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Matching Business and Education

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1 Matching Business and Education
Prof. John Hobrough University Director Emeritus University of Surrey

2 Purpose of our discussions might be
Developing Education Business Partnerships Based on research and analysis of the labour market (LMI) and necessary skills

3 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?

4 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

5 SKILLS Orientation Autonomy Selection Scholarship Socialisation
Survival Socialisation Orientation Service SKILLS

6 Education including Higher 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

7 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

8 The Partnership needs to understand
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.

9 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?

10

11 But we need Labour Market Information
A Skills audit for trainees and learners

12 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

13 Flexibility (Creativity) 8= 10 8.8 Qualification (1) 8.9
BG RUS BRS LAT KYG UK IRL FIN DK D F SWE ESP Factor Work Experience 4 8 2 3 6 7 5 6= 4.3 Specialist Knowledge 1 4= - 4.5 IT Skills 7.2 Communication 9 7.9 Flexibility (Creativity) 8= 10 8.8 Qualification (1) 8.9 Foreign Language 9.2 Interpersonal Skills 9.3 Team Work 9.7 Personality (Responsibility) 10.1 Commercial Awareness 9= 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)

14 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

15 . 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 Flexibility 4 IT Skills 5 Foreign Language Work Experience 6 Enthusiasm Technical Skills 7 Specialist Knowledge 8 Initiative 9 Interest 10 Well rounded/Organised Commercial Attitude

16 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”

17 ‘Develop your interpersonal skills’ ‘Get experience: run something’
WHAT BOSSES WANT - EU Overall, bosses suggested 22 skills or actions that their subordinates should practise, 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’ ‘Clarify where you are going’ 8% ‘Provide accurate numbers’ 7% Source: London Business School Sample: 400 senior international managers

18 Studying labour market requirements for Uzbekistan graduates
Studying labour market requirements for Uzbekistan graduates. Khusanova 2007 Honesty (100%) (about corruption??) Communication skills and responsibility (96%) Capacity to efficiently solve problems (91,6%) Experience (87,5%) ICT skills (87,5%) Professional education (83%) Foreign languages (75%) Recommendations (of top managers )– 54%, independent external sources (41%)

19 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

20 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

21 Supervision at the workplace for undergraduates
A partnership responsibility

22 Student Professional Supervisor Academic Supervisor

23 The need is to have an effective method of communicating with all people in the activity

24 Facilitator Student Professional Supervisor Academic Supervisor

25 Kilminster and Jolly (2000)
“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)

26 Personal development planning for company personnel and CPD
Career Planning

27 New Teaching Methods and New Standards
Based now on meeting the needs of the Bologna agreement Learning Outcomes, Assessment Criteria and Skills analysis.

28 See typical course description

29 The Business Improvement Programme
Think The Business Improvement Cycle Plan Deliver Review

30 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

31 Chambers of Commerce can lead the training process
See North east Chamber of Commerce

32 Developing Partnerships
Working together Agreeing joint outcomes Sharing opportunity Sharing resources Sharing Training

33 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.

34 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

35 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

36 What can we do about it? “The future never just happens:
It is created” The Lessons of History

37 So Finally –we need to discuss
whether Research Teams from Education and The Chamber in order to report on LMI, SKILLS audit, Training Programmes for company development Personal Career development should be initiated?


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