Диссертация (1146854), страница 38
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The least common activities of cooperation between universities and business in allcountries and regions, with the exception of Italy is the mobility of scientists.The second important aspect that characterizes the “current model of cooperation and the need for thedevelopment of future cooperation” is the presence of obstacles to their cooperation with universities. Intotal, the main obstacle in all countries and regions is a bureaucracy within or outside schools, with theexception of the Arctic countries. But, as emphasized by the Slovak employer, as companies are faced withbureaucratic processes within their own companies.The second most relevant obstacle to cooperation with universities are different time horizons, so that in adynamic business environment increases the need for flexible and react quickly.
Very often, industry orbusiness comes up with a specific problem and requires solutions in a very short time, but the university is notalways ready to do it this way. Universities need some time to understand the problem, to solve the problem,and they cannot at the same time and to devote himself to solving these problems of the industry and meetthe requirements to meet in time.Bureaucratic obstacles to cooperation between universities and business, and a variety of time horizons aredue to follow different motivations and values, but at the same time, the overall theme is one of the mainfactors in the cooperation of the University and business.In Hungary, the Czech Republic and Slovakia, Italy, the countries of the continental block, Scandinavian andRussian employers also noted that among the most important barriers to co-operation between businessesand universities are different ways of communication and language between actors.
Employers in Bulgaria,Hungary, Croatia, the Czech Republic and Slovakia, the countries of former Yugoslavia and Russia indicatedthat they have difficulty in finding the persons in university for cooperation purposes, but it is less than the249actual barrier in Scandinavia. On the contrary, the least relevant obstacle for university business cooperation ingeneral, this is the current financial crisis, as well as the tendency of universities to publish confidentialfindings.The third major aspect of the survey is answering the question "What factors are key to development andwhat are the motives for cooperation on the part of universities and businesses".
Employers of EMCOSUcountries and the countries and regions outside the project consortium included in a large-scale surveyreported that there is an urgent need for development that universities should focus on the future, to ensurethat the strategic partnership with the business and there are no large differences across countries except theCzech Republic and Slovakia where no strategic cooperation among the three development needs.
The seconddirection of development, which should be implemented in the system of higher education is to increase thepractical orientation of teaching, the third direction is to increase the number of training and practice.Italian employers indicated that universities should be directed to the support of the international orientationof its institutions; enhanced internationalization, which also highlighted a large extent in Slovenia, the CzechRepublic and Slovakia, countries of the former Yugoslavia and the Scandinavian countries. The Croatian andItalian employers reported a high need for further development of cooperation with universities, and toensure that increasing the value of applied research.
Employers of Poland and the continental block, thecountries of the former Yugoslavia and Scandinavian regions see one of the main requirements for thedevelopment of long-term development of competences.As for the drivers, cooperation between universities and businesses, we can conclude that it is extremelyimportant that companies and universities have sought for the same goals and are reliable, trustworthypartner in this process.It is interesting to note that in all countries and regions, employers see the biggest benefits of cooperationbetween universities and business in the development of professional competencies of students needed forthe labor market. The only exceptions are Italy and Russia, where this trend is second in the overall ranking.
Inthese two countries are the main advantages of innovative enterprises manufacturing facilities in Italy, and thedevelopment of regional clusters and coordination in Russia.As the results of the survey, at present, many countries are actively developing cooperation mechanisms ofthe education system and business, there is also room for improvement in terms of more effectivecommunication, legal support, and better integration of the various stakeholders. In some sectors, such asinformation and communication technology, already have a long tradition of cooperation with universities,other industries are lagging behind is still due to the national and disciplinary constraints.Analysis of the results of a survey conducted among representatives of different companies from the EU showsthat the cooperation with universities is conducted mainly in the following areas: mobility of students,research and development, participation in the learning process, the mobility of scientists and other modelsthat are related to specific companies ( Figure 3).250EU contriesArctic countriesRussia (Arctic regions)Cooperation with institutions aimed at the interactionParticipation of representatives of companies in the training andresearchFigure 3.
The most common ways of participation in university activities.In total, the company most involved in research activities, teaching and the work of career guidance andemployment departments. Also, company representatives are often invited to participate in the educationalprocess as lecturers and researchers. With regard to cooperation with the departments of vocational guidanceand placement, companies often participate in job fairs and other events related to employment.conclusionThe study allowed generalizing the experience of interaction between universities and businesses in Europehighlight features of interaction in the Arctic zone. The most interesting examples of the interaction observedin Finland (for example, the University of Turku), Sweden, by the example of the Baltic University, as well as inDenmark (Aalborg University).An important finding was the fact that Russia, as a country with a developing economy, also pays greatattention to the issues of mutually beneficial cooperation between universities and businesses: creating hisown practice and using foreign experience.
It should be noted that the state is actively supporting thedevelopment of this direction in the framework of legislative initiatives to support business innovation.A feature of collaboration between universities and businesses in European countries and the Arctic zonecountries is the support of joint research and development and student mobility. These trends are also typicalfor cooperation in the Arctic regions of Russia area. At the same time, despite the efforts of the Governmentto focus Russian universities the interaction with the business is not as high as in European countries.
Inaddition, the Russian Arctic regions should be given more attention to the organization of training for theeconomy needs of skilled personnel and actively involvement in the research of companies’ representatives.* The article was prepared with the implementation of the project within the state task of Russian Ministry ofEducation and Science No.30.207.2016/HM and the Strategic Development Program of the Petrozavodsk StateUniversity251REFERENCES[1]Wilson T. (2012) A review of business-university collaboration.
February 2012https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/32383/12-610-wilson-reviewbusiness-university-collaboration.pdf[2]Henry Etzkowitz, Loet Leydesdorff (2000)The dynamics of innovation: from National Systems and ‘‘Mode2’’ to a Triple Helix of university–industry–government relations. Research Policy 29, pp.- 109–123http://www.uni-klu.ac.at/wiho/downloads/Etzk.pdf[3]University Business Cooperation. 15 Institutional Case Studies on the Links Between Higher EducationInstitutions and Businesses/ Technopolis, October 2011. – 181 p.[4]Employer and University Engagement in the Use and Development of Graduate Level Skills.
IFFResearch 2007[5]Melnik M., Palvin S. (2014) Emerging Models of Cooperation between Private Enterprises andUniversities – Insights of European Enterprises and Employers Organizations/ University of Lubljana,October 2014, 110 pp.Пример статьи 2.EDUCATION SYSTEM POSSIBILITIES AND LIMITATIONS FOR THEGRADUATE’S EMPLOYABILITY IMPROVEMENT IN THE ARCTIC ZONEAlimova T.M.1, Shabayeva S.V 2, Stepus I.
S.31The Ministry of Education and Science of Russia (RUSSIA)2Petrozavodsk State University (RUSSIA)3Petrozavodsk State University (RUSSIA)AbstractIntroductionIn the first decade of the XXI century world leading powers and circumpolar states developed documents thatwould determine strategic interests and roadmaps in the Arctic. Natural resources development andexploration in the Arctic has become a key focus for the Arctic states in terms of growing demand for mineralraw materials, biological and other resources, with their simultaneous rise in prices and demand reduction inglobal market. Successful implementation of promising industrial and infrastructure projects for thedevelopment of the Arctic is largely dependent on qualified personnel.
At the same time, threats torecruitment needs of the Russian Arctic areas have both objective reasons (negative demographic trends inmost of the Arctic states, labour force outflow into regions with more comfortable weather conditions etc..)and subjective reasons: enrollees are still choosing their future occupation without considering regionaleconomy development trends.
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