS FACTORS AND UBC


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?


THANK YOU


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


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


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