European University – Enterprise Network Present and Future · Content EUE-Net: objectives and...

European University – Enterprise Cooperation Network Life Long Learning Programme

134546-LLP-1-2007-1-RO-ERASMUS-ENW

European University – Enterprise Network Present and Future

Istanbul, 9-11 September 2010

Content EUE-Net: objectives and results

Simona Lache & Doru Talaba, Transilvania University of Brasov, An overview of EUE-Net and its major objectives and outputs: Q-Planet, CDO-Net, Enterprenaut and Enterpreneurship Tuning,

5

Edmund Zirra, KOOR-BEST University of Applied Sciences Karlsruhe, Quality of student placements - an overview of EUE-Net and Q-PlaNet achievements and continuation after the project life

8

Norbert Voith, Amadeus Association, The network of career development offices in Europe 10

Florin Jianu, Patronatul Tinerilor Intreprinzatori din Romania, The mobility of young entrepreneurs in universities. Experience and further actions for EUE-NET

12

Doru Talaba, EUE-Net, Enterprenaut: Lesson learned and recommendations 13

Marcela Luca, Transilvania University of Brasov, Tuning research concerning entrepreneurship competences acquired during practical placement. Qualitative issues

15

Laura David, Transilvania University of Brasov, Entrepreneurship competences. Importance and level of achievement from the perspective of Academics, Employers, Graduates and Students

19

Strategy for the future

Dan Grigorescu, University of Bucharest, President AsTEC Romania, Requirements and premises for more active non-university partners in ERASMUS Networks projects

25

Lorna Uden & Ian Sunley, Staffordshire University, Postgraduate based awards 28

Csaba Forgacs, Corvinus University of Budapest, .Developing entrepreneurship competencies of students by improving international placement organisation systems

31

Jolanta Vaičiūnaitė, Vilnius University, Leadership development using close to reality training

34

Michel Eboueya & Nadine Pasternak Eboueya, University of La Rochelle, A reading of multi - paradigmatic Entrepreneurship

43

Nelson Duarte, Porto Polytechnic Institute, Entrepreneurship, Intrapreneurship & Local Development

48

Maria Kaltsogianni & Artemis Sigalas, Liaison office of T.E.I. of Piraeus, Encouragement of international entrepreneurship activities for the graduates of higher education and economic development: the role of EUE-Net, strategy for the future

50

Natalia Narits & Pentti Mustalampi, Aalto University of Economics, Entrepreneurship network development among universities

62

Bedrich Zimola & Michal Pilik, Tomas Bata University in Zlin, Ideas for sustainability of EUE-Network

65

Danguole Rutkauskiene and Egle Butkeviciene, Kaunas University of Technology, Enhancing Entrepreneurial Capacities through 5L

67

Consulmarc Sviluppo, The role of business incubators in defining generic entrepreneurial skills

71

Alessandra Millevolte & Massimo Mustica, Laboratorio delle Idee, Employability of graduates in Italy

73

An overview of EUE-Net and its major objectives and outputs:

Q-Planet, CDO-Net, Enterprenaut and Enterpreneurship Tuning

EUE-Net final project workshop, Istanbul, September 9-11, 2010

Enterpreneurship Tuning

Simona Lache, Doru Talaba

Transilvania University of Brasov

The EUE-Net

• 52 partners

• Building on the previous EUI-Net (2004-2007)

• More attention to enterprises: not only large but also


SME’s and and micro-enterprises

• Using instruments that proved effective in EUI-Net: the Annual Conferences, brainstorming meetings, a Tuning methodology on Entrepreneurship

• A strategy directly linked to Lisbon agenda

The EUE-Net approach

• Targets:– Structured institutional arrangements

– The emergence of new patterns of academia – business interaction


interaction

– To attenuate the boundaries between university and industry

– To blur the boundaries between teaching, research and entrepreneurial activities – by creating an independent organizational environment

The 4 EUE-Net Major objectives

• Quality of practical placements of students

• Network of Career Development Offices (CDO).

• Tuning Entrepreneurship


defining generic entrepreneurial skills for the students and best profile of teachers in order to enhance the entrepreneurial approach within the University sector.

• innovative mobility schemes involving entrepreneurs:

– University (Students) to entrepreneurs

– Entrepreneurs to University

The EUE-Net special interest groups

• Quality of student practical placements – Q-PlaNet

• European Network of Career Development Offices –CDO N t


CDO-Net

• Entrepreneurship teaching and learning – tuning research

• Entrepreneurial mobility (Enterprenaut)

Outputs: Q-PlaNet a subnetwork of EUE-Net that produced:

– A model for quality control of trans-national practical placements

– A standard and guidelines on quality control of student practical placements


– Experimental units devoted to quality control of trans-national student placements

– Launching Q-PlaNet extension by • dissemination of the quality standard in larger Networks

(EAEC), European Business Forum , etc.• Starting the process of accreditation and certification at

European level for a structured expansion of Q-Planet

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Outputs: CDO-Net

• A EUE-Net Sub-Network of CDO’s Network aiming to:

• Gather together the European actors working in this area

• Evolve as an independent Network

• Exchange of experience and in particular about the various


Exchange of experience, and in particular about the various databases for career development including:– Information from Enterprises (available jobs)

– Information from University graduates looking for jobs

• Launch a debate about the creation of a unified database at European level, able to offer relevant information about demand and offer on the job market (University level of studies)

Outputs: Tuning of Entrepreneurship

• A research action within EUE-Net

• Target: to identify and create a harmonized view at


European level about the generic and specific competences for Entrepreneurship courses.

• Tuning book on Entrepreneurship

Outputs: Entrepreneurship mobility

• Innovative mobility schemes:

– University to Entrepreneurs


– Entrepreneurs to University

• 2 Entrepreneurship mobility experiments and report

• Guidelines for a European programme on Entrepreneurship mobility

Other outputs

• Conference proceedings, website, newsletters

• EUE-Net Agenda 2010-2013


g A brainstorming session at the end of the

project

EUE-Net annual events

7-8 February 2008, Brasov, Romania, The EUE-Net Kick-off meeting and Workshop on Quality Control of Students Practical Placement in Enterprises

29 April – 3 May 2009, Nicosia, Cyprus,


The 5th EUE-Net Conference and GA, co-located with ERACON 2009

15-18 April 2010, Vienna, Austria, The 1st European Career Convention CareerCon 2010 and the EUE-Net GA

Lesson learned• Pioneering ideas, structured approach, many steps forwards

• Some ideas – more difficult to implement that initially anticipated Examples:– Q-PlaNet: Creation of Reference Centres in the countries without such institutions very difficult and probably not possible without Gov/ EU incentive

CDO Net: Federating databases of all CDO’s revealed a very complex technical


– CDO-Net: Federating databases of all CDO s revealed a very complex technical approach needed. The Network should be very strong to first to enable a sustainable Federation

– Enterprenaut: Entrepreneurs presence in their own company is critical. Even short mobility flows are difficult to organize.

– Tuning: More and more difficult to conduct research based on answering questionnaires !!! (in some countries target groups hardly accept to answer). Other info collecting need to be invented

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Conclusion• EUE-Net is nowadays known, visible and

acknowledged in Europe

• Defined and developed pilots showing the mainstream focus of U-E cooperation in Europe:– Quality of trans-national student placements


Quality of trans national student placements

– Networking CDOs in Europe and federating databases

– Identification of entrepreneurial competences

– Innovating and experimenting mobility schemes for entrepreneurs

• What continuation ?

EUE-Net Final Workshop

• To present Achievements and Lesson learned

• To brainstorm on the continuation of EUE-Net

• The main question: “What other forms could U E


• The main question: What other forms could U-E

cooperation embrace ?”

• EUE-Net was always identifying the new axes in

Europe. Let’s define the new path !

THANK YOU ALL

f th f itf l ti !


for the fruitful cooperation!

[email protected], [email protected]

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EUE-Net Conference Istanbul9-11 September 2010

1

Q-PlaNetFuture of the Quality Placements Network

Future network - TOPICS

o Tasks of the networkNeeds of the network

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o Needs of the networko Two possible solutionso Fundingo Membership

What tasks has the Q-PlaNetwork?o to contribute to the permanent improvement of the quality standard

for placements and further development of quality aspects in mobility

o to build up and maintain university-enterprise cooperationo To assist in Q-PlaNet labeling: improve and supervise QRC

3

g p pstructures and functioning

o to push forward the overall understanding, realisation, and integration of quality placements in Europe towards QRCs, HEIs, governments, and the EU, including tasks such as• assisting in integrating placements in curriculum structures,• assisting in preparing and evaluating placements,• managing and distributing money and grants in the context of quality

placements• organisation and brainstorming for events, other dissemination ideas

o to discuss new QRC applications and the official accreditation procedure

What does it need to fulfil its taks?o Members that are QRCs, committed to the Q-PlaNet

concept and ideally Erasmus consortiao A website with contacts, list of recognised QRCs, conditions

of labelling and reccognition, news, events, publicationso Presence at relevant events in Europe and towards NAs

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o Presence at relevant events in Europe and towards NAso Strong link with the LLP National Agencieso A legitimation – is already given via:

• LLP programme / most members shall be Erasmus consortia• Q-PlaNet was a project officially approved by the EU• Q-PlaNet Quality standard is based on the European Quality

Charter for mobility• The founding network of 5 QRCs has been established with an

official recognition procedure

Solution 1: network as administrative structure

Problems:o Board or similar, needs to be maintained

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o A membership fee would be necessaryo Missing of unique feature: there are

numerous networks…o Difficult to maintain activity and responsibility

among all members („leave it to the board…“)o Risk of becoming an „open club“ where every

institution is member without commitment

Solution 2: a network of networksProblems:o A self sustained network asks a high degree of

responsibility and commitment from each partner(b i l !)

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(but is also an asset!)o Website administration needs to be done centrallyo Difficulty to check new QRC applicationso Difficulty of a body to issue the recognition

certificateso Representation of the Network may be difficult at

relevant events (such as ERACON, Erasmus coordinator’s meetings, EAIE, NAs)

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Solution 2: a network of networksAdvantages:o Less

administration,

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less costso More commitment

and efficiencyo Concentration on

the essential: labeling andnetworking

Fundingo mainly addressed members are Erasmus consortia who

receive OM-funding (“organisation of mobility” as part of Erasmus or Leonardo da Vinci grants) which is foreseen for exactly the tasks the Q-PlaNet system is referring to

o Staff costs: to be taken over by the QRC - new full-time staff

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o Staff costs: to be taken over by the QRC new full time staff is not necessarily needed and the HEI to which the QRC is affiliated to is in the mid- and long run profiting from being a member

o Meetings/conferences: participation fee for bigger conferences could be a solution, travel to be covered by each participant

o For dissemination and other general costs concerning the whole network: voluntary contribution of members, sponsoring, OM money, NA support

Who can be a QRC and member?Any institution being a HEI or being affiliated to an HEI, fulfilling the criteria:

o Being able to carry out the Q-PlaNet labelling: having contacts to potential host organizations (list, database) and being able to evaluate their quality (quality check)

o Having an administrative office / localisation (office)

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o having qualified employee(s) able to dedicate an appropriate time to tasks concerning or in any form related to the Network

o being able to describe its organizational structureo having a websiteo having contacts to other HEI in the region and (in optimal case) are accepted on

regional or national level (depending on the country size) by other HEIo having documented best practices, history of placements, written evaluationo being able to fulfil the tasks of Network memberso Being recommended by 1 existing QRC and having filled out the application form

Why apply to become member?o Better qualification and traineeships for own students

in home regiono Better qualification and traineeships for own students

abroad, easy search

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o International network and contacts within Europeo No more need of checking host organisations abroad

because this is done by the respective QRC to which high degree of confidence is there

o Facilitating acknowledgement of training experiences abroad as host organisation is of high quality

o Motivation to share experience and to improve the quality of placements and education

o Power

Discussion! ??

?

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…Remarks? Ideas?

?

??

??

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the network of career development the network of career development offices in Europe was was established at

CareerCon 2010 Vienna

• 84 career organisations from 19 EU-84 career organisations from 19 EUcountries + one centre form Canada participated

the next activities of the network are:• to find an agreement for data exchange• to install a standardised staff exchange

within the network• to organise CareerCon 2011 in Reykjavik,

Iceland

with the next CDOnet newsletter, a questionnaire will collect information in questionnaire will collect information in order to realise the planed activities as

well as to design the main subjects for the CareerCon 2011

The follwing questions are about data mapping of prospective graduates. Please not „THE DATA DO NOT INCLUDE NAMES OR BIRTH DATES NOR ANY OTHER PERSONAL INFORMATION“ the mapping is focused on curriculum data such as „subject of studies“, „work experience“, „language skills“ and „speciality of studies“. The collected data should give an overview about how many graduates with a certain professional education are available within a delay of 12 months.

Would your centre agree to mapp data of graduates to a central data base hosted and controled by the CDOnet members?

If yes, which data would your centre make available:• subject of studies• speciality of studies• work experience achieved in the past• foreign language skills• others? Pls. specify:

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• In which format do you store students data? Examples will be given ... (multiple choice)In which format can you export specific data fields? • In which format can you export specific data fields? Examples will be given ... (multiple choice)

• All enterprise clients of CDOnet members should have access to the data base. Do you agree, that access to the data base for enterprise will be given on a very moderate yearly subscription fee?

• Suggest an amount for the enterprise subscription fee? In €.....?

• Or should the access be free?

• All entries of each centre will be linked to the centre providing the data. If an enterprices selects profiles from p g p pgraduates and wants to get in contact, enterprise will be linked to the respective centre.

• Do you agree, to pay a moderate fee for the webspace being the link for your centre?

• If yes, what would be acceptable for you? In € .......

Exchange of staff within the CDOnet members:

• In order to learn from each other, as well as improve the co operation within the network CDOnet would like to co-operation within the network, CDOnet would like to install a standardised staff mobility program.

• Do you agree to send you staff to other centres of the network for a limited time?

• If yes, what would be the max. duration of the mobility / exchange? ... in weeks

• Would your centre provide financial support for such mobility?

• Would your centre apply for support within an European project? (Leonardo, Erasmus..

Pls. register under www.careercon.euin order to receive the newsletter d t i t f C C 2011 i and to register for CareerCon2011 in

Reykjavik, Iceland

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The young people belong to the society and are full rights members at political and social records.

FLORIN JIANUTHE YOUNG ENTREPRENEURS ASSOCIATION FROM ROMANIA

About JEUNE

PARTICIPATION

www.advicegroup.rowww.adviceprojects.com

www.cnipmmr.ro

CNIPMMR

www.europroject.org.ro

www.ptir.rowww.jeune-pme.eu

OPPORTUNITIES AND CHALLENGES

- Entrepreneurship as a career option (99.8% of the companies are SMEs, less European people – 45%, comparing with American – 61%, are keen to start their own business)

Lack of up to date research and information

About JEUNE

CONTEXT

- Lack of up-to-date research and information- European legislation (SBA – Erasmus for Young Entrepreneurs, Jasmine initiative; Europe 2020)- Economical crisis (Europe needs new entrepreneurs)- Lack of entrepreneurial education and training – harmonization of practical skills with theory- Reduction of administrative and fiscal burdens for young entrepreneurs- Lack of internationalization of young entrepreneurs businesses

1. Fresh, new approach, practical experienceA very efficient method to learn, the entrepreneurs don’t have time!

2. New and up-to-date informationThe strategy of Austria related to CEE countries

3. NetworkingNew contacts for business, projects or education programs – MBA

About JEUNEWHY TAKING PART?

New contacts for business, projects or education programs MBA4. Mix: business environment & scholastic approach

The input of the entrepreneur in the lectures and seminars attended5. New projects, ideas and partners

European Social Fund – POSDRU – Domain 2.1: tranzition from school to active life

6. European dimensionMeeting the Romanian students

7. FunVienna it’s a very nice city

1. Involve more the young entrepreneurs association and their representatives

2. Extend it to other non-EU countries

3 Promote the idea at European level (EESC seminar)

Aims

CONTINUATION

3. Promote the idea at European level (EESC seminar)

4. Business related: include this project in the internationalization process

5. Legislation: incentives for young entrepreneurs taking part in such activities

Teşekkürler!

CONTACT:

+40 723 324 513

[email protected]

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Enterprenaut: Lesson learned and recommendations

European University-Enterprise Network

Doru Talaba

1 of 7

Doru TALABA, Professor, University Transilvania of Brasov, RomaniaPresident of EUE-Net

OPEN ISSUES

• EUE-Net Enterprenaut Just the tip of the aisberg– It just experimented innovative engagement of entrepreneurs

– The result relevant:• Entrepreneurs mobility is needed but

It d ’t t k l

Doru Talaba

2 of 7

• It doesn’t take place

– Conclusion: a governmental/EU support mechanisms should be put in place

• Many other open issues:– Continuing Education on Entrepreneurship = adult education

Universities should offer Innovative Adult Education for Entrepreneurs

How to engage entrepreneursThe place for Governmental stimulus: New mechanisms required at a large scale

Money for entrepreneurs given via the University !

• E will not come to the U because they are busyU h ld t th E i ti iti t th

Doru Talaba

3 of 7

• U should go to the E, or organize activities to engage them at:– Training as teachers– events: business fairs, recruitment– Research results promotion, patents exhibitions– rare crafts promotion– rural development: bio and eco products

Extending scope for adult training

Possible ideas:

– Promoting U-E cooperation in isolated and remote environments should be leveraged

Example: training and consultancy on how to design

Doru Talaba

4 of 7

Example: training and consultancy on how to design and promote a development project in remote villages

• Developing the project

• where to find funding

• what are the actors and requirements

• how to involve target groups etc

Example

Japan: National treasures

• Aged craft people

• Life Grant:

Doru Talaba

5 of 7

– Maintain the business

– Hiring a young person committed to take-up and continuation of the rare craft

Conclusions:

• Universities tend to work more with large than with small businesses.

• Working with small business is important for economic development and education

Doru Talaba

6 of 7

p• Working with small business could potentially

generate further small business ! • Today’s social system doesn’t encourage

Universities working with small business because the pay back mechanism is very weak !!

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– Institutional building and systemic approach.

– Powerful instruments and substantial framework creation by implementing μprojects programmes, certification and labeling mechanisms

Doru Talaba

7 of 7

labeling mechanisms• New standards and guidelines - for example, Corporate Social

Responsibility etc

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Transilvania University of

Brasov

Tuning research concerning entrepreneurship competences acquired

during practical placement Q lit ti i

The EUE-Net Final Workshop, Istanbul, September 9-11, 2010 1

Qualitative issues

Marcela Rodica LucaTransilvania University of Brasov


BrasovThe competences in evaluationCompetences to manage small enterprises or individual businesses (1)

Capacity to establish productive relationships

Understanding of market dynamics in a particular field

Skills to develop new business ideas (9)

Capacity to identify possible opportunities for developing new products markets or business

Skills to make deals


developing new products, markets, or business modelsCapacity to evaluate perspectives for new ideas Ability to gain social capital (professional

networking)

Capacity to evaluate external environment Effective personal entrepreneurship behavior (12)

Capacity to understand customers needs Social skills for professional activity in multicultural environments

Capacity to make decisions under conditions of uncertainty

Business ethics


Brasov

• Main objective of the university: quality education for a better employability at the end of the studies

• As seen in the quantitative research part, core entrepreneurial competences seem to be rated as less important both in importance and level of achievement by all the respondents:

The qualitative research in the frame of EUE-Net


level of achievement by all the respondents: Competences to manage small enterprises or individual businesses (item # 1) –

was ranked 12th on the IMPORTANCE criterion and 13th on the LEVEL OF ACHIEVEMENT

Skills to develop new business ideas (item # 9) – was ranked somewhere in the middle on the IMPORTANCE criterion and 12th on the LEVEL OF ACHIEVEMENT

Effective personal entrepreneurship behavior (item # 12) – was ranked 11th on the IMPORTANCE criterion and somewhere in the middle on the LEVEL OF ACHIEVEMENT


BrasovThe opinions expressed by the respondents in the open questions section – 1

The section starts with 3 semi-open questions, which invite respondents to give more details if the answer is “yes”:

17. Do the hosting company/ enterprise promote an entrepreneurial culture?


culture?a) Yes b) NoIf "yes", please explain how

18. Do the hosting company/ enterprise encourage employees to try new ideas?a) Yes b) NoIf "yes", please explain how

19. Do the hosting company/ enterprise foster and sustain innovation?a) Yes b) NoIf "yes", please explain how


BrasovThe opinions expressed by the respondents in the open questions section – 2

The following questions are open and invite respondents to give any answer they consider:

20. Please describe the way the company ensures the development of entrepreneurial competences and skills for the students in practical


entrepreneurial competences and skills for the students in practical placement.

21. What are the changes you consider necessary the universities operate in their curricula in order to increase the graduates' employability?

22. What are the changes you consider necessary the universities operate in their practical placement policies in order to increase the graduates' employability?

23. Which could be the role of the companies/ enterprises in the development of the entrepreneurial competences of students?


BrasovAnalysis of the answers to open questions

• The content analysis aimed to identify the main issues related to the effects of practical placement on the development of the entrepreneurial competences during


development of the entrepreneurial competences during university studies

15


BrasovQ 17 Do the hosting company/ enterprise

promote an entrepreneurial culture? – 1 • Most of the participants answered with a simple “yes” or “no”• Some gave more details on the way companies promote entrepreneurial

culture


• The main themes issued from this analysis are the following: – For some respondents, entrepreneurship and employability overlap– What respondents give as examples of “entrepreneurial culture” are rather

aspects of organizational culture related to making the management more “human”, a way of improving productivity, organizational climate, motivation, satisfaction, or well being at work, not necessarily an entrepreneurial culture

– Entrepreneurship means often joining an existing business, not creating one’s own

– Large companies (the most frequent hosts of practical placement) promote initiative, autonomy, but not necessarily small business entrepreneurship


BrasovQ 17 Do the hosting company/ enterprise

promote an entrepreneurial culture? – 2 • Some universities encourage a sort of “internal entrepreneurship” for

the academics, in order to renovate the didactical process, but this doesn’t mean necessarily that the students’ entrepreneurial spirit will


doesn t mean necessarily that the students entrepreneurial spirit will improve as a result

• Other universities have study programs dedicated to small enterprise management


BrasovQ 18Do the hosting company/ enterprise

encourage employees to try new ideas? – 1 • Searching continually for novelty is an important feature of entrepreneurship,

even if not for entrepreneurial behavior only; it is rather a larger feature, related to creativityE l ’ i iti ti i i t t f th d i l f


• Employees’ initiative is important for the succes and survival for any company, not only for those in small business

• For larger companies, this is a part of company philosophy, something that is “natural” as long as the company defines itself as a learning organization

• In order to stimulate the initiative and creativity of the emploees, things are done formal: the participation of any employee in the process of innovation is facilitated by strategies, procedures, and adapted infrastructure

• For some respondents, the key of promoting innovation with employees is simply money. Financial incentives are useful for motivating people to come with new ideas


BrasovQ 18Do the hosting company/ enterprise

encourage employees to try new ideas? – 2

• Students in practical placement can be involved too in this process and in some companies this is regular practice


• Even if their fresh ideas are not implemented by the company, the student learns a lot form the process of submitting his/her idea and trying to convince other of its value, to fit-in the existing projects or generally with the existing frame

• For them, it could be a first contact with real life in secure conditions of being only an intern


BrasovQ 19Do the hosting company/ enterprise foster and sustain innovation? – 1

• Fostering, sustaining, promoting innovation are synonyms for the same process of continuing renewal of the activities, processes, products of an organization.


p , p g

• Mainly in the business area, innovation means keeping the pace with the field and remaining competitive in a dynamic world.

• Employees are considered valuable resources in which the wise company invests training and for which develops infrastructure, procedures and uses systems of incentives


BrasovQ 19Do the hosting company/ enterprise foster and sustain innovation? – 2

• For the universities is important to place students in enterprises that foster innovation, making of this a way of preparing well trained graduates and they are happy to find such partners


• In some happy cases, students are part of this process and learn hands-on how innovation leads to business success and personal accomplishment

• However, some respondents consider that the hosting enterprises have no interest in sustaining innovation of practical placement students– The reason is a simple one, in the opinion of an academic: “because a

company is not interested to develop the entrepreneurial culture of its employees, (because) they will leave the company :)”

16


BrasovQ 20

Please describe the way the company ensures the development of entrepreneurial competences and skills for the students in practical placement – 1

Three categories of opinions 1. The hosting companies explicitly develop entrepreneurial skills by:


– Formally recognizing individual’s contribution– Teaching the students to take manageable risks and sometimes even

about failing, 2. The hosting companies implicitly develop entrepreneurial skills by:

– Providing topics for bachelor and master thesis– Individual work or involvement in organizational projects, where (they)

can work with more experienced employees– Perform a project proving maturity, independence, intellectual ability,

contacts with others


BrasovQ 20

Please describe the way the company ensures the development of entrepreneurial competences and skills for the students in practical placement – 2

Three categories of opinions 3. The hosting companies do not develop entrepreneurial


skills at all: – Doing internships at medium or bigger sized businesses or at

institutes, NGOs ignore entrepreneurial competences– Companies just accept students as ballast; do not pay any

attention to raise possible employees – Companies prefer the students to participate in the regular jobs

that the company has already undertaken – Usually on practical placements interns are trained to be good

employees, and not entrepreneurs.


BrasovQ 21

What are the changes you consider necessary the universities operate in their curricula in order to

increase the graduates' employability? – 1

The main changes the universities should operate are related to several aspects such as:


p

• Changes in vision of academia about the aims of higher education

• Changes in curricula concerning the competences and the contents taught

• Changes in teaching methods


BrasovQ 21

What are the changes you consider necessary the universities operate in their curricula in order to

increase the graduates' employability? – 2

• Preparing the students for the practical placement

• Carefully and responsibly choosing the place of the


Carefully and responsibly choosing the place of the practical placement

• Increasing the role of career centers in preparing the students for the world of work

• Increasing the employability, but not necessarily the entrepreneurship

• A closer cooperation with the enterprises


Brasov

Q 22What are the changes you consider necessary

the universities operate in their practical placement policies in order to increase the graduates'

employability? – 1 • Changes in practical placement policies

PP should be compulsory and at least 1 semester long


– PP should be compulsory and at least 1 semester long– Long term partnership with hosting companies

• Creating infrastructure for practical placement in universities– Centralized internship facilitated by university career center - only

one source to get all needed information, less administration work

• Changes in the procedures of practical placement follow-up– During practical placement, university or teachers should control students

work and ask periodical report about practical placement


Brasov

Q 22What are the changes you consider necessary

the universities operate in their practical placement policies in order to increase the graduates'

employability? – 2 • Improving pedagogical aspects of the practical placement

Motivating students to be useful and personally involved in results


– Motivating students to be useful and personally involved in results of the hosting company

• Improving the training of supervisors from the university:– Valuing more the supervising teachers in terms of position and

incentives– Specific training for teachers who start placement supervision

• Extension of the support provided by the university for the transitional stage to employment – increased role of career centers

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BrasovQ 23

Which could be the role of the companies/ enterprises in the development of the

entrepreneurial competences of students? – 1

• Involvement of companies in curriculum design by suggesting new study programs, subjects, teaching


methods • Increasing the role of companies in students training by

strengthening the university-enterprise cooperation


BrasovQ 23



• Great expectations of academics towards the enterprises– Companies should encourage the students to take their decision and to


make them understand they are responsible for any future development. – Making entrepreneurial competences a standard part of any practical

placement– Giving the student individual projects on which they can work before,

during and after the placement– Organizing company workshops that improve entrepreneurial skills– Giving feedbacks to students at the end of practical training– Bringing specialists in university (for case studies and conferences)


BrasovQ 23



• The role of the student, as a mature and motivated learner in all this


learner in all this• Employers have great expectations too

– Defining specific competences to acquire during the practical placement

– Starting at the preparatory phase at the university (with the help and counseling of for instance an experienced coach that works as an entrepreneur)


Brasov

Conclusions

• There are differences between countries concerning the educational system and the role of practical placement in training entrepreneurial competences


g p p• Insertion of graduates involves not only employability,

but entrepreneurship too• Universities should reconsider the importance of

entrepreneurship for facilitating the insertion of their graduates and rethink curricula

• The enterprises are expected to become long-term partners of universities in this respect.

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ENTREPRENEURSHIP COMPETENCES. Importance and level of achievement from the

perspective of Academics, Employers, Graduates and Students

Laura Teodora David

Transilvania University, Brasov

Learning - new approach

An action in the world (Hager, 2004)

Learning is contextual (Tynjälä, 2008)

Learning at the workplace: a combination of theory and practice

Generic model: PP - an opportunity for developing and assessing the skills needed in working life

PP means

doing a job by him/ herself

working in co-operation with colleagues

confronting with challenges and tasks that may becompletely new

reflecting on and evaluating one’s workexperience

planning for future activities

being involved in any extra work and extra studycontext

Objectives

Tuning research

Analysis of the importance and level of achievement of entrepreneurship competences during PP from the perspective of: – Academics

– Employers

– Graduates/ students

Methods

Questionnaire composed by:

14 Likert scale (4 points) questions

2 on respondent choice questions (Likert scale)

3 yes/no questions

4 open questions

Methods

15 minute to complete

4-steps scale: – None – 1;

– Weak - 2;

– Considerable – 3;

– Strong – 4

19

Methods

14 questions divided in 2 scales:

Importance of competences

Level of achievement of competencies

Cronbach α value = 0.903

Spearman-Brown split-half correlation = 0.86

Methods

Importance scale

- Cronbach α = 0.88

2 factors structure, 48.76% of total variance

Level of achievement scale

- Cronbach α =0.90

single factor, 44.75% of total variance

Subjects

22 countries

182 respondents

79

Graduates

Academics

35

68

Employers

Academics

SubjectsFields of activity the respondents are involved in

20

25

1821.83

18.0314.25

7.85 6.53

13.51

0

5

10

15

Eng

inee

ring

Eco

nom

ics

&

Bus

ines

s

Edu

catio

n

IT&

robo

tics

Ser

vice

s

Man

ufac

turin

g

Oth

ers

Employers group

Size of the enterprise

60

Position in the company

60

57.14

5.7111.42

25.73

0

10

20

30

40

50

Manager Owner Human resourcesdepartment

Project manager,researcher

30.76

57.69

3.867.69

0

10

20

30

40

50

< 11 11-200 201-1000 > 1000

Students/ graduates group

50

60

Present employment situation

45

50

Age distribution

50.7

16.4 16.1

3.511

0

10

20

30

40

50

position relatedwith study

position notrelated with

study

still inuniversity

looking for firstjob

no answer

46.8

34.2

15.2

3.8

0

5

10

15

20

25

30

35

40

under 24 years 24 - 27 years 28 - 32 years over 33 years

20

ResultsImportance scale

Item Mean (std.dev.)

Rank

CI6 Capacity to understand customers needs

3.48 (.73) 1

CI8 Capacity to establish productive relationships

3.45 (.69) 2

CI7 Capacity to make decisions under conditions of uncertainty

3.36 (.68) 3

CI11 Ability to gain social capital (professional networking)

3.36 (.73) 3

CI4 Capacity to evaluate perspectives for new ideas

3.34 (.75) 4

ResultsImportance scale

Item Mean (std.dev.) Rank

CI5 Capacity to evaluate external 3 18 ( 72) 10CI5 Capacity to evaluate externalenvironment

3.18 (.72) 10

CI12 Effective personalentrepreneurship behavior

3.14 (.79) 11

CI1 Competencies to manage smallenterprises or individual businesses

3.10 (.87) 12

Similarities between groupsCompetence Group

Capacity to understand customers needs Capacity to establish productive relationships

Academics, Employers, Students/

graduates

Business ethics AcademicsBusiness ethics Capacity to evaluate perspectives for new ideas

Academics Employers


Academics Students/ graduates

Understanding of market dynamics in a particular field

Employers only

Capacity to identify possible opportunities for developing new products, markets, or business models

Students/ graduates only


Competencies to manage small enterprises or individual businesses

Effective personal entrepreneurship behavior


graduates

Social skills for professional activity in multicultural environments Skills to make deals

Academics only


Employers only

Business ethics Students/ graduates only

Differences between groups

CI14 Business ethics

ANOVA analysis

F 5 81

3.5

3.4

3.3

3.5

3.4

F(2, 179) = 5.81

p = .004

tip de chestionar

Graduates

Employers

Academics

Me

an

CI1

4

3.2

3.1

3.0

2.9

3.0


CI2 - capacity to understanding of market dynamics

3.6

3.5

3.43.4

3.53.5

t(101) = 2.50, p = .01

t(101) = 2.21, p = .03

CI7 - capacity to make decisions under conditions of uncertainty

t(101) = 2.30, p = .02tip de chestionar

Graduates

Employers

Academics

Me

an

3.3

3.2

3.1

3.0

CI2

CI7

3.13.23.2

21

Partial conclusions

Most important ones: professional social skills

Middle ranked: intuition for innovation and mind openness

Less important: complex competencies related with business management

Partial conclusions

Academics: centered on social professional skills

Employers: job oriented, less emphasizes on skills that are complex and require expertise

Students/ graduates: social professional skills, decision making and opportunities understanding

Entrepreneurship behavior - “considerable important” , rank 11

ResultsAchievement scale


Rank

CL8 Capacity to establish productive relationships

2.99 (.78) 1

CL6 Capacity to understand customers needs

2.91 (.75) 2

CL11 Ability to gain social capital (professional networking)

2.85 (.85) 3

CL14 Business ethics 2.82 (.89) 4

CL13 Social skills for professional activity in multicultural

environments

2.80 (.85) 5

ResultsAchievement scale


Rank

CL10 Skills to make deals 2.54 (.91) 11

CL9 Skills to develop new business ideas

2.53 (.89) 12

CL1 Competencies to manage small enterprises or individual businesses

2.44 (.86) 13


Capacity to understand customers needs Capacity to establish productive relationships


graduates

Business ethics AcademicsBusiness ethics Capacity to evaluate perspectives for new ideas

Academics Employers


Academics Students/ graduates

Ability to gain social capital (professional networking)

Employers Students/ graduates


Competencies to manage small enterprises or individual businesses

Academics, Employers,

Students/ graduates

Eff ti l t hi b h i E lEffective personal entrepreneurship behavior Employers Students/ graduates

22


CL7 - decision under uncertainty

F(2, 177) = 3.833, p = .02

post hoc Games-Howell

3.4

3.2

3 0

3.2

difference = .36, p = .02

CL8 - productive relationships

F(2, 177) = 4.98, p = .008

Games-Howell difference = .34, p = .02


Mean CL13

Mean CL8

Mean CL7

3.0

2.8

2.6

2.4

Groups

Academics

Employers

Graduates

3.0

2.9 2.9

2.8

2.62.5

2.9

2.5


CL13 - social skills in multicultural environments

F(2, 177) = 6.03, p = .003

3.4

3.2

3 0

3.2

(2, 177) p post hoc Games-Howell

difference = .39, p = .06


Mean CL13

Mean CL8

Mean CL7

3.0

2.8

2.6

2.4

Groups

Academics

Employers

Graduates

3.0

2.9 2.9

2.8

2.62.5

2.9

2.5

Partial conclusions

Better achieved: professional social skills

Middle achieved: evaluation and decision making

Less achieved: complex competencies related with business management

Partial conclusions

Academics: abilities the have to do with direct work with clients or concrete job requirementsrequirements

Employers: professional interrelation and business ethics

Students/ graduates: more satisfied, cognitive abilities improve

Level of importance - and the actual level of their achievement during PP

Paired t tests

Differences are all significant

Size effects are medium and large

Differences between the level of importance and level of achievement

2.5

3

3.5

4

importance

1

1.5

2

2.5

1 2 3 4 5 6 7 8 9 10 11 12 13 14

achievement

23

Conclusions

The importance of competencies were rated above “considerable”

The achievement of competencies were rated between “weak” and “considerable”

First positions in the hierarchy are occupied ability to establish appropriate relations with clients

Importance and improvement of the entrepreneurship competencies are related and vary in parallel

24

Requirements and premises for more active non‐university partners in ERASMUS Networks projectsp j

Dan Grigorescu

University of Bucharest

EUE‐Net conference, Istanbul, 9‐11 September 2010.

The close cooperation between Universities and “Enterprises” represents a major factor in increasing the quality of Higher Education and the fulfillment of this cooperation’ great potential for social and economic development in Europeeconomic development in Europe.

The importance of this cooperation was demonstrated through “cases of good practice” throughout Europe.


Among the first initiatives for strengthening the University‐Enterprise cooperation: the EUI‐Net project (2004‐2007 ) under Erasmus Thematic Networks, followed by EUE‐Net (2007‐2010).

In few years, especially through the auspices of the ERASMUS Program the concept of UniversityERASMUS Program, the concept of University‐Enterprise cooperation grew rapidly becoming throughout Europe an important part of the Higher Education Reform.


In order to sustain the University‐Enterprise cooperation the European Commission opened in 2008 the University‐Business Forum which gathers around the table of debates representatives of the academic, economic and social worlds, together with EU authorities.

Due to all these projects and initiatives a new atmosphere, favorable for University‐Enterprise cooperation was created in Europe.


Erasmus Program actions to strengthen the University‐Enterprise cooperation

In the last 6 years several actions favorable to the U‐E cooperation were introduced in Erasmus Program:

• Extension of transversal themes in Erasmus Networks,following the EUI‐Net project

• Inclusion of enterprises among the “project beneficiaries” in• Inclusion of enterprises among the project beneficiaries in most of the subactions of the Erasmus Multilateral Projects(Curriculum Development, Virtual campuses)

• Co‐operation between Universities and Enterprises become a special field of action under Erasmus Multilateral Projects.


Difficulties encountered in the partnership of the University‐ Enterprise projects

• Unbalanced/weak participation of enterprises

• Lack of a real motivation/interest for participation from the part of enterprises

• Generally, the participating enterprises are brought in the project by the universities based on previous connectionsproject by the universities based on previous connections among them.

• The most represented “enterprises” in the U‐E projects are Centres of Research and IT innovation and communication, not real enterprises.


25

Solutions for overpassing the partnership difficulties

‐ Launching projects of real common interest for universities andenterprises (e.g.

• development of entrepreneurial skills of students and employees;

• environmental protection and promotion of green technologies ;g

• sustainable development in local or regional frame; etc‐ Projects more focused on the non university partners interests.

‐ Stimulate the initiative and willingness of enterprises in launching projects corresponding to their own/specific aims, in which universities can effectively and efficiently contribute.


New premises for more active partnership in University‐Enterprise projects

It became obvious that the social and economic progress in the societies cannot be achieved without a strong partnership involving well motivated parts, with well defined tasks, responsibilities and benefits.

The European Commission continues the efforts for strengthening the role of enterprises (particularly of small ones) in societies and the E‐o e o e te p ses (pa t cu a y o s a o es) soc et es a d t eU cooperation in projects.

Among the new EC initiatives : the issue in parallel with the Erasmus University Charter of the European Charter for Small Enterprises in which the small enterprises are regarded as the backbone of the European economy and a key source of jobs and a breeding ground for business ideas, as well as the main driver for innovation and employment in Europe.


The recommended Lines for action in the recently issued Charter for Small Enterprises have in the first line

Education and training for entrepreneurship, stating that :

“General knowledge about business and entrepreneurship needs to be taught at all school levels ,while Specific business‐g , p frelated modules should be made an essential ingredient of education schemes at secondary level and at colleges and universities”.


European Charter for Small Enterprises ‐2009 good practice selection presents six domains in which small enterprises coordinate or participate in successful projects :

1. Cash flow for business growth ‐ Incentives for reinvesting profits

2. Easier access to public procurement3. Business dynamics: easier bankruptcy procedures and

business transfers4. Fostering creativity in entrepreneurship5. Fostering Women’s entrepreneurship6. Fostering eco‐innovation and energy efficiency in SMEs.

Comments –in all domains universities can contribute, particularly in 4,5 and 6 listed domains.


A Romanian case of good practice in creating an efficient university/non‐university project

partnership :

The Hateg Country dinosaurs Geopark – a Master project aiming at Sustainable development of aproject aiming at Sustainable development of a

region in Transylvania.


Main project objectives

• Conservancy and valorization of the Nature and Cultural heritages of the region through education and tourism

• Development of sustainable agriculture in the region

• Reinforce the cultural/folkloric regional traditions

• Enhance ecological education, in primary and secondaryEnhance ecological education, in primary and secondary schools from the region

• Offer the possibility of professional reconversion through ODL organized by the partner universities.


26

Expected impact of the project

Nature conservation• Improvement of the geological sites organization and management in order to ensure

their protection and valorization through tourism and education• Promotion of interdisciplinarity in geological researches and practical methods of

geoconservation• Raise the awareness on the role that Geodiversity and Biodiversity, tackled together in

an integrated system of conservation and valorization, can play in sustainable development of a region.

Economy • Funds raising from tourism (pensions and services) and from connected activities• Funds raising from tourism (pensions and services) and from connected activities

(handicrafts, microproduction of merchantable objects related to the Geopark) • Engender new work positions, especially in connection with site protection and

development of the tourism in the regionSocial and cultural• Revitalization of the ethnologic and cultural identity of the Hateg Country• Ensure the possibility of professional training / reconversion through courses offered by

the university consortium involved in the project• Strengthening the social cohesion among local communities, which are linked by a

common interest in raising the socio‐economic standard of the region.


Partnership

• Inter‐University consortium– University of Bucharest– University of Petrosani– University of Architecture from Bucharest– University of Agriculture from Timisoara– University “Babes‐Bolyai” from Cluj

• Inter‐Communal Association for sustaining the Geopark– Mayors of all the 11 localities from the Geopark area

Representatives of the County Council Hunedoara– Representatives of the County Council Hunedoara– Representatives of Universities from Bucharest and Petrosani

• Enterprises– SC Hidroconstructia Raul mare– SC Electrica, Hateg– Nabis SRL, Hateg

• Local Communities – Professors, teachers, priests, farmers.


Proposals for the new EUE‐Net project

Well defined objectives of common interest for the partner universities and

enterprises; objectives to be decided following common debates

• Involvement of well motivated enterprises towards the project objectives

• Concrete and feasible responsibilities for all the partners

• Establishment of specific working groups around specific pillars of the project (e.g. Development of entrepreneurship skills with special emphasis on

’ t hi N t t ti d ti f Gwomen’s entrepreneurship, Nature protection and promotion of Green technologies, Sustainable development of the regions, etc)

Comment Practical placement for students should remain a main objective of the project but organized within a working groups which involves well motivated enterprises for this issue.

• Encourage the enterprise’ initiatives in defining the project objectives and activities.


27

Post Graduate Work Supported Learning

By

Ian Sunley & Prof. Lorna Uden

1

Introduction In 1997 the student grant towards living expenses

was replaced by a student loan, which was repayable on graduation by deductions from salary once an income of £15000 was being earned.

In 2003 students were also required to pay £3000 In 2003 students were also required to pay £3000 per annum towards their fees.

In 2003 the European Union completed a research paper on Funding Higher Education. It looked at several models, with particular interest in the UK. In the current economic climate I believe most countries will eventually adopt the UK route.

2

Why? Getting your first degree is becoming more

expensive? The National Union of Students claim that ‘We expect that the average student will have p g

acquired, by graduation, around £25,000 worth of public debt (money that they owe to the state, this does not include bank debt, credit card debt or commercial loan debt)’

So many exceptional students capable of masters and doctorates need to earn a living as well as study. 3

Why Postgraduate study?

Most professional bodies in the UK that issue chartered status (e.g. C.Eng, C.Sci, CITP, MBA) require Masters Level education.MBA) require Masters Level education.

Euro Ing requires a similar academic level.

4

Employee Benefits

Can keep a good employee at a company. If the employee is working on a company-based

project, they have an increased likelihood of staying during the degree and may also have a y g g g ysense of loyalty to the company.

Company can get access to leading edge techniques. If the student is also doing research for his

degree based on work, they will be looking at current research into that area.

5

What type of awards?

Masters and Doctorate Level. At Masters Level a quick search on Google

showed Masters work based courses in Health IT Engineering Social workHealth, IT, Engineering, Social work, Business Administration and Fine Arts.

At Doctorate Level there were courses in Business Administration, Health, Engineering and Education.

6

28

Part time Masters awards -1 An E-Learning award with all the modules taught

via E-Learning and a project that could be work related.

A Masters by Research award where the student has to understand how to write research papers and then undertake a proposal and dissertation (in the style of a mini PhD)

A part time masters where the student has to complete 3 research informed projects ideally based around the subject area they are involved in their employment.

7

Part time Masters awards -2 Knowledge Transfer Partnership, KTP, currently

offered by the UK Dept. of Industry. Pays 50% of the salary of a student working for a small company in a new technical area. The student p yalso has an academic advisor for half a day a week, which is also funded by the government. If the student is successful they are awarded a Masters in Science. How long this will continue in the current economic conditions is unknown.

8

Traditional Doctorate study Universities are viewed to conduct research to

build up a body of knowledge that is then taught as a ‘truth’.

Students follow an existing curriculum. Content is fixed and determined. Co te t s ed a d dete ed Methodologies used are disciplinary. Learning is individual. Problem solving is academic and timeless. Reflection on learning occurs unintentionally and

non systematically. 9

Work Based Doctorate Does not arise directly from the disciplinary

frameworks. Exemplifies more local knowledge, flowing from

the particular spatial and temporal circumstances of work contexts and situations (Boud 2001).

Content is flexible and individually determined. Knowledge is derived through a

multidimensional, inter professional, work-based frame of reference.

It is constructing, not absorbing, knowledge 10

Is concerned with the knowledge gained by doing work and aims to be developmental for the practitioner, purposeful for the community of practice and useful in its contribution to academic learning and the knowledge stored in higher education.

Work-based pedagogies focus on the creativity and reflexivity of individuals within a work based context (Costley 2000)

(rather than on the learning of a set syllabus).

Reflection is an integral part.11

Work-based learning involves Accreditation of Prior Experiential Learning.

Methodologies sed are Methodologies used are transdisciplinary, applied and exploratory research methodologies (Boud & Solomon 2001).

12

29

Work-based doctorates

Aim to create and apply new knowledge (Brennan 2005).

Learning outcomes for a work-based learning programme operate at a number of different,

et interrelated le els kno ledgeyet interrelated levels – knowledge, understanding, application, analysis, synthesis, evaluation and abstraction.

Are context bound, driven by specific and immediate work requirements.

13

Continued

Reflection on learning occurs intentionally and systematically as an integral and important part of all aspects of the studies (Costley 2000).

Project planning or project proposal outlines j p g p j p pthe theoretical as well as the practical aspects of the project.

Doctorate project has to be based on solid theory, but has to be applicable and serve a need in a professional setting. (Portwood, et al. 2002).

14

Continued

Expected outcome of the work based research does not only include the research dissertation or report.

It also has to be accompanied by the evidence, a product that can be directly useful to the project stakeholders (Portwood et al. 2002).

Work-based pedagogical approaches emphasise Work based pedagogical approaches emphasise process curriculum which is strongly student-centred (rather than content-driven and pre-set curricula derived);

These include a self-directed approach to learning (learn how to learn) (Raelin 2000).

Experiential, and reflective learning.

15

Doctorate awards Students work on research in related work

project. Students prepare papers related to research

project and publish them.S d h i h i l d h i Students then write thesis related to their work project.

Important Emerging subject: Service Science. Desperate shortage of service science

solution engineers Answer : Work Based Postgraduates.

16

Research

Conduct surveys in Europe among companies to find out their views.

Analyse the results.

Determine appropriate approaches to take.

17

Conclusion

Traditionally universities have been the places for research and the creation of knowledge (Angelides and Vrasidas 2003).

Considerable discussions occurred amongConsiderable discussions occurred among academics regarding the nature of knowledge, the kind of research that creates it, and the relations between theory and practice.

Universities must be able to respond to the new and different needs of today’s society.

18

30

Where to heading EUE-Net?Developing entrepreneurship competencies of students

by improving international placement organisation systems

Brainstorming of EUE-Net expertsI t b l S t b 9 11 2010Istanbul, September 9-11, 2010

Csaba ForgácsCorvinus University of Budapest

Aim of the Project

Developing entrepreneurship competencies p g p p pof students by improving international placement organisation systems

How to make the system worked more efficient?

Content

1. Competencies2. Organizing international placement work by using

systems’ approach3. Setting up a consortium of universities and companies:

tasks for SMEs and big firms 4. Executing a survey 5. Gains of the survey 6. Tasks for further developing international placement

organization

1.a. Competencies: U.S. Departments of

Labor and Education

Five competencies:1. Resources: Identifies, organizes, plans, , g , p ,

and allocates resources2. Interpersonal: Works with others 3. Information: Acquires and evaluates

information 4. Systems: Understands complex

interrelationships 5. Technology: Works with a variety of

technologies

1.b. Competencies: Three levels

1. Basic Skills: Reads, writes, performs arithmetic and mathematical operations, p ,listens, and speaks

2. Thinking Skills: Thinks creatively, makes decisions, solves problems, visualizes, knows how to learn, and reasons

3. Personal Qualities: Responsibility, self-esteem, sociability, self-management, integrity, and honesty

2.a. Organizing international placement work by using systems’ appraoch

A challenge of University- Enterprise cooperation

31

getting good practical experiences to find the right place to be prepared

2.b. STUDENTS’ DILEMMAS and NEEDs

a need for middlemen (university/company) service

to be guided/monitored to be evaluated and recognized:

doing a good job!

Providing good services Identifying needs: Univ./Faculty/ profile and

students’ curriculum Using process oriented approach: student –

university – enterpriseS tti d d l l t

2.c. Responsibility of the University

Setting up and develop a placement organization system

Keep in mind cross-cultural issues Working out a software to support placement

work organization Working out a guidebook for how to manage

the system Clear task descriptions for university, student

and company. Bridging them.

Guiding students becoming workers Familiar with university/student curriculum Having contract with university for placement

work Designating company adviser for students

3.a. Setting up a consortium of universities and companies: Tasks for SMEs and big firms

Designating company adviser for students Fixing and organizing student tasks Monitoring student work Keep contact with university

mentor/coordinator Evaluation of placement work Suggestions for further developing the system

Main goal: stabilizing labour market by networking Planning student mobility between consortium

members

3. b. Organizing placement work for 150 students

members Signing contracts Discussing experience during the project period Evaluating the performance and improving the

system

Company needs Type of work Knowlege and skills demanded

4. Executing a survey (among 150 students): A comparison between SMEs and big firms’ performance

Knowlege and skills demanded Cooperation with mentor and adviser Skills development Knowledge gaining Change in attittude to work Suggestions to develop the system

Evaluation of the whole process of organizing placement work

Identifying critical points of the system:

5. Gains from the survey

sys e* content* communication* organization

Feedback: Fixing tasks for developing the system.

32

DIMENSIONS:University – Student: goal,

requirements and system of international placement work

6. Tasks for further developing international placement organization system

University – Company: Aims of placement work: corresponding to curriculum

Student – Company: guiding students to becoming a good professional

Where to heading EUE-Net?

To make EUE-Network

efficiently serving the best interests

of

students, universities and companies

Thanks for your attention!

33

LEADERSHIP DEVELOPMENT USING CLOSE TO REALITY

TRAINING

Dr. Jolanta VaičiūnaitėDirector of Vilnius University Career Center

Tel.: + 370 5 2366198Fax: +370 5 2366018

E-mail: [email protected]

THOUGTS FORTHE BEGINNING...

Alice reaches the crossroad and starts thinking. She asks the cat sitting next to her: Please tell me which direction to choose? Hmm - cat purrs - I cannot answer your Hmm, cat purrs, I cannot answer your

question. It is important to know where you want to go...

I do not care where I will go. Then it does not matter which direction you

choose...

(L. Carroll “Alice in Wonderland”)

WHICH DIRECTION TO CHOOSE FOR THE EUE-NET ?

DIRECTION 1. Should the EUE-NET further activity be oriented in solving academic problems with companies’ assistance?assistance?

DIRECTION 2. Should the EUE-NET further activity be oriented in assisting the companies to solve the current problems they are facing with?

Is there an opportunity for exceptional activities and

WHAT ATTENTION SHOULD BE PAID TO CHOOSINGTHE DIRECTION?

exceptional activities and innovative ideas?

WHY TO CHOOSE DIRECTION 2 ?

Assistance the companies to solve the current problems would distinguish the EUE-NET among other networks.

The current problems would be the “pool” of ideas for further the EUE-NET project activities.

The results of project ideas, designed to solve the current problems could be used to solve academic problems.

PRESENTATION AIMS

1. To discuss one of the current problems which many of the best companies are facing with

How to navigate through the new leadership landscape?

34

PRESENTATION AIMS

2. To suggest an idea for a new project

How to prepare students for How to prepare students for navigation through the new leadership landscape?

WHY LEADERSHIP FOCUSIS CHANGING?

Today’s environment is more complex and diverse:The competitive landscape has changed.Change isn’t ending, it’s only increasing speed. a g d g, o y a g p dThese changes come with the massive organisational shifts of the past decade: rapid growth, the flattening of management ranks, shifting strategies and emergence of matrix driven organisations.


The world is more connected with global, information, technology, financial markets.

We live in unpredictable times: Environmental concerns Political instability The Economic crisis

WHAT IS THE DIFFERENCE IN LEADERSHIP DEVELOPMENT

when the challenges ahead were clear?

when the challenges ahead are not predictable?

Leadership development when thewhen the

challenges ahead were clear

The 2007 Top 20 Best Companies for Leaders

1. General Electric 11. GlaxoSmithKline

2. Procter & Gamble 12. Novartis

3. Johnson & Johnson 13. Pfizer

4. Unilever 14. HSBC Holdings

5. Coca-Cola 15. 3M Company

6. Siemens 16. Eli Lilly

7. PepsiCo 17. BASF

8. L’Oréal 18. McDonald's Corporation

9. Toyota Motor 19. Amgen

10. Hewlett-Packard 20. Vodafone

35

FINDINGS FROM THE 2007 RESEARCH

Organisations need to be concerned withboth supply and demand of future leaders.

L d hi d l t i ti d t th Leadership development is tied to theorganisation’s overall strategy and operatingmodel.

Training is provided to help teams – not justthe individual – work more effectively.

FINDINGS FROM THE 2007 RESEARCH

Leaders are held accountable for: Implementation of strategical plans; Creating work climates for high

performance that motivate employees to dotheir best;their best;

Development of a full repertoire ofleadership styles;

Identification of future leaders and developtheir capacity to relate to others and focuson the better management of theorganisation and others


Leadership development when the when the

challenges ahead are not predictable

The 2009 Top 20 Best Companies for Leaders

1. General Electric 11. IBM

2. Southwest Airlines 12. Cisco

3. 3M Company 13. United Parcel Service

4. Procter & Gamble 14. IKEA

5. Accenture 15. ABB

6. Wal-Mart Stores 16. Zappos.com

7. Nestle 17. Hewlett-Packard

8. Coca-Cola 18. Goldman Sachs

9. McDonald‟s Corporation 19. Unilever

10. Infosys Technologies 20. General Mills, Inc.

Leadership focus

How to deal with the challenges of aglobal economic in order to survive, tothrive in the upswing and at the sametime to keep leadership position for thetime to keep leadership position for thefuture?

The real thing leaders do is create environments that driveperformance.

Conclusion

It is impossible to solve today's problems without effective organizations and organizations will organizations, and organizations will not be effective without the active leadership.

36

What leaders do we need in such situation?

Ideal leader is a genius with a combination of antique military leader, a Nobel Laureate in physics fi ld d TV showmanfield and TV showman.

Effective leader is a simpleperson who can achieve effective results.

What behaviours are important?

To learn in unpredictable times to lead others showing the way and making others to go in the right direction and at the same time direction and at the same time execute effectively running and controling a business.

Model behaviour: show others how it is done.

What the best companies value in leaders?

2008 Top 20 Best companies for Leadership?

1. 3M Company 11. Nokia

2. Procter & Gamble 12. Accenture Ltd.

3. General Electric 13. FedEx

4. Coca-Cola 14. Infosys Technologies Ltd.

5. HSBC Holdings 15. McDonald’s Corporation (18)

6. ABB 16. Caterpillar

7. Southwest Airlines 17. American Express

8. IBM 18. Cisco Systems

9. Hewlett-Packard 19. Oracle

10. PepsiCo 20. Intel Corporation

Figure in ( ) indicates previous year’s ranking

What 2008 Top 20 Best companies’ value?

Best in class organizations value execution

18%

3%

33%

33%

Technicalcompetence/

expertise

Decision making

All

Top 20

83%

49%

43%

29%

40%

50%

26%

30%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90%

Execution

Strategic thinking

Inspiring leadership

Team work

Top 20

2009 Top 20 Best companies for Leadership?

1. General Electric 11. IBM

2. Southwest Airlines 12. Cisco

3. 3M Company 13. United Parcel Service

4. Procter & Gamble 14. IKEA

5. Accenture 15. ABB

6. Wal-Mart Stores 16. Zappos.com

7. Nestle 17. Hewlett-Packard

8. Coca-Cola 18. Goldman Sachs

9. McDonald‟s Corporation 19. Unilever

10. Infosys Technologies 20. General Mills, Inc.

37

What 2009 Top 20 Best companies’ value?

31%

20%

17%

27%

14%

29%

Team work

Influence

Technicalcompetence

All

68%

48%

37%

32%

59%

44%

27%

38%

0% 10% 20% 30% 40% 50% 60% 70% 80%

Strategic thinking

Execution

Inspiringleadership

Decision makingTop 20

IS IT POSSIBLE TO LEARN TO BE PROFESSIONAL?

No one can be a different person, but to some degree you can learn to actlike him.

Similar effective activities can be transfer to others but people temper, characteristics and personality traits –can not.

IS IT POSSIBLE TO LEARN TO BE PROFESSIONAL?

Universities do not prepare for leadership but they teach academic subjects for specific professional tasks.

There are only 2 organizations that prepare future leaders for their professional tasks: THE ARMY and THE CHURCH.

LEARNING ISN’T JUST LABELS

One style doesn’t fit all. The different ways people learn

according to different circumstances Understanding your learning styles

will help explain why you work so well with some people and others frustrate you.

ARE UNIVERSITIES READY TO HELP STUDENTS JUMP INTO THE FUTURE?

Everything is POSSIBLE, if focus is on:

making change happen; h l i t d t t b ff ti t helping students to be more effective at

their job and get more out of life generally; Motivating students to perform at their best.

Pressure creates diamonds!!!

How universities can help students develop their learning styles?

1. Placing them in learning and work situations with people whose learning strengths are different from their own.

2. Improving the fit between their learning style and the kind of learning experience they face.

3. Practicing skills in areas that are the opposite of their present strengths.

38

How do we suggest to grow gg gthe leaders?

PROJECT AIM

Students’ leadership and management competencies development using close to ealit t aining i th close to reality training in the intercultural and interdisciplinary project teams.

Objective 1

To create the network of companies for students’ leadership and effective management competencies development.

Activities for Objective 11.1. Preparation of the network development

description of the best companies for leadership and management.

2 f h l f1.2. Preparation of the tools for companies motivation and information exchange.

1.3. Selection of the companies which meet the needs of universities for competencies building.

OBJECTIVE 2

To involve European universities and companies into defining the role of

i iti f ff ti l d hi universities for effective leadership and management competencies development for students .

Activities for Objective 2

2.1. Evaluation of students’, academics’ and companies’ expectations towards leadership and management competencies development at the universities.

2.2. Evaluation of the current practice for the leadership and management competencies development at the universities.

39


2.3. Definition the set of leadership and management competencies and their level to be developed at the universities.

2.4. Description the model of leadership and management competencies development at the universities and define the quality requirements of its development.


2.5. Preparation tools for the model implementation at universities for leadership and management competencies development.

Objective 3

To develop a database of project ideas for students’ leadership and

t t i management competencies development in the intercultural and interdisciplinary project teams.


3.1. Preparation requirements for the project ideas description.

3.2. Identification of project ideas and their description.their description.

3.3. Screening and approval of the project ideas and their descriptions for students’ leadership and management competencies development.

Objective 4

To organise and run education process.


4.1. Selection of potential leaders according to the requirements for

t ti l l d ’ id tifi tipotential leaders’ identification.

4.2. Forming the interdisciplinary and international project teams.

40


4.3. Preparation of students for the project implementation in the following fields:

l d l t-personal development;- project teams building;- effective leadership;- international projects management;- presentation of project results.


4.4. Projects implementation at the companies and the coaching of students solving the following issues:

ff ti t- on effective management;- on lacking specific competencies development;

- on leadership in team and personaly.

Activities for Objective 44.5. Assessment of student learning

outcomes:- Formative assessment – to assess the need for the leadership and management competencies improvement and to discuss p pthe guidelines for further their improvement;- Summative assessment – to assess the competencies which could be formally recognized by universities.

4.6. Project results presentation to the academics, public and business society.

Objective 5

To evaluate the effectiveness of educational process


5.1. Conduction survey for getting feedback from students, companies and academics on the effectiveness of educational process.p

5.2. Discussion on the educational process effectiveness.

5.3. Preparation of recommendations for the future educational process modernisation.

THOUGHTS FOR THE END...

Lucy asks a guy who plays the piano, without paying any attention to her, whether he knows what love is. The guy jumps and fires:

- Love is a noun, meaning a deep, warm, and i f li f th unique feeling for another person.

Then he sits down, and continues playing the piano. At the last scene of the film Lucy looks into the distance and says darkly:- On paper it is great.

Animation film “Peanuts”

41

The proposed project idea will be useless if it is not important and meaningful to the EUE-Net members.

The success of the project idea is always determined

by people!

The challenges ahead are clear!

Let’s start leadership competencies development!!!

42

A reading A reading

of multi of multi -- paradigmatic paradigmatic E hiE hiEntrepreneurship Entrepreneurship

M. Eboueya M. Eboueya

N. Pasternak Eboueya,N. Pasternak Eboueya,

(University of La Rochelle)(University of La Rochelle)

Issue

The interest of our talk is to discover the epistemological and theoretical anchorship while retaining a multi - paradigmatic reading for this phenomenon.

Could we not argue that e-ship is, starting with an idea, the exploitation of an opportunity within a driven organization, created from scratch or resumed at first, then subsequently developed by a single individual or by a team that undergoes a i ifi h i h i lif di h l d h i f

2Verstraete T. ; Fayolle A. (2005), « Paradigmes et entrepreneuriat », Revue de l’Entrepreneuriat, 4(1)

significant change in their life, according to a process that leads to the creation of a new value or the waste saving of an existing value? "

t

Outline

Definitions1.Paradigm of the business opportunity2 P di f l i


2.Paradigm of value creation3.Paradigm of innovation4.Paradigm of organizational leadership5.Paradigm of individual features6.Entrepreneurial paradigm of facts7.Paradigm of the entrepreneurial process8.Paradigm of the project Conclusion

t

An Intellectual perception or view, accepted by an An Intellectual perception or view, accepted by an individual or a society as a clear example, model, or individual or a society as a clear example, model, or pattern of how things work in the world. pattern of how things work in the world.

This term was used first by the US science fiction This term was used first by the US science fiction historian Thomas Kuhn (1922historian Thomas Kuhn (1922--96) in his 1962 book 96) in his 1962 book (( ))'The Structure Of Scientific Revolution' to refer to 'The Structure Of Scientific Revolution' to refer to theoretical frameworks within which all scientific theoretical frameworks within which all scientific thinking and practices operate.thinking and practices operate.

http://www.businessdictionary.com/definition/paradigm.html#ixzz0yNpDmx6t

A preconceived idea of what the world is, what it A preconceived idea of what the world is, what it should be like, and how it should operate. should be like, and how it should operate.

These ideas become so deeply rooted in our minds These ideas become so deeply rooted in our minds that they become blocks to creative thinking, even that they become blocks to creative thinking, even though they may be outdated, obsolete, and no longer though they may be outdated, obsolete, and no longer g y y , , gg y y , , grelevant. relevant.

Capacity and willingness to undertake conception, Capacity and willingness to undertake conception, organization, and management of a productive organization, and management of a productive venture with all attendant risks, while seeking profit as venture with all attendant risks, while seeking profit as a reward. In economics, a reward. In economics, ee--shipship is regarded as a factor is regarded as a factor of production together with land, labor, natural of production together with land, labor, natural resources, and capital. resources, and capital.

Entrepreneurial spirit is characterized by innovation Entrepreneurial spirit is characterized by innovation and riskand risk--taking, and an essential component of a taking, and an essential component of a nation's ability to succeed in an ever changing and nation's ability to succeed in an ever changing and more competitive global marketplace. more competitive global marketplace.

http://www.businessdictionary.com/definition/entrepreneurship.html#ixzz0yNq4VA8T

43

1 - Paradigm of the business opportunity

« An entrepreneur is someone who perceives an opportunity and creates an organization to pursue it » (Bygrave, Hofer, 1991, p.14).

« Entrepreneurship is the process of creating or seizing an opportunity and pursuing it regardless of the resources currently controlled » (Timmons, 1994, p.7).

Th h l l i ti f h b h d ith h t ff t


« The scholarly examination of how, by whom and with what effects opportunities to create future goods and services are discovered, evaluated and exploited (Venkataraman, 1997). Consequently, the field involves the study of sources of opportunities ; the process of discovery, evaluation, and exploitation of opportunities; and the set of individuals who discover, evaluate, and exploit them » (Shane, Venkataraman, 2000, p.218).

tVerstraete T. ; Fayolle A. (2005), « Paradigmes et entrepreneuriat »,

Revue de l Entrepreneuriat

1 - Paradigm of the business opportunity (cont)

Why, how and when do opportunities arise?


Why, when and how do some people and not others, discover and exploit these opportunities?

Why, when and how are different types of action committed to exploit the entrepreneurial opportunities?



1 - Paradigm of the business opportunity (cont)

Some discussion points:

Are opportunities discovered or are they built?

Are opportunities objectives or theoretical constructions?

The role of information, experience?

The link: Idea - opportunity - BM – Strategic Value – Business Plan


Is the concept unique to e-ship?



2 - Paradigm of the creation of a value

« e-ship is the dynamic process of creating incremental wealth. This wealth is created by individuals who assume the major risks in term of equity, time, and/or career commitment of providing value for some product or service. The product or service itself may or may not be new or unique but value must somehow be infused by the entrepreneur by securing and allocating the necessary skills and resources.” (Ronstad, 1984, p.28).

"The scientific object studied in the field of e-ship Dialogic is the individual / value


j p g /creation "(Bruyat, 1993, p.57)

What is value?

Specificity e-ship: new value?

Stakeholders

Generic Value - singular value (BM)



3 - Paradigm of innovation

Innovation is the foundation of e-ship, since it requires new ideas to offer or produce new goods or services, or, alternatively, to reorganize the company. Innovation is creating a different company from what we knew before, is to discover a product or process is a new way to make, distribute or sell "(Julian Marchesnay, 1996 , p.35).

I i i h ifi i f hi


« Innovation is the specific instrument of e-ship

» (Drucker, 1985, p.30).



3 - Paradigm of innovation

Schumpeterian legacy


Schumpeterian legacy

Vide conception (even tautological) of innovation

Approach related to the technological perspectives

Issues of globalization and hyper competition

Are most creation projects innovative?



44

4 - Paradigm of the creation of an organisation

« An entrepreneur is someone who perceives an opportunity and creates an organization to pursue it » (Bygrave, Hofer, 1991, p.14).

« I think that those who are familiar with some of my previous writings on e-ship (Gartner, 1985, 1988, 1989, 1990) are aware that the domain of e-ship that interests me is focused on the phenomenon of organization creation » (Gartner, 1995, p.69).


«here, e-ship is seen as a phenomenon leading to the creation of an organization driven by one or more individuals who joined for the occasion "(Verstraete, 2003, p.13)



4 - Paradigm of the creation of an organisation

Discussion of the word creation (creation, emergence, pulse)

« I hope that organizational emergence will convey the image of organizations becoming manifest, that is, organizational emergence is the process of how organizations make themselves know (how they come out into view ; how they come into existence)… the phenomenon of organizational emergence occurs before the organizations exists. » (Gartner, 1995, p.71).


Discussion on the word organization.

Just a phase of a life cycle?



Paradigm creation of an

org.

Paradigm of the

opportunity

1

56

Paradigm of the innovation

Paradigm of the creation

of a value3

24


org.

Paradigm of the opportunity

1

Paradigm of the project.


Paradigm of the creation of a

value3

24

56Paradigm entrepfacts

Paradigm individual features.

Paradigmentrepl process.

5 - Paradigm of individual features

The contribution of this paradigm for e-ship research is deemed to be limited, even obsolete, since it considers the personal characteristics (Demographic, social background, career, skills, motivation, history, family ...) of the contractor while highlighting some features of recurring characters for successful entrepreneurs.Under that paradigm, it seems that entrepreneurs are most often from families where parents or other close people are themselves in business (Gasse, D'Amours, 2000). Therefore, they view them as models to imitate (Diochon and food., 2001).


It provides an answer to the question : Who?

This paradigm can be used with others to clarify the phenomenon of academic e-ship that reflects the entrepreneurial action by members of the university and this, in order to identify the different profiles.

tRaouf JAZIRI Raouf. Une vision renouvelée des paradigmes de l’entrepreneuriat :Vers une reconfiguration de la recherche en entrepreneuriat

6 - Entrepreneurial paradigm facts:

This paradigm is very descriptive.It provides an answer to the question "What? »And makes it possible to identify the contractor by his behavior.However, this paradigm is a great danger »when referring to Paturel (2007), » because it might suggest to have, in the universality , some paths of success reported, considered as the rule, whereas the statistics related to failures are not encouraging for those who want to go into business.Th di f h f i h i l kill f h b h


The paradigm of the facts is to assess the entrepreneurial skills of the creator by the initiative he takes in his efforts and by taking into account the tasks achieved by him. (Toutain 2006)


45

7 - Paradigm of e-ship process:

As it is a young field of research, e-ship is perceived among most researchers as a process.

According to Shane and Venkataraman (2000): "Entrepreneurship is the scientific study of how, by whom and with what effects, opportunities to create new products and services are identified, assessed and exploited »

Si il l h d fi i i f G (1993) i hi di i "E hi


Similarly, the definition of Gartner (1993) goes in this direction: "Entrepreneurship is an organizing process that leads to the creation of a new organization.


7 - Paradigm of e-ship process:

According to Johannisson (2003), e-ship is regarded as "a process in which resources, initially independent, are reorganized in a new way to seize a business opportunity.

For Hernandez and Marco (2006),"The entrepreneur is the initiator of a complex process of detection and exploitation of opportunities" (p.9).

According to Schmitt (2008, p.4) "e-ship is seen as a completed process of the f i f h d l f h k i hi h hi i


transformation of the company and, consequently, of the market in which this act is processed, as explained Schumpeter in 1954.


7 - Paradigm of Entrepreneurail process:

To sum up, the process is a paradigm to describe and analyze the various steps of creating a new company from scratch or taking over an existing entity in order to elucidate and identify problems to address.

Often this paradigm involves the concept of entrepreneurial engagement, which is the intention business in the process of e-ship.

H h i i i i ffi i d k b i i h d i i hi h i


However, the intention is insufficient to undertake, but it is the decision which is authentic, and represents the essential link between the intention to create and the act of creation (and Marco Hernandez2006).


8 - Paradigm of project:

According to Paturel (2007) e-ship is inextricably linked with the project idea and therefore there is a project paradigm.

In fact, the project is considered as "a figure of anticipation, which can certainly afford to script in the future, but also to educate the rationalizations of action "(Bréchet, Desreumaux, Lebas, 2005).

Th b k B i J P (1993) "A h l f h j " b h b i


The book Boutinet J.-P. (1993) "Anthropology of the project" seems to be the basis to elucidate the paradigm of the project.

A project is the combination of four worlds namely:• the architectural world that forms the link between design and implementation of the project• the political world that explains the "vision of a society project"·• the philosophical world that reflects the intentionality that emerges after the project.• the pragmatic world where instrumentation consists of a project



org.

Paradigm of the opportunity

1

Paradigm of the project.


Paradigm of the creation of a

value3

24

56Paradigm entrepfacts

Paradigm individual features.

Paradigmentrep process.


46

Conclusion: a new paradigm?

Old eOld e--ship (US/UK?)ship (US/UK?) IndividualistIndividualist NeoNeo--liberal capitalismliberal capitalism Opportunity pursuit regardless Opportunity pursuit regardless

consequencesconsequences Business driven: shortBusiness driven: short--term term

profitability & growthprofitability & growth

New eNew e--ship (European?)ship (European?) Networked & collectivistNetworked & collectivist IndividualIndividual--team leadershipteam leadership Socially connected & inclusiveSocially connected & inclusive

Ethically responsibleEthically responsible Sensitive to resource conservation & Sensitive to resource conservation &

rere--useuse

25Verstraete T. ; Fayolle A. (2005), « Paradigmes et entrepreneuriat », Revue de l’Entrepreneuriat, 4(1)tCreative e-ship

Value creation : solely financialValue creation : solely financial Exploited & wasted resourcesExploited & wasted resources Exclusive role modelsExclusive role models Masculine attributes: aggression, Masculine attributes: aggression,

power, conflictpower, conflict

Multiple forms of value creationMultiple forms of value creation Economically & environmentally Economically & environmentally

sustainablesustainable Feminine values: relational, Feminine values: relational,

collaborative, intuitivecollaborative, intuitive Grassroots enterpriseGrassroots enterprise

This change can be achieved though education, practice & leadership

Conclusion: & new connections for creative e-ship

Connect People

Students Educators

Entrepreneurs& business networks

Government agencies

Communities

GenerateProblems & opportunities

Purpose & commitment

26Verstraete T. ; Fayolle A. (2005), « Paradigmes et entrepreneuriat », Revue de l’Entrepreneuriat, 4(1)tCreative e-ship

This change can be achieved though education, practice & leadership

Generate

Ideas

& opportunities Confidence to act

Resources

VenturesTeams Support

Results

Paradigms references to startt

Bygrave, William D., 'The Entrepreneurship Paradigm' Revisited Seventeen Years Later. THE HANDBOOK OF QUALITATIVE RESEARCH METHODS IN ENTREPRENEURSHIP, Helle Neergaard & John Parm Ulhoi, eds., pp. 17-48, Edward Elgar Publishing Limited, Cheltenham, UK, 2007; Babson College Center for Entrepreneurship Research Paper No. 2008-10

VERSTRAETE Thierry. ; FAYOLLE Alain. "Quatre paradigmes pour cerner le domaine de recherche en entrepreneuriat", VIIe CIFEPME, Montpellier, octobre 2004

27Verstraete T. ; Fayolle A. (2005), « Paradigmes et entrepreneuriat », Revue de l’Entrepreneuriat, 4(1)tA talk from Mike Eboueya

Raouf JAZIRI Raouf. Une vision renouvelée des paradigmes de l’entrepreneuriat :Vers une reconfiguration de la recherche en entrepreneuriatActes du Colloque International sur : «Entrepreneuriat et Entreprise: nouveaux enjeux etnouveaux défis». Les 3-4-5 Avril 2009, Gafsa.

47

Entrepreneurship, Intrapreneurship & Local DevelopmentThe role of Universities and Enterprises

EUE-Net, Istambul09/09/2010

Nelson Duarte

Politécnico do PortoESTGFelgueiras

Entrepreneurship & Local Development

Entrepreneurship

Management/ Strategy

SME’s & Micro Firms

Local Development

Universities

2

Entrepreneurship

Enterprises Universities

Entrepreneurship

How?(Role of universities on

entrepreneurship)

How?(Role of enterprises on

entrepreneurship)

OpportunitiesExploitation Identification3

Entrepreneurship/Intrapreneurship

Opportunities

Business Creation

Business Management

Entrepreneurship Intrapreneurship

4

Entrepreneurship/Intrapreneurship

UNIVERSITIES FIRMS

Intrapreneurship

SOCIETY

Increase Levels of: Development:

5

Entrepreneurship

Increase Levels of:• Entrepreneurship• Intrapreneurship

EUE-NET

Development:• Local• Regional• National• …

Benefits to

Some Questions

• Is it possible to identify entrepreneurialand intrapreneurial firms?

• Is it possible to establish a link betweenlocal development and the degree ofentre/intrapreneuship?

• Is it possible to fosterentre/intrapreneurial levels throughuniversities?

6

48

The role of EUE-Net

• Considering the concepts and therelations previously presented what canwe do in the future?1 Analyze and define the concepts of1. Analyze and define the concepts of

entrepreneurship and intrapreneurship(focusing the differences among countriesand activity sectors)

2. To identify/describe the role of universitiesand enterprises on entre/intrapreuneurship;

7

3. To build a batery of indicators forentrepreneurship and intrapreneurship(by activity sector??)

4. To build a batery of indicators to

The role of EUE-Net

ymeasure local development ??(Sustainable development)

5. Is it possible to identify courses or subjectsto offer in order to improve entrepre-neurship among students?

6. Is it possible to identify entre/intrapre-neurship characteristics on students? 8

49

EUROPEAN UNIVERSITY - ENTERPRISE COOPERATION NETWORKLife Long Learning Programme- Project No: Ref. 134546 - LLP -1-2007-1- RO - ERASMUS – ENW

9-11 September 2010, Istanbul, TurkeyThe 6th EUE-Net Conference on Defining strategies for the future evolution of European University-Enterprise Network

© 2008, Tod O' Dot Productions

TEI OF PIRAEUSTEI OF PIRAEUSSTRUCTURE OF EMPLOYMENT & CAREERSTRUCTURE OF EMPLOYMENT & CAREERLIAISON OFFICELIAISON OFFICE

•Maria KaltsogianniMSc Mechanical Engineer-Education Advisor & Liaison Office Assistant Coordinator

•Artemis SigalasMechanical Engineer, Technical Support



ΚαλημέραΚαλημέραBună dimineaţaBună dimineaţaДобро утроДобро утроDobré ránoDobré ráno

Jó reggeltJó reggeltGħodwa tGħodwa t--tajbatajbaGoedemorgenGoedemorgenDzień dobryDzień dobry

Bom diaBom diaDobro jutroDobro jutro


God morgenGod morgenGuten MorgenGuten Morgen

Buenos díasBuenos díasBonjourBonjour

DeaDea--maidinmaidinBuongiornoBuongiorno

LabrītLabrīt

Dobro jutroDobro jutroDobré ránoDobré ráno

Hyvää huomentaHyvää huomentaGod morgonGod morgon

Good morningGood morningGünaydınGünaydın



LIAISON OFFICE OF T.E.I. OF PIRAEUSLIAISON OFFICE OF T.E.I. OF PIRAEUS

ENCOURAGEMENT OF INTERNATIONAL ENCOURAGEMENT OF INTERNATIONAL ENTREPRENEURSHIP ACTIVITIESENTREPRENEURSHIP ACTIVITIES


FOR THE GRADUATES FOR THE GRADUATES OF HIGHER EDUCATION OF HIGHER EDUCATION

AND ECONOMIC DEVELOPMENTAND ECONOMIC DEVELOPMENT::THE ROLE OF EUETHE ROLE OF EUE--NETNET

STRATEGY FOR THE FUTURE STRATEGY FOR THE FUTURE



TECHNOLOGICAL EDUCATIONAL INSTITUTE �T�E�I�� OF PIRAEUS

• 13 ��

• M�� 25�000 ��

• G


16 �� P�G� ��

• N�� 565 ��

P��

� ��

http://www.teipir.gr


9-11 September 2010, Istanbul, TurkeyThe 6th EUE-Net Conference on Defining strategies for the future evolution of European University- Enterprise Network

one of the oldest T.E.I.s in Greece, located on the edge of the historic Elaionas area of Athens,

where philosophers used to teach in ancient times (e.g. Plato’s Academia)A new annexe of the T.E.I. has been in operation since September 2004, on the island of Spetses, housed on the premises of the historic Anargyrios and Korgialeneios School.

established under the terms of Law 1404/83 in 1983, 2916/2001Students wishing to enter the T.E.I. must first successfully take the Panhellenic


examinationsfull attendance is compulsory

offers both theoretical and practical education to help students use their scientific, technological and artistic knowledge and skills

Courses at each of the T.E.I.’s departments last for eight semesters, which includes a six-month period of Practical Training

To gain a degree, students need to complete successfully the courses offered by their department, write a dissertation and complete a six-month period of Practical Training.



SCHOOL OF ENGINEERINGDEPARTMENTS:

1. Automation Engineering

2. Electrical Engineering

SCHOOL OF MANAGEMENT AND FINANCE

DEPARTMENTS:

1. Business Administration 2. Accounting 3. Tourism Management


3. Electronic Engineering

4. Electronical Computer Systems Engineering

5. Textiles Engineering

6. Mechanical Engineering

7. Civil Engineering

GENERAL DEPARTMENTS:

1. Department of Mathematics 2. Department of Physics, Chemistry

and Materials 3. Foreign Languages and Physical

Education Centre

50



Liaison OfficeLiaison Office&&

Spetses AnnexeSpetses Annexe










Liaison Office offers:•A source of up to date, accurate advice andinformation about a range of educational andcareers issues•A meeting point between the T E I of Piraeus and


•A meeting point between the T.E.I. of Piraeus andthe job market•An opportunity to get in contact with publicsector bodies generally•A contact point between the T.E.I. of Piraeus andother educational institutes throughout Greeceand abroad.



WHO ARE WE FOR?

Liaison Office can help:


All Tertiary Education level students and graduatesAll companies in the Public and Private Sector,

Organisations, Local Authority Services,

Collective Bodies such as Business Chambers,

Co-operatives, etc.



With its modern communications network at the core of its operations,Aims to:

contribute to the training, specialisation and professional placement

of graduands and graduates of the Institute.

help businesses find the specialised staff they need


help businesses find the specialised staff they need.

keep the Institute informed of the needs and demands of production and to participate in activities

related to the adaptation of Study Programmes.

co-operate with similar officesin Universities and T.E.Is

throughout Greece and abroad.

51



To carry out its work, the Liaison Office: maintains confidential databases with details of companies, graduates,students, etc.brings students and graduates into contact with potential employers to open upwork placement and career opportunities, respectivelyorganises special events, exhibitions, etc.offers counselling on personal and career issueskeeps its libraries well stocked with a wide range of information, both inprinted form and on line


printed form and on-linepublishes information materialhas its own dedicated website and e-magazine http://gdias.teipir.gr andhttp://gdias.teipir.gr/e-magazineproduces relevant studiesoffers free access to the Internet and also provides a reading roomsupports activities that help secondary-level students to make vital careerdecisions and to take advantage of the specialised services offered by theInstitutesupports entrepreneurshiphas established co-operation with a network of similar organisations



•Professional Rights •Practical training and job vacancies •Entrepreneurship

•Training programmes &further education for socially vulnerable

groups S i i

•Postgraduate Studies •Scholarships, bequests •Transfer options to


Entrepreneurship

•Guidance on how to write a curriculum vitae, covering letters, and how to deal with interviews

•Seminars, special events, conferences, etc.

pother courses•Details of companies and organisations



Flashback in timeFlashback in time




Flashback in timeFlashback in time




FUNDING (EUROS)

792.300,00

500 000 00

600.000,00

700.000,00

800.000,00

900.000,00


29.347,03

440.205,43

115.971,16

276.196,20

0,00

100.000,00

200.000,00

300.000,00

400.000,00

500.000,00

National budget

1993‐1997

(CARREER OFFICE)

2nd CSF 1997‐

1999 (LIAISON

OFFICE)

2nd CSF 2000‐

2001 (LIAISON

OFFICE)

3rd CSF 2001‐

2008 (LIAISON

OFFICE & SPETSES

BRANCH)

N.S.F.P. 2009‐2012

(LIAISON OFFICE)

FUNDING (EUROS)



LIAISON OFFICE IN NUMBERSLIAISON OFFICE IN NUMBERS

Till June 2008, TEI of Piraeus has, Till June 2008, TEI of Piraeus has, via its Liaison Office, via its Liaison Office, worked together with worked together with

more than 1800 businessesmore than 1800 businesses


forwarded forwarded more than 15.800 students’ more than 15.800 students’

and graduates’ curriculum vitaes and graduates’ curriculum vitaes

More than 13.800 students and graduates More than 13.800 students and graduates of the TEI of Piraeus of the TEI of Piraeus

have registered themselveshave registered themselvesin the Liaison Offices databases in the Liaison Offices databases

and are currently taking advantage of and are currently taking advantage of the Office’s Information and Counselling Services.the Office’s Information and Counselling Services.

52



EVENTS“The presentation of the TEI of Piraeus and the L.O. at secondarylevel education events”, (2001-2008),“INTERFACE 2007:From studies to Career”,“INTERFACE 2006:From studies to Career”“Education 2006”,“Tourism, Entrepreneurship and Liaison Offices” (2005),


ou s , ep e eu s p d so O ces ( 005),“Careers’ Days” (2004, 1999),“Postgraduate studies in Greece and abroad” (2003, 2000, 1998),“Education 2002”,“Development of young people’s entrepreneurship and enterpriseexcellence” (2001),“Education and employment at the threshold of the 21st century”(1999),the “Curriculum Vitae – Interview: the start of a career” seminars,(run more than twice a year, each year from 1998 until 2006), etc.



Liaison Office of T.E.I. of Piraeus

has established and applies a quality management system

For Counselling and


For Counselling and Advising Services to Educational,

Employment and Practical Training Issues.

Proof has been furnished that the requirements according to

DIN EN ISO 9001:2008 are fulfilled.



The S.E.C. (Structure of Employment and Career)was founded in 2009 with the decision of Council of T.E.I. Piraeusact 20/26.05.2009.It coordinates the operation and further strategic planning &development of the following:

•Liaison Office,


so O ce,•Practical Training Office and

•Innovation and Entrepreneurship Unit

Objectives of the new Structure are the exploitation of economies ofscale, the optimisation of co-ordination and management as well asthe enlargement and aid of networking with other institutions, thejob market and the certified institutions of promotion ofemployment.



T.E.I of PIRAEUS

STRUCTURE OF


STRUCTURE OF EMPLOYMENT &

CAREER

LIAISON OFFICEPRACTICAL TRAINING

OFFICE

INNOVATION & ENTREPRENEURSHIP

UNIT



250.000

276.196,20

328.650,38

STRUCTURE OF EMPLOYMENT & CAREER

LIAISON OFFICE


1.793.050,11

LIAISON OFFICE

PRACTICAL TRAINING OFFICE

INNOVATION & ENTREPRENEURSHIP UNIT



Year 2010Year 2010A new era is starting for Liaison Office of T.E.I. of PiraeusA new era is starting for Liaison Office of T.E.I. of Piraeus

which has to reboot and restart itself, reconsider its framework, which has to reboot and restart itself, reconsider its framework, adjust within the new frames of the SEC. Some of the greatest adjust within the new frames of the SEC. Some of the greatest

challenges of the SEC arechallenges of the SEC are::••To develop and broaden its activities not only in the country butTo develop and broaden its activities not only in the country but


••To develop and broaden its activities not only in the country but To develop and broaden its activities not only in the country but abroad taking into account the globalizationabroad taking into account the globalization

••To give emphasis to entrepreneurship not only nationally but To give emphasis to entrepreneurship not only nationally but internationally, facing at the same time the ugly truth of Global internationally, facing at the same time the ugly truth of Global

Economic CrisisEconomic Crisis••To be more extravert, participate in relevant networksTo be more extravert, participate in relevant networks

••Retain the personal conduct with students, graduates, companies, Retain the personal conduct with students, graduates, companies, etc but also manage to abolish the “limits of time & space” with the etc but also manage to abolish the “limits of time & space” with the

help of new technologies!help of new technologies!

53






20102010--20132013A new era is starting for EUEA new era is starting for EUE NETNET


A new era is starting for EUEA new era is starting for EUE--NETNETwhich also has to reboot and restart itself, which also has to reboot and restart itself,

reconsider its framework, reconsider its framework, adjust within the new global realityadjust within the new global reality

and S.E.C. will want to participate as well!and S.E.C. will want to participate as well!



WHAT TIME IS IT IN THE WORLD?WHAT TIME IS IT IN THE WORLD?

It’s global economic, It’s global economic, environmental, environmental, social downturnsocial downturn


‘Τα πάντα ρει’‘Τα πάντα ρει’ΗράκλειτοςΗράκλειτος“Everything is changing”“Everything is changing” HeraclitusHeraclitus

““Δει δη χρημάτων και άνευ τούτων Δει δη χρημάτων και άνευ τούτων ουδέν εστί γενέσθαι των δεόντωνουδέν εστί γενέσθαι των δεόντων”” ΔημοσθένηςΔημοσθένης

“We need money, because, without them, “We need money, because, without them, we can’t do the essential things”we can’t do the essential things” DemosthenesDemosthenes



QUESTIONS ARISEQUESTIONS ARISE:: HowHow isis newnew entrepreneurialentrepreneurial activityactivity affectedaffected byby

recessions?recessions?

ToTo whatwhat extentextent doesdoes entrepreneurshipentrepreneurship serveserve asas aamechanismmechanism thatthat reversesreverses thethe downwarddownward trendtrend intointo ananupwardupward trend?trend?


upwardupward trend?trend?

HowHow cancan EUEEUE--NETNET playplay anan importantimportant rolerole forfor thetheentrepreneurialentrepreneurial activityactivity forfor graduatesgraduates ofof higherhigher educationeducationallall overover thethe world?world?

WhatWhat shouldshould bebe thethe innovativeinnovative strategystrategy ofof EUEEUE--NETNET forforthethe future?future?



Since we came here for brainstorming for the future strategy of EUE-NET with emphasis on entrepreneurship

and since we want innovation then maybe the following thoughts will help us:

««Interrelate two uncongenial ideasInterrelate two uncongenial ideas


««Interrelate two uncongenial ideas Interrelate two uncongenial ideas to create innovative solutionsto create innovative solutions»»

««Helicopter SkillsHelicopter Skills: : The ability to see from The ability to see from “above”“above”

the daily routine, in order to,the daily routine, in order to,see things from a different point of viewsee things from a different point of view»»



Take a look at the following pictures Take a look at the following pictures and you will realize what I mean!and you will realize what I mean!

What do you see?What do you see?


What do you see?What do you see?

54



YOUNG OR OLD?










International entrepreneurshipInternational entrepreneurshipBorn global enterprisesBorn global enterprises

First mover advantageFirst mover advantageWomen entrepreneurshipWomen entrepreneurship

Young entrepreneurshipYoung entrepreneurshipNetworkingNetworking

BrainstormingBrainstorming


Higher EducationHigher EducationEconomic developmentEconomic development

Career Development OfficesCareer Development OfficesGreen entrepreneurshipGreen entrepreneurship

EueEue--netnetGlobal EconomyGlobal Economy

Social entrepreneurshipSocial entrepreneurship



FACTS ABOUT ENTREPRENEURSHIP FACTS ABOUT ENTREPRENEURSHIP ACCORDING TO GEMACCORDING TO GEM


The Global Entrepreneurship Monitor (GEM) isthe world’s leading research consortium dedicated

to understanding the relationship betweenentrepreneurship and national economic

development.



There is an impact of the recession on entrepreneurship.

(Fewer start up activities because of lower


(Fewer start-up activities because of lower

perceived opportunities. On the other hand, recessions

can free up old markets and resources).

Entrepreneurship can help reverse the Entrepreneurship can help reverse the downward economic trend.downward economic trend.

The best innovations have been initiated

in times of recession

(or depression as in the 1930s),

when societies were more open to change.

55



There are three stages of economic development.

• Factor-driven economies are primarily extractive in nature.

• Efficiency-driven economies exhibit scale-intensity as a major driver of development.


• At the innovation-driven stage of development, economies are characterized by their production of new and unique goods and services that are created

via sophisticated, and often pioneering, methods.



Entrepreneurial Attitudes and Perceptions

• Attitudes vary widely concerning the desirability of entrepreneurship as a career.

l d f


• Knowledge of these attitudes

can help policy makers encourageentrepreneurship.



Entrepreneurial ActivityCountries have unique sets of economic and social conditions thataffect entrepreneurial activity.

• There are differences in the level of


entrepreneurial activity among countries.

• There are uncovered factors determining national levels of entrepreneurial activity.

• There are unidentified policies that may enhancethe national level of entrepreneurial activity.



Entrepreneurial Aspirations

Countries with high levels ofemployment protection

exhibited lower rates


exhibited lower ratesof business start-ups

that expect to generate largenumbers of new jobs.



Institutional Quality Related to Entrepreneurship

• Entrepreneurial conditions are relatively more important in more advanced phases

f i d l


of economic development. • In practically every country, entrepreneurship

education and training in primary, secondary& tertiary level is one of the worst-rated conditions.



Key Areas of Interest for Policy Makers

• Since entrepreneurial activities vary with economicdevelopment, national policy makers need to tailorth i i i t th d l t


their socio-economic programs to the developmentcontext of their country.

• Entrepreneurs with high aspirations fare better in countries with a stable economic and political

climate and well-developed institutions.

56



Innovation Oriented Entrepreneurial Activity

• Innovation and entrepreneurship are closely d


connected.

International Orientation of entrepreneurs



Education and Training

Government

Policies

& Programs

Financial

Support


Cultural, Cultural,

Social NormsSocial Norms

Access to

Physical

InfrastructureInternal

Market

Openness

Commercial, Professional

Infrastructure

Research and

Development

Transfer

Entrepreneurial Entrepreneurial FrameworkFrameworkConditionsConditions



• Education and TrainingThe extent to which training in creating ormanaging small, new, or growing business isincorporated within the educational and trainingsystem at all levels


system at all levels.Market

HIGHER EDUCATION

Institutional & Economical

Framework

Transmitter

Research

Technology

Receiver

Productive


TechnologyProcedure

Requirements- Compliance of policy and goals-“Communication channel”-Knowledge Tools-Good Education-Proper frameworks-Networking

Communication: Contribution to the common good

-AC

AD

EM

IC I

NS

TIT

UT

ES

-UN

IVE

RS

ITIE

S

BASIC

RESEARCH

APPLIED

RESEARCH

TECHNOLOGICAL

RESEARCH

PRODUCT SUPPLY

SUPPORT

CONSUMPTION

MA

RK

ET

• EDUCATION• FRAMEWORK• MOTIVES/ ENCOURAGEMENT/GUIDANCE•RESOURCES• CONTINOUS EVALUATION• BUSINESS DEVELOPMENT POLICY•ENTREPRENEURSHIP MOBILITY


ENTERPRISES

CREATING

INNOVATION

PRODUCT OR

SERVICE

OPTIMIZATION

PRODUCTION

Encouragement of Entrepreneurship activities Encouragement of Entrepreneurship activities

for the Graduates of Higher Educationfor the Graduates of Higher Education

Because:




Because:

• of changes in the job market.

• More effective connection between education and job market is required.

• of Anguish for the unemployment.

• Encouragement of self-employment is required.

57

Fundamental objectives:Fundamental objectives:•• Stimulate the interest of students Stimulate the interest of students

to the selfto the self--employment and employment and the enterprising action of the enterprising action of

(production of new innovative products, (production of new innovative products, processes and services).processes and services).

•• Sensitize those interested Sensitize those interested in the enterprising thought, in the enterprising thought,




p g g ,p g g ,in the innovation, in the innovation,

the creativity, the quality, the creativity, the quality, the healthy competitiveness.the healthy competitiveness.

•• Offer knowledge and Offer knowledge and encourage the undertaking encourage the undertaking

of productive enterprising initiatives.of productive enterprising initiatives.•• Present the institutional frame Present the institutional frame

& the investment possibilities & the investment possibilities in the start of enterprise.in the start of enterprise.

ACTION A.: ACTION A.: Optional courses/seminars with theoretical and laboratorial content Optional courses/seminars with theoretical and laboratorial content

Forms of private enterprises Introduction on Industrial Property issues Initiation of Enterprising action Operation and financing of new enterprises




Qualitative control, certification and accreditation (ISO) Operational strategy and business plan Analysis of strengths and weaknesses, Opportunities and Threats Business dexterity and applied ethics Studies of market

ACTION B:ACTION B:

Optional laboratorial programs of simulation of operation of Optional laboratorial programs of simulation of operation of enterprises enterprises

Virtual enterprises

“Experiential Learning”




ACTION C:ACTION C:

IInteractive learning materials and softwarenteractive learning materials and software / Website/ Website

AUXILIARY ACTIONAUXILIARY ACTION

Visits in enterprises and mentoring

Case Study

• It is obvious that many of the actions could



GENERAL OBSERVATION


be common for students/graduates from different Departments, different Universities, different Countries having different experiences and knowledge.



EUE-NET AND THE ROLE IT CAN PLAY IN THE ENCOURAGEMENTOF INTERNATIONAL ENTREPRENEURSHIP ACTIVITIES FOR THEGRADUATES OF HIGHER EDUCATION AND CONSEQUENTLY IN THEECONOMIC DEVELOPMENT

ONEONE OFOF THETHE IMPORTANTIMPORTANT STRATEGIESSTRATEGIES FORFOR THETHE FUTUREFUTURE EVOLUTIONEVOLUTION OFOFEUEEUE--NETNET CANCAN BEBE THETHE FOLLOWINGFOLLOWING::


ECONOMIC ECONOMIC DEVELOPMENTDEVELOPMENT

ENTREPRENEURSHIPENTREPRENEURSHIP

ENTREPRENEURSHIPENTREPRENEURSHIPECONOMIC ECONOMIC

DEVELOPMENTDEVELOPMENT



SINCE EUE-NET HAS ACHIEVED ITS PRESCRIBED MAINOBJECTIVES- INNOVATIVE MOBILITY SCHEMES INVOLVINGENTREPRENEURS, DEFINING GENERIC ENTREPRENEURIALSKILLS, ENHANCING THE QUALITY OF PRACTICAL

STRATEGYSTRATEGY FORFOR THETHE FUTUREFUTURE


PLACEMENTS, NETWORK OF CAREER DEVELOPMENTOFFICES-ONE OF THE FUTURE GOALS COULD BE TOAPPROACH THE COMPLEX THEME OF ENTREPRENEURSHIPFROM ALL POINTS OF VIEW IN A KNOWLEDGE - DRIVENSOCIETY ALWAYS ALONG WITH GLOBAL ECONOMICREALITY.

58



TOTAL TOTAL ENTREPRENEURIALENTREPRENEURIAL

ACTIVITYACTIVITY

HIGHER EDUCATION GRADUATES’ ENTREPRENEURIAL ACTIVITY

(WOMEN, MEN, VULNERABLE SOCIAL TEAMS, PEOPLE WITH SPECIAL NEEDS


SOCIALENTREPRENEURIAL

ACTIVITY

ENVIRONMENTALENTREPRENEURIAL

ACTIVITY

REGULARENTREPRENEURIAL

ACTIVITY

INNOVATION ORIENTED

ENTREPRENEURIALACTIVITY

INTERNATIONALENTREPRENEURIAL

ACTIVITY

NATIONALENTREPRENEURIAL

ACTIVITY



AMBITIONSAMBITIONS::

EXPAND THE EUEEXPAND THE EUE--NET WITH AS MANY PARTNERS NET WITH AS MANY PARTNERS (UNIVERSITIES, ENTERPRISES, OTHER BODIES) AS (UNIVERSITIES, ENTERPRISES, OTHER BODIES) AS

POSSIBLE IN ORDER TO AID POLICY MAKERS IN THEIR POSSIBLE IN ORDER TO AID POLICY MAKERS IN THEIR EFFORTS TO SIMULATE ECONOMIC DEVELOPMENT EFFORTS TO SIMULATE ECONOMIC DEVELOPMENT

THROUGH ENTREPRENEURIAL ACTIVITYTHROUGH ENTREPRENEURIAL ACTIVITY


REINFORCEMENT OF INFORMATION & COMMUNICATION REINFORCEMENT OF INFORMATION & COMMUNICATION TECHNOLOGY USE SO AS TO PROMOTE DISTANT TECHNOLOGY USE SO AS TO PROMOTE DISTANT

PARTNERSHIP IN SEVERAL LEVEL OF ACTIVITIES FOR THE PARTNERSHIP IN SEVERAL LEVEL OF ACTIVITIES FOR THE PROMOTION OF ENTREPRENEURSHIPPROMOTION OF ENTREPRENEURSHIP

DECREASE THE FAILURE OF ENTREPRENEURSHIP DECREASE THE FAILURE OF ENTREPRENEURSHIP EDUCATION & THE INSUFFICIENT BASIC DEXTERITIESEDUCATION & THE INSUFFICIENT BASIC DEXTERITIES



AMBITIONSAMBITIONS::

PROMOTE EQUALITY IN MEN AND WOMEN PROMOTE EQUALITY IN MEN AND WOMEN ENTREPRENEURSHIP ENTREPRENEURSHIP

AS WELL AS IN OPPORTUNITIES’ ACCESSAS WELL AS IN OPPORTUNITIES’ ACCESS

AFFECT POSITIVELY SUSTAINABLE DEVELOPMENTAFFECT POSITIVELY SUSTAINABLE DEVELOPMENT


AFFECT POSITIVELY THE EFC4AFFECT POSITIVELY THE EFC4::EDUCATION & TRAININGEDUCATION & TRAINING

CONTRIBUTE IN EMPIRICAL STUDIES ABOUT HIGHER CONTRIBUTE IN EMPIRICAL STUDIES ABOUT HIGHER EDUCATION GRADUATES’ ENTREPRENEURIAL ACTIVITYEDUCATION GRADUATES’ ENTREPRENEURIAL ACTIVITY

PROMOTEPROMOTE HIGHER EDUCATION GRADUATES’ HIGHER EDUCATION GRADUATES’ ENTREPRENEURSHIP ALL OVER THE WORLD TROUGH A ENTREPRENEURSHIP ALL OVER THE WORLD TROUGH A

COMPLEX MESH OF ACTIVITIESCOMPLEX MESH OF ACTIVITIES



MoreMore NetworkingNetworkingMeetings/conferencesMeetings/conferencesSeminarsSeminarsSpecialized surveysSpecialized surveys: «: «The entrepreneurial activity of The entrepreneurial activity of

Higher Education GraduatesHigher Education Graduates»»

ACTIONACTION


Higher Education GraduatesHigher Education Graduates»»GuidesGuides:: “European Entrepreneurship Guide”“European Entrepreneurship Guide”MentoringMentoringCase StudiesCase Studies

……………………………………………..…. ……………………………………………..….



CREATIONCREATION ANDAND DEVELOPMENTDEVELOPMENT OFOF AA NETWORKNETWORK --ATAT EUROPEANEUROPEANLEVELLEVEL-- OFOF THETHE UNIVERSITIES’UNIVERSITIES’ INNOVATIONINNOVATION ANDANDENTREPRENEURSHIPENTREPRENEURSHIP UNITSUNITS

HORIZONTAL ACTION OFHORIZONTAL ACTION OFEUROPEAN UNIVERSITIES’ EUROPEAN UNIVERSITIES’

INNOVATION &INNOVATION &


INNOVATION & INNOVATION & ENTREPRENEURSHIP UNITSENTREPRENEURSHIP UNITS

(H.A.E.U.I.E.U.)(H.A.E.U.I.E.U.)

VERTICAL ACTIONINNOVATION &

ENTREPRENEURSHIP UNIVERSITY UNIT-

PARTNER …N



PARTNER 2



PARTNER 1



RESEARCHFOLLOW UP

SEMINARSCONFERENCES

COURSES


EDUCATIONAL MATERIAL

VISITS

COUNSELLING

DATABASES

SITESNEWSLETTERSACTION

59



••Growth of enterprising mentality and culture in the student population.Growth of enterprising mentality and culture in the student population.•Growth of positive attitude and mentality for the undertaking of •Growth of positive attitude and mentality for the undertaking of enterprising initiatives.enterprising initiatives.•Appointment of innovation and business dexterity as important prospect •Appointment of innovation and business dexterity as important prospect of employmentof employment

OBJECTIVESOBJECTIVES


of employment.of employment.•Benefit of knowledge •Benefit of knowledge •Support for the foundation of new productive units or the undertaking of •Support for the foundation of new productive units or the undertaking of enterprising initiative.enterprising initiative.•Aid of collaboration between the academic community and the productive •Aid of collaboration between the academic community and the productive institutions.institutions.•Promotion of research in relevant with the business dexterity fields.•Promotion of research in relevant with the business dexterity fields.



CREATIONCREATION ANDAND DEVELOPMENTDEVELOPMENT OFOF AA NETWORKNETWORK --ATAT EUROPEANEUROPEANLEVELLEVEL-- OFOF THETHE “HIGHER“HIGHER EDUCATIONEDUCATION GRADUATESGRADUATESENTREPRENEURS”ENTREPRENEURS”

“HIGHER EDUCATION “HIGHER EDUCATION GRADUATES GRADUATES

ENTREPRENEURS’ENTREPRENEURS’


ENTREPRENEURSENTREPRENEURSEUROPEANEUROPEANSOCIETY”SOCIETY”

UNIVERSITIES’UNIVERSITIES’GRADUATES GRADUATES

ENTREPRENEURS’ENTREPRENEURS’SOCIETYSOCIETY 1…N

GRADUATES’GRADUATES’PROFESSIONALPROFESSIONALASSOCIATIONSASSOCIATIONS




Mutual Mutual support support


Mentoring Mentoring

Sharing of best practiceSharing of best practice

Promotion of innovative ideasPromotion of innovative ideas

AspirationsAspirations



SUCCESSSTORIES

SITENEWSLETTER

MENTORING


COLLABORATION

FAIRSOPEN SEMINARS

DATABASE

ACTION



ooCREATION AND DEVELOPMENT OF A NETWORK/ASSOCIATION -AT EUROPEANLEVEL- CONSTITUTED FROM ORGANISATIONS AND INDIVIDUALSWHO SUPPORT HIGHER EDUCATION’S NEW GRADUATES TO START AND GROWBUSINESSES (for example like Promoting Women Enterprise Support Services- http://www.prowess.org.uk )

“PROMOTING “PROMOTING GRADUATES’ GRADUATES’


ENTREPRISE SUPPORTENTREPRISE SUPPORTSERVICES”SERVICES”

(PRO.GR.E.S.S.)(PRO.GR.E.S.S.)

INDIVIDUALS




supportsupport the the growthgrowth of of businessbusiness ownershipownershipraising awarenessraising awareness


sharing of best practicesharing of best practiceadvocacy and informationadvocacy and informationpromotion of innovative ideaspromotion of innovative ideas

60



CONFERENCESPORTAL

PUBLICATIONS


CONFERENCES

E-MAGAZINEDATABASES

ACTION



Σας ευχαριστώ για την προσοχή σας

Vă mulţumesc pentru atenţieБлагодаря ви за вниманието

Děkuji vám za pozornost

Pateicos jums par uzmanībuKöszönöm a figyelmet

Grazzi għall-attenzjoni tiegħekDank u voor uw aandacht

Dziękuję za uwagęObrigado pela sua atenção

Hvala za vašo pozornost


Děkuji vám za pozornostTak for din opmærksomhed

Vielen Dank für Ihre Aufmerksamkeit

Gracias por su atenciónJe vous remercie de votre attention

Go raibh maith agat as do aireGrazie per la vostra attenzione

Hvala za vašo pozornostĎakujem vám za pozornosť

Kiitos huomiotaTack för er uppmärksamhet

Thank you for your attentionİlginiz için teşekkürler

61

Entrepreneurship network development among universities

Natalia Narits, Pentti Mustalampi

Aalto University School of Economics Small Business Center

EUE-Net final meeting from 9th to the 11th of September 2010, Istanbul

Small Business CenterCase studies for benchmarking next EUE-NET II

Baltic Sea Region entrepreneurship development among universities (BSR Interreg IV A)

- Creative Entrepreneurship Network Development (CREAENT) 11/2009-10/2012 (lead partner)Creative entrepreneurship training network development (Finland, Estonia, Latvia, Sweden), www.creaent.fi

- Central Baltic ”Soft-landing” Zone for Small and Medium Size companies (SMEDGE) 03/2009-10/2011(partner)

Business incubators soft-landing services development in Central Baltc region (Estonia, Finland, Latvia and Sweden), www.smedge.org

Network for development e-learning on entrepreneurship- REMARK Leonardo da Vinci –project

Development of an e-learning package and e-learning for potential knowledge-based entrepreneurs

CREAENTCreative Entrepreneurship Training NetworkCreative Entrepreneurship Training Network

-project

CREAENTThe main objective of the project is linking of knowledge and innovation to sustainable economic

development and competitiveness of the program area and development a best practice model of entrepreneurial education in Central Baltic region's (CBR) universities for potential and young entrepreneurs from creative sector.

The results of the project are:1) analysis of creative entrepreneurship training needs in Finland Estonia Latvia and Sweden1) analysis of creative entrepreneurship training needs in Finland, Estonia, Latvia and Sweden,

2) joint cross-border training program for potential and beginning entrepreneurs in knowledge-based creative industry fields in CB region, and

3) a networking concept bringing together CB region's potential and beginning entrepreneurs from creative sector,

4) network between CB region's educational institutions in the field of entrepreneurial education, and network between educational institutions and business supporting organizations.

CREAENTActivities:– Surveys and analysis of the creative entrepreneurship training needs in partner countries,

December 2009 – October 2010

– 4 networking events for the young entrepreneurs in Finland, Estonia, Latvia and Sweden,• 1st event in Riga on September 22-23, 2010• 2nd event in Finland on February 2011• 3th event in Estonia on September 2011• 4th event in Sweden on February 2012

– Internet-based networking concept development for the Finnish, Estonian, Latvian and Swedish potential and beginning entrepreneurs, 2009-2012

– Joint cross border training program development and pilot training program for creative entrepreneurs, 30 cp, April 2011-April 2012

– Cross-border network development between Finnish, Estonian, Latvian and Swedish universities and business supporting organizations in the field of entrepreneurial education, 2009-2012

SMEDGESMEDGECENTRAL BALTIC "SOFT LANDING" ZONE CENTRAL BALTIC "SOFT LANDING" ZONE

FOR SMALL AND MEDIUM SIZE COMPANIESFOR SMALL AND MEDIUM SIZE COMPANIESFOR SMALL AND MEDIUM SIZE COMPANIESFOR SMALL AND MEDIUM SIZE COMPANIES

Introduction to the Project

62

SMEDGESMEDGE• Duration: 03.2009 – 10.2011• Goals:

– Developing a joint “soft landing” model for companies for expansion into other CB markets through combination of activities

– Joint training for the business incubator and science/technology park managers of the CB region

• Project:– Helps in starting your business in Latvia, Estonia, Finland and Sweden,

incl. market research, country specific design, etc.– Business partners from Latvia, Estonia, Finland and Sweden– Training in key aspects of international business

REMARK• The main aim of the ReMark project is:

– to adapt an entrepreneurship e-learning package to the needs of potential knowledge-based entrepreneurs – mainly researchers, but also students and young graduates with technological/scientific knowledge, and test and disseminate it in Lithuania, Cyprus, Slovakia and Finland.

• Project objectives include:– analysis of the current e-learning package and its adaptation to the

needs of the target groups and participating countries; – e-learning package transfer to Lithuania, Slovakia and Cyprus by

translating it and placing in the project partners’ websites; – testing and evaluation of the e-learning package by the target groups; – implementation of the valorisation strategy.

Ideas and network proposals for EUE-Net partners

1. Benchmarking of the best practices on entrepreneurial training among universities

2. Analysis of entrepreneurship training needs in partners’ countries

3. Development of entrepreneurship training model and own adapted training programs

4. Piloting of training programs

5. Joint training and networking events for the young and potential entrepreneurs

Model of Entrepreneurship Education

Business Know H

Professional Identification and Entrepreneurial learning process

Orientation on entrepreneurship and professional identification

Entrepreneurial Readiness

How

Gustafsson-Pesonen, Hägg 2008

Source: Entrepreneurship in Aalto team

THE LIFESPUN MODEL OF AN ENTERPRICE / AN ENTREPRENEUR (Hyrsky & Kyrö 2005, modified by Hägg 2010) as a frame for entrepreneurship education in C.I.

Learning entrepreneurial and enterprising readiness

Learning business competencies

2) Learning for entrepreneurship

1) Learning about entrepreneurship

3)Learning through entrepreneurship

Program I Program II

How to carry out training programs?• Target: a) Promoting start-ups

b) Accelerating growth oriented enterprisesContent:

1) to learn entrepreneurial behavior • To learn entrepreneurial working identity (we are not born to be

entrepreneurs)• To learn entrepreneurial action and behavior by acting and

Outi Hägg 2010

• To learn entrepreneurial action and behavior by acting and testing

• To learn self-regulation competencies in self-reflection and in critical-reflection with the significant others.

2) to learn entrepreneurial knowledge and skills• To learn business knowledge and skills (marketing and sale,

business modeling, financial skills, intellectual property rights) in real life situations

• to be able to apply these skills in different kind of contexts

63

Small Business CenterNatalia Narits, office manager Tel. +358 010 2178 623E-mail: nat [email protected]

Pentti Mustalampi, directorTel. +358 10 2178 623E-mail: [email protected]

Address: Aalto University School of Economics Small Business Center, Lönnrotinkatu 7, 50100 Mikkeli, Finland

Web: www.hse.fiwww.hse.fi/smallbusinesscenter

www.creaent.netwww.smedge.org www.remark.lt

64

IDEAS FOR SUSTAINABILITY OF

EUE‐NETWORK

EUE-Net Conference, Istanbul, September 9-11th 2010

Bedrich Zimola, Michal Pilik

Tomas Bata University in ZlínFaculty of Management and Economics

CASE STUDY: FAME TBU IN ZLÍN

Main results of research: Students: „We miss practical placements in

companies and language preparation and practise during study programms.“

Companies: „Students come from universities without practical experience and lack of English (foreign language) knowledge.“

IT IS THE SAME WHAT WE HEARD YESTERDAY


PRACTICAL PLACEMENT

Long term practical placement is not obligatory part of study programms (bachelor and master degree programme)

Students meet practical placement during preparation their bachelor and master thesespreparation their bachelor and master theses.

Students use possibilities of practical placement through Erasmus Mobility Programme


PROBLEM SOLVING

National level: solves the problem of practical placement

International level: solves the problem of practical placement and develop language knowledgeknowledge


EUROPEAN UNIVERSITY –ENTERPRISE NETWORK FOR“TALENTED STUDENTS” “TALENTED STUDENTS” (ENCOURAGEMENT OF “TALENTED

STUDENTS”)

Focused on “talented students” – selected group of students with good study results, being interested to extend the knowledge and skills through business-oriented tution:

• specialized seminars, lectures by representatives of business, excursions, conferences,

• practical placements • partner’s non academic institutions businesses financial • partner s non academic institutions – businesses, financial,

public administration institutions• project solving in collaboration with partner institutions• summer schools – presentations, lectures, seminars• project solving by virtual groups (using virtual

environment) • database of case studies for improving teaching materials


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Objective(s):

1. Students gain practical experience, University (Faculty) the opportunity to improve links with business practice

2 To enhance the knowledge and “soft skills” for 2. To enhance the knowledge and soft skills for students to meet the requirements of future employers


INTERNATIONAL WEEKEXCHANGEEXCHANGE

Czech university (TBU):

foreign students (e.g. group of 20 students)

Marketing

Finance

Czech company

Polish teacher

Czech company

International week (example):Host university: Tomas Bata University in ZlínA group of e.g. 20 foreign students

The collection of chosen subjectswhich are equivalent of student's subject at domestic university.

Goals and results:

Management

EnterpriseEconomics

Statistics

Rumanian teacher

Czech company

Rumanian teacher

Czech company

French teacher

Czech company

Estonian teacher

Goals and results: students can get credits of chosen subjects students will have practical experience with partner's university, students and companies excursions in cooperation companies case studies solving


CZE HU RO PL

Teachers

FR IRL DE

and studentsexchange


CONTINUING ACTIVITIES OF EUE-NETWORK

Organization of international practical placement covered from Erasmus Mobility Programme covered by companies

Connection Erasmus Mobility Programme coordinators with CDO Net (shared databases)coordinators with CDO-Net (shared databases)

Summer schools (presentations, lectures, seminars) lead by representatives of business Might be supported by Erasmus Intensive

Programme

Exchange International Week


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Enhancing Entrepreneurial Capacities through 5L

Danguole Rutkauskiene and Egle Butkeviciene

Lithuania in the world• a Baltic nation of 3.3 million;• Bordering countries:

• Belarus to the Southeast,• Baltic-Russia to the Southwest,• Latvia to the North,at a to t e o t ,• Poland to the South,• the Baltic Sea to the West.

Cross‐border cooperation programmes

• The Latvia–Lithuania Cross Border Cooperation Programme’s main objective is to p g jpromote sustainable and equal socio‐economic development in border regions to make it competitive for economical and business development and attractive for living and visiting.

Crossborder cooperation programmes

• Programme Priorities:

– Priority I – Encouragement of socio‐economic development and competitiveness of the regiondevelopment and competitiveness of the region

– Priority II ‐ Attractive living environment and development of sustainable community

Objectives

The development of human capital through the contribution to the promotion of effective lifelong learning system in Kurzeme and North‐Westlearning system in Kurzeme and North West Lithuania cross border territory by the collaborative platform to promote the entrepreneurship and develop engineering skills, improve and transfer of targeted policy measures on national level, using advanced e. learning solutions and creation of multi‐institutional certification of obtained educational qualifications.

Project target groups

1. LIFELONG LEARNING STUDENTS including existing and potential service users.

2. ENTREPRENEURS.

3. LECTURERS.

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Main WPs

• LLL policy design and validation;

• Virtual community platform;

• Development of sustainable LLL infrastructure;

• PR and cross‐border collaboration network.

LLL policy design and validation ‐ 1

aimed to:

• evaluate the existing situation in the regions both demand and supply sides to reveal thedemand and supply sides, to reveal the imperfections and market failures;

• develop methodology for in lifetime gained skill certification and credit point allocation;

• prepare recommendations for the legislation to improve the imperfections, increasing LLL system's efficiency.

LLL policy design and validation ‐ 2SUB‐ACTIVITY A: evaluation of current situation and cross border collaboration in Kurzeme and North ‐West part of Lithuania:

1. Research on Present Demand – Supply in the project territory and the development of the models concept to strengthen the collaboration between municipalities, educational institutions and industry to better satisfy the demand and supply side;

2. Lifelong learning action plans development for the period 2011.‐2015.

3. Study visit to Tartu (Estonia) to study Lifelong certification system in Estonia.


SUB‐ACTIVITY B:

• the development of the methodology to certify the existing and in the lifetime gained skillsexisting and in the lifetime gained skills;

• develop concept for requirement equalization for higher education diploma and lifelong learning education;

• pilot activities to test the models. Skill certification and credit point transfer among project partner organizations.


SUB‐ACTIVITY C:

Policy / recommendation design for the legislation on lifelong learning system:

1. Common recommendations will be prepared by KRIC for the improvement of existing legislation of lifelong learning, according to the results of the project researches and pilot activities.

2. Common recommendations for the lifelong learning policy prepared.

Virtual community platform‐1

Creation of virtual community platform ‐ 1

SUB‐ACTIVITY A: Open web portal with social networking tools:

Open web portal will be designed in this activity to reflect educational needs of cross‐border community between Latvia and Lithuania ‐Kurzeme and Klaipėda regions.

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Creation of virtual community platform ‐ 2

Portal will be used:

• to administer the members of regular studies of the universities, retrain and prequalification courses, and all society members of these regions, that are willing to enhance their knowledge and competences necessarythat are willing to enhance their knowledge and competences necessary for successful regions’ economical and educational growth.

• for project administration and valorization purposes, to organize productive communication between project members, document sharing, and results publication.

Social networking tools will be integrated to bring two separate region communities closer and share knowledge, best practices, improve social skills and awareness.

Virtual community platform‐ 3

SUB‐ACTIVITY B: Learning management system

1. The translation, adaptation and use of the open source virtual learning environment Moodle and to create and upload e‐learning courses to this virtual environment.

2. Development of three layer of the course system:a) e‐learning courses for the formal education;

b) e‐learning courses for non‐ formal education (to meet the cross‐border needs);

c) c) e‐learning courses (small modules or units) on specific technological, educological, methodological issues, or practical activities.

Development of sustainable LLL infrastructure ‐ 1

aimed to increase the lifelong learning infrastructure capacity to ensure and provide the most demanded services at a high qualitythe most demanded services at a high quality.


SUB‐ACTIVITY A: Entrepreneurship promotion:

• Development of the concept of the model of business school (entrepreneruship center) as anbusiness school (entrepreneruship center) as an integrated part of the lifelong learning system;

• Design of plan to meet cross border entrepreneurship training needs;

• Investments in infrastructure to increase partner organization capacity to supply business education related services.


SUB‐Activity B: Development of engineering skill development in lifelong learning:

U d di d f f h b i f• Understanding and transfer of the best practice of Europe and creation of the module system (FAS model concept) in engineering skill training.

• The establishment of Engineering technology skill centres – improvement of existing facilities or establishment of centres to ensure Engineering skill training in partner organizations.


SUB‐ACTIVITY C: Creation of courses for engineering skill development

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PR and Cross border collaboration network ‐ 1

‐aimed to increase the exchange of experience, practice and achieved results among partners, project target groups and the overall societyproject target groups and the overall society.


SUB‐ACTIVITY A: Creation of the cross border collaboration learning platform, that ensures effective exchange of experience among partnerseffective exchange of experience among partners and other parties involved:

1. Mobility schemes development and implementation (fieldwork of lecturers and lifelong learning systems administrators spending up to 3 days in other partner premises).

2. Virtual collaboration platform works as entrance into distance learning platform. Distance learning platform provides ground for courses developed within project.


SUB‐ACTIVITY B: Public Relations and Result dissemination:

Target groups of this sub activity include mass mediaTarget groups of this sub‐activity include mass media, local, regional and national authorities, potential and current entrepreneurs and business organizations

Partners

• Kurzeme planning region administration;

• Ventspils University College;

• Riga Technical University Liepaja Branch;

• Kaunas University of Technology;

• Klaipeda University;

• Kaunas Regional Innovation Centre.

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CONSULMARC SVILUPPOCONSULMARC SVILUPPO

“The role of business incubators in defining generic entrepreneurial skills”


9-11 September 2010,

Istanbul Turkey

EUE –NET Project objective developed:

Tuning Entrepreneurship



Istanbul Turkey

Defining generic entrepreneurial skills for the students and best profile of teachers in order to enhance the entrepreneurial approach within the

University Sector



Istanbul Turkey

European Commission Communication

“New Skills for New Jobs”

(2008)

Strategic priorities for the EU:

• skills upgrading

• matching the skills to jobs



Istanbul Turkey

Improvement of the Union’s capacity for skills assesment, anticipation and matching future skills and labour market

needs

Efficient employment, education and training policies and individual career choice



Istanbul Turkey

Talking about entrepreneruship (key competence) and the identification of the related attitudes and skills we may consider as crucial actors

BUSINESS INCUBATORS

“Business incubation is a dynamic process of business enterprise development. I b t t fi h l i th t i d d i th t t Incubators nurture young firms, helping them to survive and grow during the start-up period when they are most vulnerable. Incubators provide hands-on management assistance, access to financing and orchestrated exposure to critical business or technical support services. They also offer entrepreneurial firms shared office services, access to equipment, flexible leases and expandable space — all under one roof”

(US National Business Incubation Association NBIA)

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Business Incubators are instruments to support:

• Innovation

• Entrepreneurship

They may assist universities in identifying and anticipate the skills and competences young entrepreneurs may need in a dynamic and challenging economic context

Innovative entrepreneurial training curricula whithin universities

Thanks for your attention!y

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Click to edit the title text format

Click to edit the outline text formatSecond Outline Level

Third Outline Level

EUE-Net Final Workshop, 9-11 September, Istambul

The employment theme in Italy has been taken inconsideration as NATIONAL EMERGENCY by theDepartment for Education and the Department for Work.

Fourth Outline LevelFifth Outline LevelSixth Outline Level

Seventh Outline LevelEighth Outline LevelNinth Outline Level

1

www.labidee.comLaboratorio delle Idee

ITALIA 2020 was bornby following this assessment.



Third Outline Level

ITALIA 2020

Action plan for youth employmentthrough integration between learningand work.

2 EUE-Net Final Workshop, 9-11 September, Istambul



2


MARIASTELLA GELMINI Education MinisterMAURIZIO SACCONI Employment Minister



Third Outline Level

“Graduates that find an occupation relatedwith the school training they received areless and less.

ITALIA 2020Action plan for youth employment through integration between learning and work.MARIASTELLA GELMINIMAURIZIO SACCONI




3


More than half of Graduates is employed injobs where is required a generic Degree orthey are underemployed in jobs whereDegree is not even required”.



Third Outline Level

UNIVERSITY GENERAL CONTEXT: TURNING DOWN SIGNALS

Degree courses proliferation and “immoderate” broadening of formative offer. Exams as autonomus and self-referencing dimension, projected on the

single subjects





4


single subjects. Prevalence of a mnemonic studying approach. Reduction in connection and synergy skills within subjects. Loss of propaedeutic relation between different subjects. Lack of a overall vision about the academic course. The degree is considered as a point of arrival and not as a point of beginning. The detach between academic formation and labour market is deeper and deeper.



Third Outline Level

Simplification and reduction of first degree courses.The first degree course must guarantee method and content knowledge, essential requirement for people who decide to get into the world of work and for the ones that decide to go on studying





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the world of work and for the ones that decide to go on studying. The aim is not to channel young people in precociously specialized and forcedly professionalized paths, but to give them wide, strong, broden grounds to developtheir own vocation according to personal life choices.



Third Outline Level

“We expect that a real evaluation of student andworld of work needs will quickly replace theacademic and self- referential logic of firstdegree course proliferation, so we expect the





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abolition of courses that do not answer to thehigh formative levels nowdays required”.

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Third Outline Level

“We want to encourage the interdisciplinarytraining during the academic years, and notonly after them, to allow the attendance ofparallel and different degree courses”.





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A well rounded formative offert has to be structured to overtake thetraditional “monocourse” formation and to link the critical, historical,academic formation, to the conquest of technical and concrete skillsto be used in working situations.



Third Outline Level

It is necessary to overall once for all the sterile opposition between forming academic courses and the ones that are not.





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In a professional profiles evolution scheme, that often requires a combination of different kind of knowledge and skills, the first degree course has to be considered as part of a formative lifelong lasting path.

WORK FORMATION



Third Outline Level


Following the intent of youth employmentaction plan, Laboratorio delle Idee, inpartnership with Camerino University(UNICAM), is conceiving a formativepath retraining project for Faculty of LawFourth Outline Level

Fifth Outline LevelSixth Outline Level


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path retraining project for Faculty of Law.



Third Outline Level

UNICAM CONTEXTThe University was born in 1336It is placed in the centre of Italy: Marche RegionDepartments:ArchitectureChemistry Veterinary medicine S i d h l




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Science and technology Law D.I.LEX project

LAW STUDIES INNOVATIVE DIDACTICS: POSTGRADUATE LAW STUDIES LEGAL SERVICES SCIENCE POLITICAL SCIENCE

FORMATION WORK



Third Outline Level


I thi t b H ff L b t i d ll

“In a time of drastic change it is thelearners who inherit the future. The learnedusually find themselves equipped to live ina world that no longer exists. ”

Eric Hoffer



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In this quote by Hoffer, Laboratorio delleIdee found the right inspiration for D.I.LEXproject.



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D.I.LEX PROJECT PURPOSE

To develop:• Employability • Self Entrepreneurship




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in students, to get them “attractive” for theworld of work..

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• D.I.LEX INNOVATIVE DIDACTICS

• business/organization & employment LABORATORY


Project pilasters



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• FORMATIVE PATH TO DEVELOP TRANSVERSAL SKILLS



Third Outline Level

Department Innovative didactics based on interdisciplinarity, orientation to excellence , and focused on:


• students and not on single subjects;• the exam as “gym” and not as obstacle; • transfer of methods and contents, and not only contents;• setting the single school matter into a conceptual field;

D.I.LEX didactics



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g g p ;• the self-entrepreneurial and managerial skill development; • a mix of students and methods consistent with innovation purpose;• experience-based activities;• problem solving experiences;• E-learning and M-learning activities;

• LABORATORY



Third Outline Level

One of the most important innovations about D.I.LEX method is the introduction oftwo different laboratories:

Business/organization Laboratory Employment Laboratory

The aim is, on one hand, to offer concrete situations to apply the single subjects“knowledge” and, on the other hand, to transpose the didactics innovation guidelines

LABORATORY15 EUE-Net Final Workshop, 9-11 September, Istambul



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in operating choices. The Laboratory intent is a “training for problems”; which is anapproach to unstructured learning for single subjects learning.

Non Theory Practice

butPractice Theory



Third Outline Level

The Business/organization Laboratory will be shaped on case history dealing with:

• legal problems related to the access to public contract proclamation;• administrative proceedings for authorization to go on with and/or to developbusiness activities;• employment contract redaction;• terms and conditions to stipulate investment bank loan;• problems related to agency and representation contract;• legal aspects related to brand management;

Business/organization Laboratory16 EUE-Net Final Workshop, 9-11 September, Istambul



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g p g• contractual and legal problems related to import/export business.

Each student involved in the business/organization Laboratory will have specificdocumentation for each history case to work on. In this way, the enterprise will bethe focus for the multiple courses knowledge and the opportunity to develop the“training for problems”.



Third Outline Level

The Employment Laboratory is focused on the idea of knowledgeimprovement for students to enlarge their importance and “appeal” on thelabour market.

The Employment Laboratory core is formed by cross-sectional skills, acollection of abilities involved in different kind of tasks, that are applicable todifferent situations, so deeply generalizable.It will examine:


Employment Laboratory



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It will examine:

• public speaking;• problem solving;• problem based learning;• leadership;• team working.



Third Outline Level


NETWORK EUE-NET FUTURE PROJECT PROPOSALS

University must change its aims. How?It has to be found a new way, where information, knowledge and training will be new priority target compared with the past.

PROJECT PROPOSALS FOR EUE-NET NETWORK



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INFORMATIONKNOWLEDGEINFORMATION

FORMATIONKNOWLEDGEINFORMATION

Not ...but

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The didactics purpose is not to get theKNOWLEDGE or the ABILITIES, but toacquire the cross-sectional skills requiredb th ld f k S i l




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by the world of work. So curricularabilities will be used as basic instrumentto develop leadership, team working andproblem solving skills.



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• Creation of a working team made up by firm and university;• development of a project with the purpose to work out anew didactic approach to introduce:

a laboratory to develop cross-sectional skills; self-evaluation tools for students to check the cross-sectional skills acquired;




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the Problem Based Learning (P.B.L.) program inspecific academic courses; multi-subject exams.

• Project testing in one or more universities involved in theEUE – NET network;• dissemination and standardization of the new didacticmodel in Europe.



Third Outline LevelTHE END

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European University – Enterprise Network Present and Future · Content EUE-Net: objectives and...

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