Диссертация (1146854), страница 37
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At the same time the processes of cooperation between universities and companies inRussia are at a formative stage. Russia largely borrows foreign experience and models, however, areinstitutional constraints, due to country-specific.In Russia at the present time considerable attention is focused on the development of the regions of the Arcticzone. In this connection, as an important instrument of regional development is seen an increase in245collaboration between universities and business.
The state of development in this area more detail will bepresented in the comparison with European countries.В России в настоящее время значительное внимание сосредоточено на развитие регионов Арктическойзоны. В связи с этим, одним из важных инструментов регионального развития видится увеличениевзаимодействия университетов и бизнеса. Более подробно то, как проходит развитие в этой областибудет представлено в ходе сравнения с европейскими странами.The country's leadership understands the importance of well-functioning processes of collaboration betweenuniversities and business, for which the necessary steps are taken. In particular, it has adopted a number oflegislative acts to optimize the processes of interaction between universities and business.Consider the features of the organization of interaction of universities and business in Russia at the moment.Commercialization of universities available and established in the framework of independent schools of resultsof intellectual activities, expressed in the form of any intellectual property, it is possible within the frameworkof two complementary lines of action: the creation of new business entities focused on university intellectualproperty commercialization (transmitted in company under license) or the transfer of rights to the intellectualproperty of the university on the basis of licensing agreements with the counterparty.
Both directionscurrently received widespread acceptance, although the first one spread out to a greater extent than thesecond.The task of forming environment that encourages innovative small and medium enterprises, based on thecommercialization of the individual authors and research groups of the university, was solved in 2009 theadoption of the Federal Law of August 2, 2009 № 217-FZ "On Amendments to Certain Legislative Acts of theRussian Federation on the establishment budget scientific and educational institutions, business entities with aview to practical application (implementation) results of intellectual activity.
" The law gave universities theright to act in the role of the co-founders of companies and has defined a mechanism for creating spin-off andspin-out companies, operating on the basis of the intellectual property of the University (transferred to thecompany under license). Prior to the entry into force of the Federal Law 217-state universities and researchorganizations have been denied the right to act as co-founders of the business enterprise; since the granting ofthis right amount produced within 217-FZ of small innovative enterprises (SIE), grew rapidly, which, however,is not always due to objective reasons.In 2010 the Russian Federation Government Resolution dated April 9, 2010 № 219 "On state support ofinnovation infrastructure in the federal educational institutions of higher education", which has becomeanother tool to support small innovative enterprises at higher educational institutions, carried out in this case,due to the formation of the university innovative infrastructure.Recently in Russia the level of involvement of large domestic enterprises in such initiatives is greatly increased,which is a direct consequence of the emergence of infrastructure tools to support collaboration of universitiesand business.
They appeared thanks to the Decree of the Russian Federation from 09.04.2010, № 218 "Onmeasures of state support of development of cooperation of Russian higher education institutions andorganizations implementing integrated projects for high-tech production."An attractive business to cooperate in the framework of the University of Contractual Relations is alsoproviding expert consulting services, including in the form of the creation of analytical products.
In this case,246the university acts as a contractor who provides outsourcing services and enterprise - in the role of thecustomer (payer). It should be noted that the university is often the only regional operator, able to provideadvice or that enterprise, primarily because of the natural concentration within the University a significantnumber of highly qualified specialists in various fields.Due to the increasing importance of regions of the Arctic zone at the moment, the survey results wereselected for the analysis and comparison the situation in the countries of the Arctic zone, and Russia, as well asother EU countries.
The survey involved a significant number of representatives of companies from theNorthern regions of Russia, so the data will be presented specifically for the Russian Arctic regions.Comparative characteristics of models in Russia and European countries: Lessonsfor RussiaExtensive practical research topics of interaction of education and business have been carried out in thecourse of the survey, conducted in EU countries [5]. The project depth interviews with leading employers fromdifferent EU countries have been carried out in order to generalize the best practices of university businesspartnerships, as well as employers to receive an opinion on the prospects and problems of cooperation withuniversities.
Industry of the selected companies from manufacturing sector, the services sector and the ITsector are presented.The purpose of the surveys was to identify existing forms of cooperation between education and business, andto identify factors that contribute to the development of interaction between education and business andbarriers to this process. In addition, they were studied aspects related with the expectations of universitiesand enterprises to cooperate.Regions of the study included the following countries: EU countries (Continental unit: Austria, Belgium, France,Germany, Luxembourg, Netherland, Bosnia and Herzegovina, Macedonia, Serbia); Arctic countries: Denmark,Finland, Sweden; Russia (Arctic regions).The main objective of the study was to answer the following three questions:a) What are the most important forms of cooperation between universities and enterprises exist, and why?b) What are the current characteristics of the models of cooperation and the need for the development offuture cooperation?c) What are the key factors for development and what are the motives for cooperation on the part ofuniversities and enterprises?The main directions of activity of the enterprises, is emitted in the study were the following:a) Organizational profile and recruitment practices;b) Assessment of acquired competences of the graduates;c) The model of cooperation between universities and companies;g) Ratio of cooperation between universities and companies;d) An opinion on the future developments in higher education;247e) Practices and examples of cooperation between universities and companies;g) Drivers and barriers to cooperation between universities and companies;h) The results of the cooperation between universities and companies;and) a description of the interaction of specific cases.Consider the overall results of the study.To sum up national responses to the first question, "What are the most important forms of cooperationbetween universities and enterprises exist", the following results.
For the majority of countries participating inthe survey is characterized by medium or high degree of interaction between universities and companies (seeFigure 1).26%34%highmiddleno, or law40%Figure 1. Distribution of answers to companies with established partnership with universities EMCOSUcountries.Most employers cooperate with universities in the field of student mobility that is usually done in the form ofpractical training and training (Figure 2). This mode of cooperation has been ranked in the majority ofcountries included in the large-scale survey, with the exceptions of the Czech Republic and Slovakia and theNordic countries, where it ranks third, and Bulgaria and the countries of the former Yugoslavia, the mostcommon method of cooperation is adult education, training and short courses.
Student mobility isaccompanied by research activities, development of education and training of adults.248EU contriesArctic countriesRussia (Arctic regions)Research and developmentMobility of studentsDevelopment and implementation of curriculaEducation and training of adultsFigure 2: Ranking of the most common ways of cooperation between companies and universities.Research and development are the most common kind of co-operation in the Arctic countries, but is not usedto a great extent in other EU countries. The company's participation in the activities of curriculumdevelopment is most commonly used in the Czech Republic and Slovakia, as well as quite often in Bulgaria,Croatia, Arctic countries, Spain, Italy and continental countries and countries of the former Yugoslavia, but notless frequently in Russia.
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