Warsaw Seminar Roland Sommer

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Warsaw Seminar Roland Sommer

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

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