warsaw seminar roland sommer
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Global Trends
Implications on the Labour Market
Roland Sommer, Federation of Austrian Industries
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Globalisation• Triggers• Global Innovation Networks and Supply Chains
Demographic Changes
Converging Technologies and Research Fields
Increasing Qualification Demands (in Europe)
Content
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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
Globalisation
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Global Innovation Networks
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Global Innovation Networks
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Global Production Networks
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Global Production Networks
Universities and Research Institutions become integral parts of innovation networks
International division of labour
Global search for talent
“Research follows production”
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Demographic Change
Source: United Nations, World Population Prospects (2003)
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Demographic Change
Source: United Nations, World Population Prospects (2003)
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Networks of Cooperation in Basic Research
Source:FAS Research, Netzwerke der Wissensproduktion
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Networks of Cooperation in Applied Research
Source:FAS Research, Netzwerke der Wissensproduktion
Trans- and interdisciplinary approaches
Companies increasingly become „integrators“ of knowledge
Innovation becomes faster, riskier, more complex and more expensive
Business model innovations
Social innovations
Trends
Qualification
Future supply trends
Source: Cedefop, Future Skill Supply in Europe, 2009
1. What are the implications in the presentation for the future role of universities in your country?
2. Where do you see the main challenges? Legislative, academic, administrative, didactic, financial, cultural?
3. How can universities and employers engage with one another?
4. How can their respective needs and expectations be better understood and met?
5. How can the university develop employability skills in students?
6. Should they become a core part of the student experience?
7. How can a balance be achieved between focus on employability and more traditional academic learning?
QUESTIONS
Building a Portfolio of Skills
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
Active Management of Skills
The Portfolio View of Skills II
High incomeLittle learning
High learningLittle income
Training:e.g.:
- Master- Post Graduate
…
Little incomeLittle learningHigh potential
High incomeHigh learning
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
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
Important Factors for Recruitment
Source, CBI, 2009
Level of Employability SkillsThe Company’s View
Source, CBI, 2009
Level of Employability SkillsThe Student’s View
Source, CBI, 2009
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
1. What level of commitment towards skill upgrading and curriculum development is required by the university?
2. Whose responsibility is it to develop employability skills?3. Which stakeholders should be involved in curriculum design?4. 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?
5. What extra-curricular activities can contribute to developing employability skills?
6. How can diverse needs of the student population be accommodated?
7. What models of best practice exist?
QUESTIONS