Industry and Higher Education

Conventionally, continuing education has been planned by taking the needs of the students as the point of departure. A new continuing education concept has been developed in which the point of departure for programme planning is the needs of industrial companies. The hypothesis is that, if the continuing education programme is designed to help the companies, the needs of the other interest groups will be better fulfilled at the same time. This paper outlines the new concept, describes its application in a pilot programme, and assesses the outcomes of that programme. The feasibility of the new concept is assessed from the perspectives of the various interest groups, both shortly after the programme and in a longitudinal study The prime target of meeting the needs of the companies was achieved, and the needs of other interest groups were also fulfilled – to some extent even more effectively than through more conventional approaches.

This paper begins with a discussion and analysis of the relevance of work-based learning to contemporary education and training needs. It then briefly outlines changes in attitudes and approaches to higher education and training in the UK over the past few decades and highlights the new ‘learning partnership model’ (LPM) as one that offers great potential for the effective development of a wide range of skills. In this context, the authors present a detailed analytical case study of a European-funded Adapt-University for Industry project that sought to identify training needs and to provide guidance and advice on work-based learning opportunities for a variety of Scottish small and medium-sized enterprises (SMEs). Using Training Needs Analysis, the authors assess the difficulties as well as the opportunities inherent in such projects. The findings illustrate the heterogeneity of the SMEs' training and guidance requirements and highlight the importance of addressing the tension that exists between the different expectations of employers and employees in relation to training needs and benefits.

Increasing attention has been paid to the development of the university-based science and technology park (USTP) in China since science and technology research has become a key factor in international competitiveness. In China, the essential role for the USTP is as a special kind of high-technology industry incubator, attached to a research university This differentiates it from other Chinese science and technology parks. The paper sets out and discusses the strategic goals of the USTPs and their functions, as well as the management structure and operating systems which can best attain their goals of developing an innovative culture and promoting regional and national economic development. The authors also address the necessity for change in China's higher education system if the parks are to operate effectively and outline relevant issues for government policy.

This paper is one of the outcomes of an empirical study of 209 ethnic entrepreneurs in Sydney investigating the ethnic business creation process. In the paper, the education and training needs of ethnic entrepreneurs are identified and analysed with respect to a number of issues affecting ethnic business, such as educational qualifications, English-speaking skills, areas of business knowledge, cultural, linguistic and technical skills, areas in which the entrepreneurs find it difficult to acquire knowledge, and their preferred method of receiving training and expert advice. This study confirms the view that entrepreneurship education makes a significant difference in the performance of entrepreneurs, with entrepreneurs expressing a need for further training and education in specific business issues.

The relationship that has existed historically between industry and higher education in Western economies is currently being mirrored in the transforming economies of the former Soviet Union. These emerging market economies have been encouraged by their association with a now obsolete British Council awards scheme to study historical and current relationships between businesses and education providers in established market economies. This paper analyses the professional and academic collaboration between a British and Russian university and their respective business networks. The case is set in the context of a UK government ‘Know How Funds’ project. The paper summarizes and analyses discursive sections of the periodic financial reports of the award holder, submitted throughout the project, to the British Council. The findings from the case study support the use of peer education and the resultant cascade of knowledge as mechanisms to drive through the transition to a market economy.

This paper analyses the development and change in direction and decision making in relation to one objective of a Know How Funds (KHF) Training and Academic Links (TACL) project. The project involved professional and academic collaboration between a British and a Russian university and their respective business networks. The author refers briefly to summaries of the relevant sections of the periodic financial reports of the award holder, submitted during the project to the British Council. She then reviews the resulting development of a commercial ‘vehicle’, by means of which the Russian university intended to provide undergraduate and peer education in business to a private-sector market. An analysis of the strategic financial decision making is provided. The findings from the case study support the argument that academic institutions in emergent market economies can recognize the revenue generation potential of peer business education provision and that award schemes such as the (now obsolete) Know How Funds initiative can facilitate this recognition.

This paper reviews the UK government's Science Enterprise Challenge (SEC) initiative, giving particular emphasis to the SEC objective of achieving cultural change. A ‘cultural web’ framework is applied to characterize the political, symbolic and structural issues that need to be addressed if change is to be effected. The author suggests that, if the vision of the future ‘enterprising university’ causes concern, there is a need to analyse assumptions and if necessary change activities. If the vision is acceptable, then the cultural web analysis assists in developing an understanding of the target and enables faster and better decision making on the way.