Диссертация (1146854), страница 35
Текст из файла (страница 35)
These new skills are to helpspecialists to overcome new challenges effectively, bring in innovative decisions, and reach outtechnological results.The obtained results on structured skills models for prioritized hi-tech industries will contribute to newdemands formulated for the vocational education system taking into account the developmentperspectives of technological innovations. This will contribute to education flexibility, in-demandspecialists training, career development backup, labour market complimenting with vacant job places.6.СтатьиПример статьи 1.COMPARATIVE ANALYSIS OF UNIVERSITIES - BUSINESS INTERACTIONMODES IN THE ARCTIC ZONE AND EUROPEAN COUNTRIESSvetlana Sigova1, Alexandra Kekkonen21Petrozavodsk State University (RUSSIA)Petrozavodsk State University (RUSSIA)2AbstractActivation of mutually beneficial cooperation between universities and business is an important area ofregional development in a fast growing economy and globalization processes, where one of the developmentdrivers is the technology and the results of scientific and technological progress.
This issue becomes especially240important in the Arctic zone considered as a promising region within the global economy and needed ofadditional incentives and resources for the development of the fullest possible use of existing capacity.The article presents the results of a study based on surveys conducted in European countries (Bulgaria,Hungary, Poland, Slovenia, Spain and other), including Arctic countries. Another active participant in thesurvey was Russia - its northern regions.The main method of study was in-depth interviews with leading employers from different countries. The aimof the study was to identify and summarize best practices of university business partnerships, identify barriersand drivers of such cooperation, understanding the benefits of bilateral cooperation, the study of the situation"from within" - trying to understand the employers' opinion about the prospects of cooperation withuniversities.The study allowed generalizing the experience of universities - businesses interaction in Europe, highlightingfeatures of interaction in the Arctic zone.
The most interesting examples of the interaction were observed inFinland (for example, the University of Turku), Sweden, by the example of the Baltic University, as well as inDenmark (Aalborg University).Keywords: University-business cooperation, Arctic zone, interaction models.introductionIn a fast growing economy and globalization processes, where one of the drivers are the development oftechnology and the results of scientific and technological progress, an important area of regional developmentis the activation of mutually beneficial cooperation between universities and business. Especially importantthis issue becomes in the Arctic zone, considered as a promising region within the global economy and theneed of additional incentives and development resources to fully utilize the existing potential.Currently, there are a number of studies that describe the most effective ways of collaboration betweenuniversities, business and government.
The role and status of the university, as subjects responsible for thedevelopment of new knowledge, their new features and increased interaction with industry and government ismore fully described in the framework of a triple helix. The thesis of the "triple helix" states that the universitycan play a more active role in the field of innovation especially in the framework of the formation of theknowledge economy. In addition, researchers set a number of classifications to describe interaction modes ofuniversities and business, among which are the groups of activities in accordance with the geographical factor,the volume of links, the type of commercial relations, according to the method of production of newknowledge. At the same time, copying of best practices and attempts of its practical implementation faceswith various organizational obstacles, legal and even psychological in nature, which differ among countries,and in certain regions within the same country.The article is based on practical research of interaction of education and business has been carried out in thecourse of the survey, conducted in countries EMCOSU (Bulgaria, Hungary, Poland, Slovenia, Spain) and in otherEuropean countries (non EMCOSU) with the participation of Russia in 2014.
The research allows to comparedata in the groups of countries: EU countries, Arctic zone countries and Russia North regions.241interaction of universities and business: The theoretical positionCurrently, there are a number of studies that describe the most effective ways of collaboration betweenuniversities, business and government.Interaction of universities and business is not a one-way process, where the main role is played by theuniversity as knowledge generator.
Interaction with business entities providing higher education institutionshave more opportunities for development, opening up before them the problems and demands of practice,allowing you to get feedback on their own work and the ability to implement existing development within theproduction cycle. Businesses, in turn, gains access to relevant research materials, scientific and technicalpotential of universities, the opportunity to reduce their own costs of research and development andmaintenance of internal research centres due to the transfer of their functions to universities [1].Initially, from a theoretical point of view, cooperation of universities and the business seemed like the transferof knowledge and technology, and has been described in terms of "market demand" or "technologicalbreakthrough".
At present, this understanding does not explain the existing order of things. Norms and ruleshave changed and need to develop new strategies to respond to market demand and to promote technologythrough new institutional mechanisms.Presentation of the role and status of universities as actors responsible for the creation of new knowledge,their new features and increased interaction with industry and government more fully set forth in theframework of a triple helix, developed by the authors H.
Etzkowitz and L. Leydesdorff [2]. "Triple Helix" as ananalytical model brings new meaning to the description of the various institutional mechanisms and politicalmodels, explaining their dynamics.The thesis of the "triple helix" states that the university can play a more active role in the field of innovation,especially in the framework of the formation of the knowledge economy. Historically, when the role of themilitary has declined, and the role of scientific communities increased in the institutional structure of modernsociety, a network of relationships between institutions, industry and the government has also beentransformed.
Since science and technology have become important elements of economic development, theirimpact can be analysed in terms of market relations. Not surprisingly, that the consequences of these changesare the subject of international debate about the appropriate role of the University in the transfer oftechnology and knowledge.As noted earlier, in the EU, as well as in other countries, there is no single approach for real interactionbetween universities and enterprises [3]. The existing monitoring and research in this area shows that thereare the following main points of interaction [4]:• Through the hiring of graduates (as a labour provider);• As a "customer" for lifelong learning (LLL) / continuous training;• As a provider of research and development (R & D);• As a player in various economic networks and partnerships related to the development are usually publiclyfunded (UK government, the EU, etc.).242model and experience of cooperation in the arctic zone countriesDenmarkConsider the experience of AALBORG UNIVERSITY Denmark.Aalborg region has historically adopted a regional development approach to growth: for the university, there islittle help from the national government for third stream activities.
AAU has played a significant role inAalborg’s regional development by becoming embedded in the region as a driver of change. This entailscollaboration with regional and Danish educational institutions as well as the creation of consortia andcollaboration networks with national and international universities. It is AAU’s aim to become the centralinstitution for constructive collaboration with local institutions and business partners to enhance competenceand business development.AAU has three missions: problem-based learning, interdisciplinary, and innovation. AAU’s definitions of allthree missions mention the importance of an external approach.University Business Cooperation is embedded in the missions of the university.
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