bridging the gap between academia and industry

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Bridging the gap between higher education and industry: the case of ICT sector Mart Laanpere Tallinn University, Estonia

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Presentation at SPiN conference in Belgrade, 5 Nov 2013

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Page 1: Bridging the gap between academia and industry

Bridging the gap between higher education and industry:

the case of ICT sector

Mart LaanpereTallinn University, Estonia

Page 2: Bridging the gap between academia and industry

The gap

• University as autonomous, knowledge-seeking and knowledge-creating institution:– Humboldtian idea of research university – Scientific disciplines and their reflection in the

faculty/departmental structure of university– University professor: mainly researcher

• University as the source of professionally trained specialists, job market driven academia: – Outcome-based funding schemes in higher education– European Qualification Framework and competence-

based curricula in universities

Page 3: Bridging the gap between academia and industry

Expectations of ICT industry

• Recent study by Praxis (praxis.ee) on ICT workforce in Estonia revealed: – Jobs in ICT sector: software engineers (25%), managers (12%), project

managers (8%), user support (12%), sysadmins (12%), analysts & architects (9%), testers (8%), network admins (9%)

– Growing trend: ICT specialists in other sectors (Everything is IT!)– Employers expected to hire lesser amount of ICT graduates than

projected, but different kind• Expectations of employers in ICT sector towards ICT graduates:

– Key competences: team work, creativity, problem solving, presentation…– Inderdisciplinarity: ICT and medicine, public administration, law,

environment, entertainment, media, education, business…– Internationalisation: experience in blending into international setting

already during the study period

Page 4: Bridging the gap between academia and industry

Bridging the gap: the Estonian case

• The national programme of ICT• IT Academy: http://studyITin.ee• Competence centres (e.g. Eliko.ee), industry-oriented

applied research• Summer schools, teachers from the industry• Interdisciplinarity: multi-disciplinary and open Master

programs (e-governance, educational technology, biotech)

• Employers in curriculum and defense committees, practical placement, supervising diploma theses

• Innovation vouchers 4000 EUR

Page 5: Bridging the gap between academia and industry

TEMPUS INCOMING project

• Interdisciplinary curricula in computing to meet the labor market needs in Serbia

• Problems addressed by the project: – lack of interdisciplinary study programmes in

Serbia– lack of compliance between job market

requirements and university curricula– limited international orientation of Serbian IT-

curricula

Page 6: Bridging the gap between academia and industry

Objectives of the INCOMING project

• to initiate capacity building for interdisciplinary computing studies offered both in English and in Serbian and in at least one of the following three modes of study: face-to-face mode, distance learning, and blended mode

• to develop, accredit, implement and evaluate the following interdisciplinary study programmes related to computing to be taught in English and in Serbian: – Management and Computing (BSc) – Intelligent Systems (PhD) – Social Sciences and Computing (MSc) – Information technology for E-Business (MSc) – ICT for Governance and Administration (MSc) – Computer Games (BSc)

• to increase employability by targeting Serbian labor market needs in interdisciplinary computing field

Page 7: Bridging the gap between academia and industry

Consortium of the INCOMING project

• 4 Serbian universities:– University of Belgrade– University of Kragujevac– University of Novi Sad– Metropolitan University

• 3 EU universities: Tallinn, Crete, Aberdeen• 3 job market partners: Comtrade, Union Čačak

2000, Mihajlo Pupin Institute• Chamber of Commerce and Industry• National Council of Higher Education

Page 8: Bridging the gap between academia and industry

Expected outcomes

• analysis of the state-of-the-art of relevant policies, related practices, legal regulations, and labor market needs related to interdisciplinary study programmes at the Serbian universities and at EU universities

• development, accreditation, implementation and evaluation of interdisciplinary study programmes specified above to be taught in English and in Serbian as either campus-based, distance learning, and/or blended mode delivery

• increased mobility of students who complete such an interdisciplinary degree study programme

• increased employment opportunities for students who complete developed interdisciplinary degree study programme

Page 9: Bridging the gap between academia and industry

Additional information

• The project Web site: tempus-incoming.eu • [email protected]