Rethinking Industry—University Cooperation in Europe

1993 ◽  
Vol 7 (2) ◽  
pp. 93-97 ◽  
Author(s):  
Leenamaija Otala ◽  
Matti Otala
Keyword(s):  
Higher Education ◽  
International Competition ◽  
Research Projects ◽  
Societal Values ◽  
European Industry ◽  
World Economic ◽  
University Cooperation ◽  
University Industry ◽  
Opening Up

In the March 1993 issue of Industry and Higher Education, Matti Otala identified and briefly summarized major trends in cooperation between industry, R&D centres and universities. These trends were seen in the context of the fundamental changes which industry is experiencing in its operations, structure, mores and economics – changes which are the effects of intensifying international competition, shifting societal values, new organizational ideals, and the restructuring of several world-economic blocks. This follow-up article looks specifically at the practical impacts of these changes on university–industry relationships and focuses on the increased need to ‘recycle’ employees who have lost their skills competence, and the opening up of the universities for more and larger research projects. The authors argue that the competitiveness of European industry is at stake and highlight measures which must be taken to ensure its survival.

Establishing Successful Partnerships

1992 ◽  
Vol 6 (4) ◽  
pp. 225-228 ◽  
Author(s):  
Don M. Blandin
Keyword(s):  
Higher Education ◽  
Eastern Europe ◽  
Global Economy ◽  
Central And Eastern Europe ◽  
International Competition ◽  
Educational Institutions ◽  
The Us ◽  
The Cost ◽  
Political Economic ◽  
University Industry

Against the background of the cost crisis in US educational institutions and the changing nature of the global economy and international competition, both of which factors are acting as accelerating forces in the establishment and development of industry–higher education partnerships, Don Blandin sets out five key criteria that are fundamental to the evolution of successful partnerships. He then tests these criteria in the context of the efforts of the US Business–Higher Education Forum to establish relationships with and encourage university–industry cooperation in the countries of Central and Eastern Europe. The article offers insights into the working of industry–education relationships in general as well as the challenge and opportunity inherent in exchanging experience across political, economic and social cultures.

Giải pháp hợp tác giữa trường đại học điện lực và doanh nghiệp trong việc đào tạo kỹ năng nghề cho sinh viên

2018 ◽  
Vol 34 (1) ◽  
Author(s):  
Nguyen Thi Thanh Dan
Keyword(s):  
Triple Helix ◽  
Vocational Skills ◽  
Government Relations ◽  
World Economic ◽  
Competency Based ◽  
Social Partnerships ◽  
Market Needs ◽  
Global Agenda ◽  
University Industry ◽  
And Training

  The purpose of the paper is to research some solutions of cooperation between universities and enterprises in training vocational skills for students. Through the survey on assessment of vocational skills of students and the need for cooperation between Enterprises and Electric Power University, the research proposes some solutions  between two elements of the mechanism of cooperation between University  and Enterprises in training vocational skills for students to ensure graduates can meet the requirements of recruitment agencies as well as the requirements of socio-economic development and employment. Keywords Volcational skill, cooperation, universities, enterprises, Electric Power University References [1] Mạnh Xuân, Gắn kết trường đại học và doanh nghiệp trong đào tạo nhân lực, Nhân dân điện tử, 2015. http://www.nhandan.com.vn/giaoduc/tin-tuc/item/25807602-gan-ket-truong-dai-hoc-va-doanh-nghiep-trong-dao-tao-nhan-luc.html [2] Nguyễn Đình Luận, Sự gắn kết giữa nhà trường và doanh nghiệp trong đào tạo nguồn nhân lực phục vụ phát triển kinh tế xã hội ở Việt Nam: Thực trạng và Khuyến nghị, Tạp chí Phát triển và hội nhập, số 22 (32), Tháng 5-6/2015.[3] Nguyễn Thị Thanh Dần, Động lực hợp tác giữa nhà trường và doanh nghiệp trong việc nâng cao kỹ năng nghề cho sinh viên, Tạp chí giáo dục, Số đặc biệt 11/2016[4] Nguyễn Tiến Long, Phạm Hồng Hạnh. Xây dựng kho dữ liệu kĩ thuật, ứng dụng cho nghiên cứu khoa học và dạy học tại trường sư phạm kỹ thuật – đạo tạo nghề. Tạp chí khoa học giáo dục, số 338 kì 2 (7/2014) [5] Trịnh Thị Hoa Mai, Liên kết đào tạo giữa trường Đại học với doanh nghiệp ở Việt Nam, Tạp chí Khoa học Đại học Quốc gia Hà Nội, Kinh tế - Luật 24 (2008), 30-34[6] Vũ Thị Phương Anh, Liên kết đào tạo giữa nhà trường và doanh nghiệp thiếu mắt xích quan trọng, Báo Nhân dân cuối tuần, 2013. http://www.nhandan.com.vn/cuoituan/chuyen-de/item/21342502-thieu-mat-xich-quan-trong.html[7] Competency-based training, TAFE Queensland, 03 December, 2008, http://www.tafe.qld.gov.au/courses/flexible study/ competencv.html. [8] Croissant, J.L., Smith-Doerr, L. (2008). Organizational Contexts of Science: Boundaries and Relationships between University and Industry. In: Hackett, Edward J.; Amsterdamska, O., Lynch, M., Wajcman, J. (eds.): The Handbook of Science and Technology Studies, 3rd edition. Cambridge u.a.: The MIT Press, pp. 691-718 [9] Dalley, Stephanie and Peter Oleson (2003).“Senacherib, Archimedes, and the Water Screw: The Context of Invention in the Ancient World”, Technology and Culture vol. 44 no. 1, pp. 1–26. 
[10] Davos Kloster (2014), Matching skills and labour market needs – Building social partnerships for better skills and better jobs, Global Agenda Council on Employment, World Economic Forum.[11] Davos Kloster (2014), Matching skills and labour market needs – Building social partnerships for better skills and better jobs, Global Agenda Council on Employment, World Economic Forum.[12] Dzisah, J. & Etzkowitz, H., (2008): Triple Helix Circulation: The Heart of Innovation and Development, International Journal of Technology Management and Sustainable Development, 7(2), pp. 101-115 [13] Etzkowitz, H., Leydesdorff, L. (2000): The Dynamics of Innovation: From National Systems and “Mode 2” to a Triple Helix of University-Industry-Government Relations. In: Research Policy, 29, pag. 109-123 [14] Harris, R., Guthrie, H., Hobart B., & Lundberg, D. (1995). Competency based education and training: Between a Rock and a Whirlpool. South Melbourne: Macmillan Education Australia.[15] Henry Etzkowitz (2008). The triple helix: university-industry-government innovation. Routledge
270 Madison Ave, New York, NY 10016, ISBN 0-203-92960-8 Master e-book ISBN [16] Jones, L., & Moore, R. (1995). Appropriating competence. British Journal of Education and Work, 8(2) 78-92[17] Kathleen Santopietro Weddel (2006), Competency Based Education and Content Standards, Northern Colorado Literacy Resource Center, USA.[18] Leydesdorff, L., Etzkowitz, H. (1996): Emergence of a Triple Helix of University-Industry-Government Relations, Science and Public Policy, 23, pp.279-286. [19] Mihaela & Cornelia Dan (2013). Why Should University and Business Cooperate? A Discussion of Advantages and Disadvantages, International Journal of Economic Practices and Theories, Vol. 3, No. 1, 2013 (January), e-ISSN 2247–7225 [20] Paprock, K. E. (1996) Conceptual structure to develop adaptive competencies in professional. IPN Ciencia Are: Cultura, Nueva Epoca, 2 (8), 22-25.[21] Perkmann, M. (2007): University-industry relationships and open innovation: towards a research agenda. International Journal of Management Reviews, 9 (4), pp. 259–280 [22] Robert E. Norton: Dacum Handbook. Center on Education and training for Employment – College of Education – The Ohio State University, 1997.[23] Shirley Fletcher (1995). Designing Competence-based Assessment in the Professions in Australia, Assessment in Education: Principles, Policy & practice, Volume1, Issue 1.[24] Urayaa, E. (2010). Conceptualizing the Regional Roles of Universities, Implications and Contradictions, European Planning Studies, 18(8), pp. 1227-1246

Reasons for Student Behavior Codes: A Qualitative Study at Two Christian Liberal Arts Institutions

NASPA Journal ◽  
2005 ◽  
Vol 42 (4) ◽  
Author(s):  
Brad A. Lau
Keyword(s):  
Higher Education ◽  
Qualitative Study ◽  
Liberal Arts ◽  
Student Behavior ◽  
Codes Of Conduct ◽  
Faculty Members ◽  
Christian Higher Education ◽  
Liberal Arts Institutions ◽  
Institutional Values

One of the great challenges facing Christian higher education is the role and impact of student behavior codes in furthering institutional values and inculcating those values in the students served by such institutions. The perspectives of administrators, faculty members, and students regarding the rationale for codes of conduct at their institution are examined. To obtain data, administrators, faculty members, and students at two Christian liberal arts institutions completed questionnaires and participated in follow-up interviews based on individual responses to the questionnaire. The views of all three groups are described as they see behavior codes relating to institutional purpose and the development and implementation of such codes.

The Influence of the Established Links between University Courses on the Quality of Teaching

2018 ◽  
Vol 8 (2) ◽  
pp. 35-48
Author(s):  
Jiří Rybička ◽  
Petra Čačková
Keyword(s):  
Higher Education ◽  
Empirical Study ◽  
The Other ◽  
Coherent System ◽  
University Courses ◽  
Quality Of Teaching ◽  
Education Courses ◽  
Initial Knowledge

One of the tools to determine the recommended order of the courses to be taught is to set the prerequisites, that is, the conditions that have to be fulfilled before commencing the study of the course. The recommended sequence of courses is to follow logical links between their logical units, as the basic aim is to provide students with a coherent system according to the Comenius' principle of continuity. Declared continuity may, on the other hand, create organizational complications when passing through the study, as failure to complete one course may result in a whole sequence of forced deviations from the recommended curriculum and ultimately in the extension of the study period. This empirical study deals with the quantitative evaluation of the influence of the level of initial knowledge given by the previous study on the overall results in a certain follow-up course. In this evaluation, data were obtained that may slightly change the approach to determining prerequisites for higher education courses.

scholarly journals Talking the Talk and Fitting In: Troubling the Practices of Speaking? ‘What you are Worth’ in Higher Education in the UK

2015 ◽  
Vol 20 (2) ◽  
pp. 27-39 ◽  
Author(s):  
Michelle Addison ◽  
Victoria ◽  
G. Mountford
Keyword(s):  
Higher Education ◽  
Empirical Research ◽  
Undergraduate Students ◽  
Research Projects ◽  
University Staff ◽  
Cultural Meanings ◽  
The North ◽  
The Uk ◽  
Fitting In ◽  
Uk Higher Education

In this article we raise questions about fitting in pertaining to various classed identities within two UK Higher Education Institutions (HEI). We discuss the pains and privileges attached to accent and ways of speaking worth: Who is able to mobilize and capitalize on inscribed values, as they come to be attached to ways of talking? Accents and ways of talking are part of embodied class identities and whilst some carry connotations of intelligence, other ways of talking are positioned as lacking value, as well as other cultural meanings ( Sayer 2002 ; Spencer, Clegg and Stackhouse 2013 ; Lawler 1999 ; Skeggs 1997 ; Southerton 2002 ; Taylor 2007 ; Macfarlane and Stuart-Smith 2012 ). In this article we discuss our empirical research carried out in two separate qualitative ESRC-funded research projects in the north of England with undergraduate students (Victoria Mountford) and university staff (Michelle Addison). Focusing primarily on white British ways of talking, we examine how embodying particular accents or ways of talking affect classed notions of ‘fitting in’ or ‘standing out’ (Reay et al 2009: 1; Abraham and Ingram 2013 ) in HE. In a climate of uncertainty in Higher Education we are concerned that the importance of demonstrating one's impact, value and worth comes down to more than just productivity, it is becoming demonstrably about being able to ‘talk the talk’. Here we trouble the practices of speaking ‘what you are worth’.

Diaspora Capitalism and the Homeland: Australian Chinese Networks into China

1996 ◽  
Vol 5 (2) ◽  
pp. 239-273
Author(s):  
Constance Lever-Tracy ◽  
David Ip
Keyword(s):  
Twentieth Century ◽  
Economic Development ◽  
Global Capitalism ◽  
The Other ◽  
The World ◽  
World Economic ◽  
Late Twentieth ◽  
Late Twentieth Century ◽  
Opening Up

This article explores two new and related phenomena of the late twentieth century that will surely play a major role in shaping the world of the twenty-first: the economic development and opening up of China, and the emergence onto the world economic stage of diaspora Chinese businesses, producing a significant, identifiably Chinese current within global capitalism. Each of these has, we believe, been crucial and perhaps indispensable to the other.

Tempus Demed project and operational solutions for online distance education

CADMO ◽  
2012 ◽  
pp. 21-37
Author(s):  
Antonella Poce ◽  
Francesca Corradi
Keyword(s):  
Higher Education ◽  
Reference Area ◽  
Present Contribution ◽  
Online Distance Education ◽  
Funding Programme ◽  
Close Cooperation ◽  
Online Distance ◽  
Definition Of ◽  
Online Seminar

Lps-Diped - Universitŕ Roma Tre chaired the Tempus Demed - Development of Master Study Programmes in Education (2009-2011) - project. The project's main objective was the renovation of the Masters courses in Education in certain Balkan countries (Macedonia, Albania e Kosovo). The basic intention involved the adaptation of the higher education provided in the cultural reference area to the principles established within the European context. In particular, during the Dublin Conference in 2004, the so-called Bologna follow up group drew a number of indicators. As already mentioned, at different times, EU policy has highlighted the need to carry out actions aimed at a renovation of higher education cycles, but not much was provided in terms of definition of the curricula, especially for the second cycle of studies. The Demed project also attempted to fill a gap in this regard, operating an indepth revision of this level of studies in the Education sector in Albania, Kosovo e Macedonia. This intervention, moreover, was always carried out working in close cooperation with the partner countries, so that the support provided by Lps Diped, as leader, by Cdell - Centre for Developing and Evaluating Lifelong Learning - University of Nottingham (UK) and by DPU - Arhus University (DK) was realized with an actual collaboration programme, and never resulting as an imposition of certain Western models. The present contribution, therefore, is intended to give a general overview regarding the Tempus funding programme, a description of the Demed project itself, a synthetic report of the online seminar broadcasted to Seeu staff during the project period and of the data collected while evaluating the same experience.

Transcontinental Differences in Continuing Education

1992 ◽  
Vol 6 (1) ◽  
pp. 24-29
Author(s):  
Barry Stern
Keyword(s):  
Higher Education ◽  
Continuing Education ◽  
Education Sector ◽  
Technological Education ◽  
Short Term ◽  
The Us ◽  
The Usa ◽  
University Industry

To provide an overview of the US perspective on university–industry cooperation, the author focuses on four areas: (a) the roles of governments, the higher education sector, and industry in continuing technological education; (b) cooperation between higher education and industry in developing technological education; (c) areas in which Europe, Japan, and the USA can fruitfully cooperate in continuing technological education; and (d) major challenges for the short-term future.

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