Presentation on theme: "Matching Business and Education"— Presentation transcript:
1Matching Business and Education Prof. John HobroughUniversity Director EmeritusUniversity of Surrey
2Purpose of our discussions might be Developing Education Business PartnershipsBased on research and analysis of the labour market (LMI) and necessary skills
3We consider the background Small and Medium Sized Enterprises (SMEs) are the main economic drivers within many countriesIs this so in Uzbekistan?What skills are needed by employers from graduates?
4Education BusinessEducation to provide a research and training base (See University Model)Businesses to provide opportunities for joint training, work placements and shared activities with Education whichEnhances the business agenda
6Education including Higher Education Education is part of the communityCan 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
7Chamber of Commerce Involvement e.g. North east Chamber of CommerceLargest Chamber in the UKFoundation Degrees (in partnership with HE)Training ProgrammesApprenticeship SchemesWork Experience opportunitiesetc
8The Partnership needs to understand Labour Market InformationSkills development for graduatesPersonal development planning for company personnelEducation business partnership developmentSupervision at the workplace for undergraduatesCareer development.
9Starting with research What are the main changes in the last ten years which provide a positive future for post soviet and new European countries?
11But we need Labour Market Information A Skills audit for trainees and learners
12Researching 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 companyThe following table shows the results
13Flexibility (Creativity) 8= 10 8.8 Qualification (1) 8.9 BGRUSBRSLATKYGUKIRLFINDKDFSWEESPFactorWork Experience48236756=4.3Specialist Knowledge14=-4.5IT Skills7.2Communication97.9Flexibility (Creativity)8=108.8Qualification(1)8.9Foreign Language9.2Interpersonal Skills9.3Team Work9.7Personality (Responsibility)10.1Commercial Awareness9=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)
14Key IssuesAll countries identified work experience as a main factor for skill developmentExpertise – having something to offerLanguage skills given high importance in non-English speaking countriesInterpersonal Skills - important in dealing with people, marketing commercial enterprises
15. Graduate Skills identified for different Sectors SE-UK Hospitality and TourismHealth and MedicineIT/Communication1Self-presentation and HonestyCommunicationIT/Computing2Interpersonal SkillsQualificationMotivation3Flexibility4IT Skills5Foreign LanguageWork Experience6EnthusiasmTechnical Skills7Specialist Knowledge8Initiative9Interest10Well rounded/OrganisedCommercial Attitude
16Key IssuesDifferent sectors place different emphasis on skill developmentThe main “skill set” remains importantGraduate development can be analysed as a “skill model”
17‘Develop your interpersonal skills’ ‘Get experience: run something’ 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’‘Clarify where you are going’8%‘Provide accurate numbers’7%Source: London Business School Sample: 400 senior international managers
18Studying labour market requirements for Uzbekistan graduates Studying labour market requirements for Uzbekistan graduates. Khusanova 2007Honesty (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%)
19Work 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 placeThe student is at the centre learning enterprise
20Involving Students in Work Experience Consideration of skills required by SMEs within a European contextWhat has a student to offer – Research, Knowledge Transfer, innovationImportance of Language for communicationA joint learning experience
21Supervision at the workplace for undergraduates A partnership responsibility
25Kilminster 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)
26Personal development planning for company personnel and CPD Career Planning
27New Teaching Methods and New Standards Based now on meeting the needs of the Bologna agreementLearning Outcomes, Assessment Criteria and Skills analysis.
29The Business Improvement Programme ThinkTheBusinessImprovementCyclePlanDeliverReview
30Education/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
31Chambers of Commerce can lead the training process See North east Chamber of Commerce
32Developing Partnerships Working togetherAgreeing joint outcomesSharing opportunitySharing resourcesSharing Training
33Joint ResearchUniversity Staff and research teams can investigate and research problems associated with industrial and business developmentIndustry can sponsor such research for their own benefitJoint (University and Industrial) Projects can be funded from external EU and World Bank sources.
34Technology TransferPost-Graduates can work in industry and solve problems associated with business developmentIndustry 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 teamTechnology problems can be solved by working together
35What has been learnt already in Uzbekistan? Relatively low employer expectations regarding the quality of higher education in UzbekistanOnly 12.5% of respondents collaborate directly with the HEIs on improvement of education qualityOnly 40% of respondents considered that such collaboration was needed.Khustanova 2007
36What can we do about it? “The future never just happens: It is created”The Lessons of History
37So Finally –we need to discuss whetherResearch Teams from Education and The Chamber in order to report onLMI,SKILLS audit,Training Programmes for company developmentPersonal Career developmentshould be initiated?