Matching Business and Education Prof. John Hobrough University Director Emeritus University of...
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Transcript of Matching Business and Education Prof. John Hobrough University Director Emeritus University of...
Matching Business and Education
Prof. John Hobrough
University Director Emeritus
University of Surrey
Purpose of our discussions might be
Developing Education Business Partnerships
Based on research and analysis of the labour market (LMI) and necessary skills
We consider the background
Small and Medium Sized Enterprises (SMEs) are the main economic drivers within many countries
Is this so in Uzbekistan? What skills are needed by
employers from graduates?
Education Business Education to provide a research
and training base (See University Model)
Businesses to provide opportunities for joint training, work placements and shared activities with Education which
Enhances the business agenda
Autonomy
Selection Scholarship
Survival
Socialisation
Orientation
ServiceSKILLS
Education includingHigher Education
Education is part of the community Can provide skills training and specific
training programmes (CPD) Can research the social context (including
LMI) Can provide Services – e.g. Careers
support in partnership with CC, Knowledge and technology transfer
Chamber of Commerce Involvement
e.g. North east Chamber of Commerce Largest Chamber in the UK Foundation Degrees (in partnership with HE) Training Programmes Apprenticeship Schemes Work Experience opportunities etc
•Labour Market Information •Skills development for graduates •Personal development planning for company personnel •Education business partnership development •Supervision at the workplace for undergraduates •Career development.
The Partnership needs to understand
Starting with research
What are the main changes in the last ten years which provide a positive future for post soviet and new European countries?
Table 2. Main Positive changes in Higher Education since Perestroika Age range
Positive change Male Female 50+ 35-50 35- RUS BRS KRG LAT BG
No ideology (Autonomy) 13 10 15 9 8 6 5 19 20 International opportunities (Socialisation) 10 9 8 11 11 6 4 12 7 15
IT- modern equipment (Survival) 7 10 7 8 12 12 12 7 8 6
New teaching methods (Orientation) 4 10 4 7 14 13 9 9 5 New standards (quality), examine improvement (Selection) 7 6 4 5 6 4 7
CPD and publishing (Scholarship) 7 6 7 9 4 13
More courses for SMEs (Service), 4 5 4 12 International BA, MA Advanced, modules( Scholarship) 6 4 7 Student and staff exchanges, WEX (skills). 5 7 13
Flexibility, creativity (graduates) 5 5 6
Improved research focus(Orientation) 5 6
Language - English- 4 5 4 Score is indicative of the priority weighting for each attribute. This is calculated by scoring first, second and third choices 3,2
and 1; dividing by the total if all were given as first choice; and then multiplying by 100. Only scores of 4 or more are recorded.
But we need
•Labour Market Information •A Skills audit for trainees and learners
Researching necessary Skills
Companies across selected countries were asked to identify (in order of priority) those skills they thought most important for graduates to have on joining the company
The following table shows the results
BG
RUS
BRS
LAT
KYG
UK
IRL
FIN DK D F SWE
ESP Factor
Work Experience 4 8 2 2 3 6 7 5 2 2 2 6= 8 4.3
Specialist Knowledge
7 1 1 4= 1 - 2 1 - 1 1 2 3 4.5
IT Skills 2 6= 4 6 2 2 1 4 - - - - 2 7.2
Communication 3 4= - 1 5 1 3 9 - - 6 - 7 7.9
Flexibility (Creativity)
1 8= 9 - - 7 - 10 1 3 - - 6 8.8
Qualification - (1)
1 7 - 4 4 4 7 - - 5 8 8.9
Foreign Language
6 - 3 4= 6 - - 2 - 8 10 1 1 9.2
Interpersonal Skills
- - - 8= - 4 6 7 8 6 - - 10 9.3
Team Work 5 6= - 3 - 8 - 5 7 - 8= 4 9.7
Personality (Responsibility)
- 2 6 - - - 6 2 5 5 10 - 10.1
Commercial Awareness
- 9= 5 - 8 - 10 3 4 9 3 8= - 10.8
(NB Factor value developed as a mean value with neutral value of 16 (Mid between 11/20) being given where skill was not indicated in countries top 10)
Key Issues
All countries identified work experience as a main factor for skill development
Expertise – having something to offer Language skills given high importance
in non-English speaking countries Interpersonal Skills - important in
dealing with people, marketing commercial enterprises
. Graduate Skills identified for different Sectors SE-UK
Hospitality and Tourism Health and Medicine IT/Communication
1 Self-presentation and Honesty
Communication IT/Computing
2 Interpersonal Skills Qualification Motivation
3 Communication Flexibility Qualification
4 IT Skills Interpersonal Skills Interpersonal Skills
5 Foreign Language Motivation Work Experience
6 Enthusiasm Technical Skills Communication
7 Flexibility Specialist Knowledge Flexibility
8 Initiative Work Experience Specialist Knowledge
9 Interest Communication Technical Skills
10 Work Experience Well rounded/Organised
Commercial Attitude
Key Issues
Different sectors place different emphasis on skill development
The main “skill set” remains important Graduate development can be analysed
as a “skill model”
WHAT BOSSES WANT - EUOverall, bosses suggested 22 skills or actions that their subordinates shouldpractise, many of which overlapped
‘Develop your interpersonal skills’
33%
‘Get experience: run something’
17%
Sharpen your image’ 13%
‘Act like a leader’ 11%
‘Talk to me’ 11%
‘Clarify where you are going’
8%
‘Provide accurate numbers’
7%
Source: London Business School Sample: 400 senior international managers
Studying labour market requirements for Uzbekistan graduates. Khusanova 2007
HonestyHonesty (100%) (100%) (about corruption??)(about corruption??)
Communication skills and responsibilityCommunication skills and responsibility (96%) (96%)Capacity to efficiently solve problems Capacity to efficiently solve problems (91,6%)(91,6%)ExperienceExperience (87,5%) (87,5%)ICT skillsICT skills (87,5%) (87,5%)Professional education Professional education (83%)(83%)Foreign languagesForeign languages (75%) (75%)RecommendationsRecommendations ( (of top managersof top managers ))– 54%, – 54%, independent external sourcesindependent external sources (41%) (41%)
Work experience is part of this partnership
All businesses in countries sampled want students to have undergone some work experience (practice)
The University should be responsible for the proper supervision of students in the work place
The student is at the centre learning enterprise
Involving Students in Work Experience
Consideration of skills required by SMEs within a European context
What has a student to offer – Research, Knowledge Transfer, innovation
Importance of Language for communication A joint learning experience
•Supervision at the workplace for undergraduates
•A partnership responsibility
Student
Academic
Supervisor
Professional
Supervisor
The need is to have an effective method of communicating with all people in the activity
Student
Academic
Supervisor
Professional
Supervisor
Facilitator
“there is a need for a more structured and methodologically sound programmes of research
into supervision in practice settings so that detailed models of effective supervision can be developed and thereby inform
practice”. Kilminster and Jolly (2000)
•Personal development planning for company personnel and CPD•Career Planning
New Teaching Methods and New Standards
Based now on meeting the needs of the Bologna agreement
Learning Outcomes, Assessment Criteria and Skills analysis.
See typical course description
The Business Improvement Programme
TheBusiness
ImprovementCycle
Education/business/industry partnerships experience Wide spread in UK (e.g. Guildford Consortium) Project in Nizhny Novgorod – Building a
business Centre –(British Council TACL and REAP)
Providing courses for business (Minsk, Murmansk- British Council REAP)
Building Bourgas in Partnership (British Council TRAIL) CC, Town, University
Chambers of Commerce can lead the training process
See North east Chamber of Commerce
Developing Partnerships
Working together Agreeing joint outcomes Sharing opportunity Sharing resources Sharing Training
Joint Research
University Staff and research teams can investigate and research problems associated with industrial and business development
Industry can sponsor such research for their own benefit
Joint (University and Industrial) Projects can be funded from external EU and World Bank sources.
Technology Transfer
Post-Graduates can work in industry and solve problems associated with business development
Industry can provide pointers for further investigation at post-graduate level which could help to move the business forward – and provide appropriate project work for the university team
Technology problems can be solved by working together
What has been learnt already in Uzbekistan?
Relatively low employer expectations regarding the quality of higher education in Uzbekistan
Only 12.5% of respondents collaborate directly with the HEIs on improvement of education quality
Only 40% of respondents considered that such collaboration was needed.
Khustanova 2007
What can we do about it?
“The future never just happens:
It is created” The Lessons of History
So Finally –we need to discuss
whetherResearch Teams from Education and The
Chamber in order to report on LMI, SKILLS audit, Training Programmes for company
developmentPersonal Career development
should be initiated?