RUDN University Universities and Employers: Effective Cooperation for Attracting, Training and Employment of Foreign Students 26-28 of October, Moscow, Russia Overview on University-Business Cooperation: focusing on students and graduates Dr. María-José Vieira Universidad de León (Spain) maria.vieira@unileon.es
Index I. Conceptualisation: third mission - UBC II. UBC: types and actors III. How to develop successful UBC? IV. A focus on students and graduates: employability
I. Traditional university missions Since the middle ages, universities have facilitated the learning of students by teaching mostly for young people With the dawning of scientific method this component of their work, and thus a second mission, has become known generically as research, mainly basic research There has been a general tendency for academic staff (engaged with the noble pursuits of education and research ) to see themselves as somehow apart from the societies that host them; a very different posture from the intentions of their founders.
I. A new mission: 3M Supporting the Knowledge Society and the Knowledge Economy requires to develop the University Third Mission (3M) -Teaching: not only to young people - Research: not only basic research - Being proactive with the socio-economic environment developing partnerships with business and community at large
I. Third mission: not a unique definition 1st Mission Teaching All kind of university activities beyond teaching and research University capabilities outside of the academic contexts Research 2nd Mission 3rd Mission 3M activities UBC Cooperate with the external environment Sometimes, a form of securing additional funding
I. Reasons for establishing UBC make the educational system more effective by a continuous adaptation to the changing needs of the society and the economy make research more effective, efficient and oriented to the needs of the Knowledge Society contribute to national, regional and international economic and social development be an additional source of funding for universities
II. Focusing on UBC: Types of activities and actors involved Developing Third Mission Activities in Albanian Universities, U3M-AL Tempus Programme, 2012-2014. http://u3m-al.org Linking Universities with their Environment for Sustainable Social and Economic Development, VINCULAENTORNO Alfa Programme, 2012-2014. http://vinculaentorno.org European Indicators and Ranking Methodology for University Third Mission, E3M. Life Long Learning Programme, 2009-2012. www.e3mproject.eu GOODUEP Good Practices in University Enterprise Partnerships Life Long Learning Programme, 2008-2010. www.gooduep.eu Erasmus+ project: Supporting Entrepreneurial Development in the field of IT in Vietnamese HEIs (ICTentr), supported by the EACEA of the European Commission. S2BMRC, 2011, The State of European University-Business Collaboration (Munster University of Applied Sciences, Germany)
II. What type of UBC activities? Commercialisation of R&D results Contracted research Collaborative research Patents Licensing Consultancy Business Shared laboratories Technology Transfer incubators Cooperation Spin-offs Facilities & Innovation International Start-ups Mobility of academics cooperation Technology and students Volunteering Community service projects parks Community Engagement Political participation & Social Responsibility Access to libraries Membership of Elderly Cultural events Grants Community boards Endowed chairs Life Long Learning Business opportunities Continuing Education & Employability Programs e-learning Sponsoring of education Entrepreneurship Educational activities Curriculum development and delivery
II. Current Development of UBCs UBC in Europe is still in the early stages More likely that an academic engages in several UBCs Types of UBC offering more direct, measurable and promotable benefits are the most developed (TTI), as well as students mobility Less cooperation in lifelong learning and curriculum development Social engagement not well developed worldwide; exceptional development in Latin America S2BMRC (2011), The State of European UBC
II. Who are the actors involved? Interactive modes of knowledge production and innovation MODE 2 of Knowledge Production Gibbons et al. (1994) ECOSYSTEM: Use of knowledge where universities are active: local, regional, national or international Triple Helix Model Leydesdorff & Etzkowitz (1997) The entrepreneurial universities Clark (1998)
III. How to develop successful UBC? International context: EU Universities Modernisation Agenda & EHEA National context Policies, funding & culture Successful Regional context Economic development & structures Institutions Policies, governance, expertise, culture UBC Partnership Entrepreneurialism & governance
III. How to develop successful UBC? Success factors in some remarkable partnerships Type Partners Function Success factors IMT (Kassel) Institute SMEs Apl. research Leadership Innovation Trust ISP (Cologne) Consortium Enterprises Teaching Entrepreneur. Innovation Trust IBV (Valencia) Institute SMEs, R. Gov. Apl. research Leadership Flexibility Innovation UNR (Santiago) Consortium Enterprises Financing Leadership Flexibility Trust ISMB (Turin) Institute Foundation Apl. research Leadership Funding Innovation UMH (Maastr.) Company None Management Entrepreneur. Flexibility Trust KEN (Twente) Sc. Park R. Gov., Enterp. Apl. research Leadership Funding Trust AMF (Poznan) Sc. Park R. Gov., Enterp. Apl. research Leadership Funding Flexibility LIH (Hull) Institute Enterprises Apl. research Entrepreneur. Flexibility Innovation UHH (Hertsfd.) Consortium Enterprise Apl. research Entrepreneur. Benefits Trust 12
III. How to develop successful UBC? Institutional level (HEI) Some strong and innovative point: Not necessarily in research or in high technologies Autonomy and shared or leadership model of governance Flexibility Support structures The role of public authorities, private donors and enterprises Initial funding, public or private Mutual trust and commitment of local/regional authorities and enterprises. Individual entrepreneurialism and leadership Most initiatives are to a great extent based on individuals or networks of people with an entrepreneurial vision Only after a certain level of development, these individual initiatives become institutional
III but there are escapes Entrepreneurialism through satellites. Universities with a traditional core, without a favourable legal framework for entrepreneurialism but with strong potentials (due to its specific approach, its research capacity, and so on) can adopt the solution of not changing the institutional core and creating satellites around the university which can adopt an entrepreneurial behaviour. Entrepreneurialism through individuals. Another alternative that non-entrepreneurial universities adopt when they have the potential of some individual is developing individual entrepreneurialism.
III. So, what policies at HEIs? First: Develop a more favourable vision on UBC UBC provide financial benefits, but not only UBC help to develop research more focused on social needs UBC help to develop teaching and learning more connected to socio-economic demands UBC help to help society at large Second: Facilitate entrepreneurialism Incentives, financial and others Mobility and working conditions Third: Increase flexibility Allow flexible governance models Allow flexible status for academics
III. Future development of UBCs A third leg of the core business of intentionally differentiated HEIs Transparency, quality assurance and, consequently, an incentivised activity at individual and institutional level, and please, avoiding burocratisation as much as possible
III. Like in every relationship And most important, and sometimes neglected, what do we know about our partner? How do we take care of our partner? UBCs imply engagement on both sides and mutual benefits
IV. A focus on students and graduates Commercialisation of R&D results Contracted research Collaborative research Licensing Patents Consultancy Busines Shared laboratories Technology Transfer incubator Cooperation Spin-offs Facilities & Innovation International Start-ups Mobility of academic cooperation Technology and student Volunteering Community service projects parks Community Engagement Political participation & Social Responsibility Access to libraries Membership of Elderly Cultural events Grants Community boards Seminars Life Long Learning Business opportunities Programs Sponsoring of education Continuing Education & Employability e-learning Entrepreneurship Educational activities Curriculum development and delivery
The close link between academic degree and profession is not valid anymore A new concept emerges: Employability
Competencies Employability Employment To provide the right competencies to graduates is the most important mission of universities from an economic point of view
For improving competencies we need graduates tracking To know how the learning process worked To know how graduates are doing in the labour market
Some tracking experiences A. How do you rate your own level of competencies? B. What is the required level of competencies in your current work? C. What was the contribution of the study programme to your level of competencies? CHERS (IV FP, 2006): 12 EU countries + JP REFLEX (VI FP, 2009): 14 EU countries + JP PROFLEX (ALFA, 2010): 9 Latin Am countries HEGESCO (LLL, 2011): 6 Eastern EU countries
Competencies profiles (DE vs. FR) Ability to write and speak in a foreing language Ability to use computers and the 7 Knowledge of other fields or internet disciplines Ability to work productively with 6 Ability to negotiate effectively others Ability to rapidly acquire new knowledge 5 4 Ability to assert your authority Ability to coordinate activities 3 2 Ability to mobilize the capacities of others Ability to perform well under pressure 1 Ability to present products, ideas or reports to an audience Mastery of your ownn field or discipline Alerteness to new opportunities Ability to write reports, memos or documents Willingness to question your own and others' ideas Ability to come up with new ideas and solutions Ability to use time efficiently Ability to make your meaning clear to others Analytical thinking
Required and deficient competences based on the work experience of graduates 5 Most required: ICT Use time efficiently Work productively with others Make your meaning clear to others Perform well under pressure 5 Most deficient: Mastery of your own field or discipline Use time efficiently Perform well under pressure Negotiate effectively Assert your authority
Important effects of job satisfaction Individual level: Study-related work experience (no positive effect of non study-related work experience) Study or work experience abroad Good grades Institutional level: Strong links between HE and employers Some effects of being demanding and prestigious
What do employers think about which competencies are most required in the labor market?
The Employers Perspective Professional expertise (i.e. subject-specific knowledge and expert thinking) is the most important skill for employability. Interpersonal skills (communication, teamwork skills,..) are almost as important as professional expertise. In an organisation it might be enough to have just one or two persons who are strong in innovative or entrepreneurial skills. Organisational skills are needed for long-term career opportunities Foreign experience can tip the balance in selecting a graduate for a recruitment decision. General academic skills are well developed but they do not rank highly on the agenda of employers.
How can universities bridge the competencies gap?
How to develop competencies? Acquisition of competencies required by labour market depends on the prevalence of some pro-active teaching and learning modes, mainly: Problem-based learning Facts and practical knowledge Participation in research projects Internships, work placement Traditional modes in teaching and learning contribute little, if any, to develop competencies
What can do universities, business and governments for supporting universities to bridge the competencies gap?
Some possibilities (to be discussed during conference) Cooperating actively in curricular development Developing joint study programmes Cooperating in Continuing Education Facilitating work placements Cooperating with career offices Supporting mobility The previous success factors for UBC apply!
Thank you very much Большое спасибо maria.vieira@unileon.es