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Warsaw Seminar Roland Sommer
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Warsaw Seminar Roland Sommer


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  • 1. Global Trends Implications on the Labour Market Roland Sommer, Federation of Austrian Industries
  • 2.
    • Globalisation
      • Triggers
      • Global Innovation Networks and Supply Chains
    • Demographic Changes
    • Converging Technologies and Research Fields
    • Increasing Qualification Demands (in Europe)
  • 3.
    • Globalisation describes an ongoing process by which regional economies, societies and cultures have become integrated through a globe-spanning network of exchange.
    • Triggers of economic globalisation:
      • Removal of trade barriers (GATT and WTO)
      • Increased competition
      • Technology development (ICT)
    • Globalisation and geographic fragmentation of supply chains
    • International division of labour
    • Economic growth via FDI
  • 4. Global Innovation Networks
  • 5. Global Innovation Networks
  • 6. Global Production Networks
  • 7. Global Production Networks
    • Universities and Research Institutions become integral parts of innovation networks
    • International division of labour
    • Global search for talent
    • “ Research follows production”
  • 8. Demographic Change Source: United Nations, World Population Prospects (2003)
  • 9. Demographic Change Source: United Nations, World Population Prospects (2003)
  • 10. Networks of Cooperation in Basic Research Source:FAS Research, Netzwerke der Wissensproduktion
  • 11. Networks of Cooperation in Applied Research Source:FAS Research, Netzwerke der Wissensproduktion
  • 12.
    • Trans- and interdisciplinary approaches
    • Companies increasingly become „integrators“ of knowledge
    • Innovation becomes faster, riskier, more complex and more expensive
    • Business model innovations
    • Social innovations
  • 13. Qualification
    • Future supply trends
    Source: Cedefop, Future Skill Supply in Europe, 2009
  • 14.
    • What are the implications in the presentation for the future role of universities in your country?
    • Where do you see the main challenges? Legislative, academic, administrative, didactic, financial, cultural?
    • How can universities and employers engage with one another?
    • How can their respective needs and expectations be better understood and met?
    • How can the university develop employability skills in students?
    • Should they become a core part of the student experience?
    • How can a balance be achieved between focus on employability and more traditional academic learning?
  • 15. Building a Portfolio of Skills
  • 16.
    • Background
      • Less lifetime jobs
        • Temporary working
        • Project-based work
        • Less job security
        • More job hopping
        • Increased poaching
      • Often several jobs at one time
      • Fast changing environment, skills can quickly become obsolete
    The Portfolio View on Skills
  • 17.
    • Active Management of Skills
    The Portfolio View of Skills II High income Little learning High learning Little income Training: e.g.: - Master - Post Graduate … Little income Little learning High potential High income High learning
  • 18.
    • Highly dynamic markets (e.g. hybrid cars)
    • Complete change of business models (e.g. music industry)
    • Trend and risk analyses is increasingly defective and short term oriented
    • Robustness versus efficiency
    • Specific knowledge versus broad skills
    • Future skills demands cannot be forecasted
    Problems, companies encounter
  • 19.
    • Employability are skills, knowledge and attitudes that can take to any work situation and have the ability and willingness to continuously adapt and learn. This includes:
    • Self Management
    • Teamworking
    • Business and Customer Awareness
    • Problem Solving
    • Communication and Literacy
    • Application of Numeracy
    • Application of Information Technologies
    • Entrepreneurship/Enterprise
    What Companies Need … Employability
    • … and additionally
    • Positive Attitude
    • Work Experience
  • 20. Important Factors for Recruitment Source, CBI, 2009
  • 21. Level of Employability Skills The Company’s View Source, CBI, 2009
  • 22. Level of Employability Skills The Student’s View Source, CBI, 2009
  • 23.
    • Cooperation with universities and public research organisations
      • Cooperation projects with university
      • Industrial PhD
      • Joint Master theses
      • Grants
      • Work placements for students
    • Technology scouting
    • Joint curriculum development (where possible)
    • New employment media
    What companies do …
    • Training graduates that are recruited
    • Improving management skills
    • Internal job rotation schemes
  • 24.
    • What level of commitment towards skill upgrading and curriculum development is required by the university?
    • Whose responsibility is it to develop employability skills?
    • Which stakeholders should be involved in curriculum design?
    • In one project (REFLEX) the 5 areas of competence identified for graduate success are: professional expertise, functional flexibility, innovation and knowledge management, mobilisation of human resources, international orientation. How can the curriculum be designed and delivered to produce these competences?
    • What extra-curricular activities can contribute to developing employability skills?
    • How can diverse needs of the student population be accommodated?
    • What models of best practice exist?