report of the research -...

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REPORT OF THE RESEARCHREPORT OF THE RESEARCHREPORT OF THE RESEARCHREPORT OF THE RESEARCH

This project has been funded with support from the European Commission.

This publication [communication] reflects the views only of the author, and the Commission cannot

be held responsible for any use which may be made of the information contained therein.


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General Goal

This stage of the “Meet Us!” Project concerns the analysis of national case studies and best

practices about Higher Education (HE from now on) and work integration. The goal is to identify

the most significant European experiences in order to establish a relevant dataset upon which a

set of design and implementation guidelines will be based. The identification and analysis of best

practices has been carried out both at the national level (in Italy, Great Britain, Poland and

Portugal, the four partner countries involved in the project) and at the european level in non-

partner countries. The analysis focused on crucial elements like, for example, transferability,

sustainability, innovativeness, replicability, etc. The main features of each best practice has been

summarized in technical cards.

Methodology

The strategy adopted for the technical card structure was aimed to identify the best work-study

integration experiences in Europe. The research activities included both documentary surveys and

in-depth interviews with key actors. Each partner utilized the same tools in order to homogeneize

the research process and to faacilitate the comparisons and the interpretation of information. The

research tools that have been used are the following:

- Technical cards, for the description of the experiences / practices (annex 1)

- An outline for the interviews to key actors (annex 2)

The analysis of the information gathered through such tools allowed to define a research report in

which the strategic and operational analogies / differences between the various experiences are

pointed out and interpreted in order to focus on both their transferability, from a systemic point

of view while considering at the same time the various national / local contexts, and on their

sustainability. The general methodological approach for the research activity was based on the

following model:

a) Documental survey, in order to have a general overview of the integration practices in each

partner country in terms of their general implementation modalities (legislative and

administrative framework, financing, etc.)

b) Information collecting in each partner country through technical cards


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c) Analysis and classification of the collected data by grouping experiences and practices

according to specific key interpretive priorities (e.g., local development, innovation,

transnationality, etc), and identification of the most relevant case studies (those

experiences and practices that can be considered strategic in representing the most

significant HE – work integration options)

d) In-depth interviews with key actors within HE – Work integration selected experiences and

practices. The goal was to explore in more details those elements that could be useful in

order to better describe and interpret the selected practices.

e) Final elaboration of the technical cards by integrating the documental surveys and the

interviews.

f) Decription of the research outcomes and final editing of the research report

A relevant methodological problem concerned what level of detail should be implemented in the

general structure of the technical cards. The choice was to limit the level of detail. The rationale

behind that choice concerns the dangers that an excessive specification of the technical cards

structures would have entailed for the goals of the project. In fact, one of the main goal of the

research was to take into careful consideration the various contexts (national and local) in which

the integration experience take place. The relevance of such consideration can be easily related to

the general goals of the Project, which is to focus on the replicability, transferability and

sustainability at the european level of HE – Work integration experiences. It is clear that the

specificity of context has a prominent role in defining how and why those practices could (or could

not) be transferred, replicated, sustained, across countries and over time. Thus, it was absolutely

crucial, in this initial research activity, to collect relevant data about each national / local context.

For that goal, an excessively pre-set structure of the research tools (e.g., the technical cards) could

have kept researchers and interviers from collecting relevant contextual information by

constraining the research process into a too rigid framework. On the other side, a certain degree

of homogeneity was nonetheless necessary, in order to both facilitate comparisons and analysis,

and also to focus on contextual elements that are the most relevant for the goals of the project.

Thus, a balanced approach between a necessary degree of specification and a crucial need for

flexibility and contextualization was chosen for the structure of the research tools.


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The technical cards

The technical card’s framework for the description of each experience / best practice is structured

in the following manner:

1. General information about the practice: Title / name, beginning year, type of initiative

(master, course, etc.). These are the basic data for a general classification of the various

practices.

2. General information about the actors involved: HE institutions (Universities, Faculties,

Departments, etc.), other education institutions (foundations, professional education

centers, etc.), private companies, social and governmental institutions (central government

agencies, local government authorities, etc.).

3. Other general information about the practice, e.g., localization of the activities, level of the

activities (local, national, transnational)

4. Beneficiaries of the practices / initiatives, e.g., minimum education degree required,

employment status, professional activities, etc.

5. Specific social and economic needs that the practice aims to adress, target industrial

sectors and economic areas, labor market demands, etc.

6. Specific educational goals of the practice – in other words, what is the specific HE strategy

informing and guiding the initiative.

7. Detailed operational description of the practice. In this area, there is maximum flexibility

for an accurate description of the selected initiative. Besides the main operational

elements, it is also requested to describe what is the teaching and design approach taken

in order to implement the initiative.

8. Description of the partnerships involved in the implementation of the initiative, with a

specific focus on the elements that charactirize the cooperation activities between HE and

business actors.

9. The initiative’s expected and achieved outcomes. This is where information about the

actual practical results is collected, including the degree of satisfaction of the various


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actors involved. This is also were information about the monitoring and the assessment

processes has been collected.

10. Information about degree of innovation, transferability and replicability of the practice /

initiative, according to the key actors’ point of view.

The Interviews

For some of the most interesting practices and initiatives, for at least three practices for each

partner country, in-depth interviews have been carried out to key actors of each practice, in order

to collect ideas, points of view, details and other important elements that could not be gathered

through the technical cards. Specific methodological guidelines have been provided to the

partners in order to homogeneize the general structure of the interviews:

- Conception and needs analysis:

Each key actor has been asked about how the original idea about the initiative was

generated. More specifically, we tried to investigate how the educational needs have

been analysied and identified; the goals that are pursued; the involvement degree of

the private companies in the conception / design stage. It is very relevant to know

about how and in what stage companies collaborated with HE institutions, and what

have been the most critical aspects of such collaboration. Also, ideas and suggestions

about how to improve collaboration and integration are collected.

- Design stage:

Each key actor has been asked about how the actual design activity have been carried

out, especially from an educational point of view. Thus, it is important to focus on the

teaching strategies and activities, on the tools used for assessing and mainstreaming

the initiative, and the collaboration between HE institution and private companies in

the design stage. As before, a specific focus has been put on both the critical aspects of

such collaboration, and the ideas and suggestions about how to improve it.

Implementation:

This section of the interviews focused on the actual implementation of the initiative,

such as: organization of activities, definition of responsibilities and roles, teaching

integration approaches, involvment of experts, involvement of private companies, etc.

Again, a specific attention has been put in order to understand the details about how

HE institutions and companies collaborated in the implementation stages.


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- Assessment and monitoring:

It is very important to know how the practice / initiative is assessed and monitored, as

this helps to understand the difficulties and the solutions provided. Thus, the interviews

focused specifically on the way monitoring is managed, on the quality assurance

procedures, in terms of attractiveness, satisfaction, competences, employability of

recipients etc. Once again, the collaboration between companies and HE institutions

has been the focus of specific questions.

The choice of the specific initatives / practices to be analyzed

The criteria for the selection of what specific initiatives / practices had to be considered as the

most significant for the project’s goal was defined through initial discussions and meetings. In the

case of Italy, for example, partner 5 (CDS) had already a very significant research experience on

the subject, so it could provide important relationships with universities and other education

centres where HE - work integration experiences were already been developed. Partner 1

(University of Ferrara) had relevant contacts and relationships with other universities (both italian

and european) that could provide interesting HE - work integration case studies. Thus, an initial

screening and selection of all possible case studies were performed, based on the existing

knowledge and relationships. Other information and indications about possible case studies were

collected through a survey of the institutional web sites. Also, other european projects where

similar integration experiences could be found were analyzed (ISFOL researches, Symposium

Consortium etc.), as well as other documentary sources.

The next step was to establish a connection with the contact persons for each selected initiative in

order to introduce the Meet Us! Project and its research goals, and to ask them to send further

documents and information in order to complete the case studies, and finally to set up

appointments for actual interviews with key actors.

A similar process was conducted in all country partners. In the italian case, 15 technical cards for

italian case studies and 5 technical cards for other european countries (other than the partner

countries) were delivered (annex 3 to 23).

An initial analysis / comparison / classification of all case studies was prepared in order to facilitate

the discussion with the stakeholders in the focus groups.


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The integration experiences in Italy

The technical cards were classified in a analytical framework, in which four different major

categories / types of integration experiences could be identified1:

1. Integrated Educational Courses: Apprenticeship Master in Padove; Fixo Projects Action 3 in

Torino, Milano, Verona, Napoli, Avezzano; Mercurio Project of Florence; Integrated

Masters of the Symposium Consortium

2. Alternation Courses: PIL Project in Ferrara; University – Work alternation course in Genova

3. Master & Back: Master abroad or out of the region with work period within the region in

Sardegna and Puglia

4. Bachelor and Work Courses: Bacehlor course in information technology in Bolzano and in

Trento; Bacehlor course in Innovation Technologies of the Quadrifoglio Project in Ferrara

Some more detailed explanation for each category:

1. Integrated Educational Courses:

These are usually post-bachelor courses lasting one or two years where the students

experience an university education course and a work experience in a company, sometimes

with an actual one year work contract. This category includes both masters where at the

beginning of the university classes an apprenticeship contract (lasting 12 or 24 months) is

programmed, and courses where there the work experience concerns an internship period

but no work contract is programmed. In all cases the overall logic behind these initiatives

relies on the idea that professional education and training should be implemented both

through university courses and on-the-job training within companies, as the latter directly

invest in education and training of young people that either they already hired or they could

possibly hire in the future. Thus, it is absolutely crucial that education institutions in general

make a serious effort into the analysis of the professional education and training needs

expressed by the companies and, more in general, the labor market, so that the courses can

actually fit those needs. It is necessary to establish relevant synergies with the labor market,

both in the initiatives’ conception and design stages.

1 In each category we included initiatives with common or similar key features, while other differences (implementation modalities, actors

involved, location etc.) could still be relevant. Overall, we tried to focus on those similarities / differences that we believe are crucial for the goals of

our project.


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As far as the apprenticeship experiences are concerned, usually the initiatives include an

actual master course at the university after a selection phase where companies choose

students to propose an apprenticeship contract. Companies have an interest in apprenticeship

contracts as they are cheaper in fiscal terms, but they do require a period of higher education,

which is provided by the university through the master course. Education expenses (the

enrollment fees for the university courses) are usualle covered either by private foundations’s

donations, industrial associations or public funding (regions, provinces or european social

funds).

The “FIXO” (Education and Innovation for Employment, Action 3) projects are financed by the

Italian Work Ministry through a monthly 1000 euros voucher per student (if the students lives

outside the project’s region, or 500 if he lives in the same region), provided by Italia Lavoro, a

government agency. In the case studies that we collected, actual university masters are

organized around issues of professional qualification which is relevant for the local labor

market, and companies involved in the projects provide internships positions for the students.

Among the cases, there are some where only one large company, through special agreements

with the local University, manages the whole on-the-job training process of all students. In

other cases, several companies participate to the project, each providing one or more

internship positions.

In the Firenze case, or in the Symposium Consortium cases, again, a university master with

possible internships within companies is implemented, however there’s no financing for the

participants.

In all cases, the beneficiaries have to be graduated students. Where an apprenticeship

contract is used, they also have to unemployed.

2. Alternation Courses

These are educational itineraries with traditional university classes as well as personalized

classes, and internships periods in participating companies. The PIL project, University of

Ferrara, is one of the best examples of the “alternation” concept. Students from all faculties

can participates to the PIL project, which is characterized by strongly integrated and

overlapping activities of education, training and work. The goal is to integrate the final part of

the students’ normal university career with a first, full work experience consistent with the

professions representing the typical outcomes of the various faculties and courses. The PIL

project includes 120 hours of traditional classes, where the subjects covered specifically

concern areas and topics that should help students to better understand the labor market and


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the work life. Also, it includes 345 hours of internship following a selection performed by the

participating companies (with the constant presence of a project’s tutor), 35 hours of further

specific classes, held during the internships (with subjects like computing, competences

balance, etc). At the end of the internship, the company has to offer a 12 months full time

work contract to the students. The project implies a formal agreement between three

partners: the university, which promotes and coordinates the whole process, an education

center, which manages the administrative aspects, and a research center, which is charge of

mapping the labor market and finding the participating companies. The project is funded

(through the region and the province) with the European Social Fund in order to cover the

expenses (teaching costs, research and selection of companies, monitoring, support for

students, etc.). The participating companies sign a formal agreement with the University for

the collaboration in the project, the participation to the education process, the selection of

students and, in case of a successful selection, the offering of at least one internship position

and a subsequent 12 months full time work contract for the intern.

The University – Work Alternation of Genova aims to educate young unemplyed people

thorugh courses of up to 375 class hours and orientation meetings in order to help students

about how to perform a job interview and how to choose jobs. The primary goal is to

orientate enomployed people towards the labor market. The beneficiaries can be both

graduated students or students that are close to graduation in various faculties, as long as

they are unemployed and 32 years old or less.

3. Master & Back.

In this group are included all those initiatives in which a scholarship is provided to students

for the attendance of a post-graduate course (e.g., a master or a specialization course) and

a subsequent period of work within the region. The beneficiaries are graduated students,

preferably unemployed who, after a certified educational period for the acquisition of

qualified skills and competences, come back in the home region and find a job in local

companies. From this point of view, the Regional authority investment is aimed to the

requalification of its own citizens.

4. Bachelor Degree and Work Courses:

These are bachelor degree courses which imply an alternation of class hours and internsip

hours in companies, or even the possibility to do exams in the companies with company’s

teachers. They are different from the alternation courses since these are actual bachelor

degree courses, and an actual work contract is not included in the program. The


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beneficiaries are students with a high school degree, mostly in technical areas, as it is

especially aimed to technical jobs. The alternation logic develops through a mix of theory

and practice which lasts for the whole study itinerary and is able to create “on the job” the

competences and skills that are requested by the companies themselves.

Analysis of Examples of Good Practice in Italy

In order to facilitate the comparison and the analysis of the italian experiences, we mostly focused

on some key variables, such as:

- Location of initiatives (local, national, international)

- The kind of offer provided (master, professional course, courses with or without work)

- The length of the period

- The kind of participating companies (SMEs, multinational companies)

- The economic / industrial sectors

- The general and specific goals

- The kind of funding

- The beneficiaires

- The main features of the integration process (partnership, university participation,

higher education, companies)

- The kind of implementation of HE – work integration

Location

Italian initiatives are mostly characterized by a local context, and they are usually promoted by

educational istitutions, mostly universities or professional education organizations. In some cases,

the whole process is managed by one single company, which establish the main elements of the

practice according the its own needs and beliefs. Internationalizion practices are quite sporadic

and they usually refer to the possibility of further specialization abroad after the end of the

experience in Italy. This tendency could be partly explained by the limited presence of


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international students attending italian universities, and also by the fact that the italian economy

is characterized by a prevalent number of small and medium enterprises.

Overall, it can be observed that the integration practices and initiatives are mostly promoted by

educational actors, not so much by companies; there is still a quite sharp, traditional separation

between education, training and the beginning of work life.

There is a relevant difference between the south and the north of the country. The legislation

regulating work contracts is quite diverse in the various regions, as regions can regulate in a very

autonomous way the work matters. Also, some specific regions enjoy unique support and funding

from the central government for professional education, employment and technology transfers.

Other regions, like Emilia Romagna and Veneto, have developed a specific apprenticeship

legislation allowing fiscal benefits for the companies, as long as the provide, for the 2 years

contract, the training and education process of the apprentice, which can be carried out through

university specialization courses. Apprenticeship seems to be a very useful tool for facilitating the

integration between HE and companies / labor market.

The type of offers

The various initiatives and practices that we studied can be mostly differentiated for the kind of

offer that they provide. As we explained in more detail in the above paragraph, we could find 4

general types of offers, in which the overall logic, the implementation, the tools and the specific

mechanisms seem to differ coniderably.

The goals

The variety of initiatives can be frutifully distinguished in terms of goals. Let us see some examples

of the possible differences.

In the “Master & Back” kind of experiences, the goal seems to improve the human capital of

graduated students and to help their inclusion in the local economy (for an endogenous economic

development) in order to transform those skills and competences into a competitive advantage for

local firms.

In the case of the “alternation courses”, the goal seems to explore and verify a variety of possible

integration modalities between the final part of the university career with the beginning of a full

work experience, in a job profile which is consistent with the received education. The ability of

companies and universities to interact in order bring innovation into the transition toward the

working life represents a relevant tool for the economic and social development of the territory,

and also a tool in order to spread the integration and institutional collaboration culture.

The goal of the “bachelor degree and work” seems to be the complete overlapping between the

education process and the entrance into thw labor market, as even some company actors are


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considered as actual teachers. The whole university course is designed to train workers for specific

jobs, as the companies themselves act as primary education centers.

Funding

In the case of “integrated educational courses” and “alternation courses”, funding can be achieved

through the Regional Authority, or the central Work Ministry. In the latter case individual vouchers

are used in order to cover the student’s expenses and / or to cover the teaching expenses.

In the “master & back” cases usually the Region provides or finds resources in order to develop

and improve the regional professional qualification and employment situation.

Beneficiaries

In a vast majority of cases the beficiaries are graduated students who enroll into masters and

specialization courses in which internships or actual work experiences are provided. In the case of

the PIL project, however, the beneficiaries and soon-to-be graduated students, as the main goal is

to alternate the final part of the university career and the first full work experience of the student.

The features of the integration process

In the case of the “educational integration courses” is always included an internship period within

a company, for a number of hours which can vary, and in some cases an actual work contract

follows. The company is formally committed to actively collaborate with the university.

Companie’s role, thus, is to provide a certain number of training hours and also to provide tutors

for the interns.

For the “Master & Back” initiatives, and particularly in the Sardegna experience, companies

intervene during the selection process, when they select the candidate students to be involved in

the work activities. In the Puglia region, participating companies can access a database in which

they can select potential candidates.

In the “alternation courses” cases, companies are formally committed to participate to the classes

at the university (there are several moments of interaction between students and companies in

the university classe, before the beginning of the selection process). They are also committed to

select the candidates which will be included in the company as interns first, and then as full time

contractualized workers.

Finally, in the case of “bachelor degree and work” experiences, just like the Quadrifoglio program,

the “company teachers” are actually trained within the program. As they often interact with the

candidates as teachers, they are free to decide about how to set the teaching program and to

select interesting candidates for hiring possibilities.


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PROJECT PROJECT TYPE

INVOLVED INSTITU-TIONS/ FIRMS

RECIPIENTS OUTGO-ING

PROFES-SIONAL

PROFILE

SELE-CTION

GUIDANCE AND SUPPORT

DIDACTIC JOB EXPERIENCE

MILESTO-NES

EMPLOY-ABILITY

Corso di alternanza università lavoro

TRAINING COURSE

Universiy of Genoa, PerForm, Provinces and other public boards.

15 places (one reserved for a handicapped student) dedicated to unemployed graduated people with less than 32 years (50% of places are reserved for women)

During the didactic part of the course, students are guided and followed by trainers, which give them hints in order to attend ad complete successfully the foreseen experience on the job. The firms provide tutors in order to follow students' internship

375 hours in which students are informed about work opportunities, how to create a CV, how to search a job, how to turn their stage into a concrete job experience etc.

250 hours of internship in a company which can be suitable according to the student scholastic and training profile.

Integration between university and labour market, internship, guidance, customized pathways


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RECIPIENTS OUTGOING PROFESSIONAL PROFILE

SELECTION GUIDANCE AND SUPPORT


MILESTO-NES

EMPLOY-ABILITY

FixO3 – Ricerca ed innovazione per la competitività

TRAINING COURSE

Italian Labour Ministry, Italia lavoro Spa., Federico II University of Naples, Indesit Company Spa.

45 Graduated unemployed young people (maximum 27 years), degree (Engineering, Economics, Computer sciences, Statistics, Mathematics, Sociology, Law) gained after the 1

st of

October 2006 with at least 100/110 vote

Innovation managers

Candidates were selected through an Interview conducted by Indesit Human resources referent.

University and firm tutors follow the students during the whole duration of the project (8 months). Students get a training Voucher from Italia Lavoro Spa. Indesit provided ticket restaurant and accommodation in affiliated residences during the didactic part of the course at the University of Naples.

320 hours of lectures (40 days, 8 hours per day): 160 hours of lectures have been taught at the university, the other 160 hours were taught in Indesit registered office

960 hours job experience (75 days, 8 hours per day), carried out in Italian and foreign Indesit branch offices.

Alternation, work experience (even in foreign branch offices),

70% of participants have been employed in Indesit Spa.


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RECIPIENTS OUTGOING PROFES-SIONAL PROFILE

SELEC-TION


DIDACTIC JOB EXPERIEN-CE

MILESTONES EMPLOY-ABILITY

Tecnologie fisiche innovative

BACHELOR

University of Ferrara (Mathematical, Physical and Natural Sciences College), Fondazione Aldini Valeriani, all the companies members of Friends of Industrial Heritage Museum association. Cooperation with important foreign research centers.

Students enrolled in the Bachelor of physical Sciences and graduated people of technical colleges and schools interested in physics and mathematics.

Innovation managers, researchers

None

Students carry on a project in the research center after a planning phase supported by university tutors.

The three years bachelor foresees: the first year six exams; the second year seven exams (two of them attended in firm with professionals); the third year seven exams (four of them attended in firm with professionals).

Students carry on in a selected company a project developed with university professors. The course foresees also a six months experience in important research centers all over the world for the bachelor's best students.

Integration between university and the labour market, job experience, innovation, experience abroad


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DIDACTIC JOB EXPE-RIENCE

MILESTO-NES

EMPLOY-ABILITY

PIL – Percorsi di Inserimento lavorativo

TRAINING COURSE

University of Ferrara, CPF (Vocational centre), CDS-Private Centre of socio-economic study, many firms of several economic sectors.

Students at the third year of their bachelor course at the University of Ferrara.

It depends on the firm and the bachelor course involved.

PIL Method (“Little Market 1” phase: students are informed about involved firms and are asked to write down a ranking of their favorite companies, then they pass an interview in every chosen firm. Every company write down its own ranking of students which have attended interviews; “Little Market 2” phase: students choose the firm in which they are placed higher according to company rankings.

University and company tutors follow the student during the whole duration of the project.

120 hours of lectures besides the normal Course, but the students have about 20 credits for the one-year-job step (1 year of study in Italy gets 60 credits)

3 months of internship, then a 1 year temporary contract in selected company

Integration between university and employers, internship, guidance, customized pathways, remunerated work experience

After the first year half participants (with temporary contract) have a permanent contract; the other half chooses another employers but with permanent contract. After 3 years the partecipants with permanent contract are 90%.


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INVOLVED INSTITUTIONS/FIRMS

RECIPIEN-TS

OUTGOING PROFES-SIONAL PROFILE



MILE-STONES

EMPLOY-ABILITY

FixO3 - Innovazione dei processi organizzativi per l’integrazione delle funzioni di procurement

TRAINING COURSE

Catholic University “Sacro Cuore” Milano, Formazione Permanente, CETIF, Certimeter, CapGemini, Italian Labour Ministry, Italia lavoro Spa.

Graduated unemployed young people (maximum 27 years), degree (preferably on scientific matters) gained at least in 2006 with at least 100/110 vote

Procurement expert

Curriculum assessment, interview, technical skills assessment

University and firm tutors follow the students during the whole duration of the project. Students get a training Voucher from Italia Lavoro Spa.

200 hours of lectures and 200 hours of study at home. At the end of the training course, students will attend a final test and will realize a report of their experience.

600 hours of on the job experience in one of CapGemini Italia branch offices or in Certimeter

On the job experience, alternation between lectures and internship, voucher, high-skill outgoing profile

FixO3 – Architetture Software Service Oriented e integrazione applicativa per i sistemi gestionali.

TRAINING COURSE

University of Turin, Formazione Permanente, CETIF, Certimeter, Capgemini, Italian Labour Ministry, Italia lavoro Spa.

25 Graduated unemployed young people (maximum 27 years), degree (preferably on scientific matters) gained at least in 2006 with at least 100/110 vote

ICT expert

Curriculum assessment, interview, technical skills assessment

University and firm tutors follow the students during the whole duration of the project. Students get a training Voucher from Italia Lavoro Spa. Companies will give

200 hours of lectures (Fundamentals of Service Oriented Architectures and their applications to management systems; Introduction to integrated ERP management system in accordance with the model in the Server Oriented Enterprise) .

600 hours of job experience

on the job experience, alternation between lectures and internship, voucher, high-skill outgoing profile

21 of 25 participants have been hired by participant companies.


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RECIPIENTS OUTGOING

PROFESSIONAL PROFIL

E

SELEC-TION


DIDACTIC JOB EXPERIEN-

CE

MILESTO-NES EMPLOY-ABILITY

Progetto Laurea in apprendistato

COOPERA-TIVE EDUCATION BACHELOR

University of Trento, Agenzia del lavoro, Associazione degli industriali provincia di Trento, Associazione artigiani e piccole imprese della provincia di Trento

Young people which have get their senior high school diploma, which have less than 24 years (29 years if they choose craftsmanship companies)

Assessment test in order to value information technology and mathematics skills; selection made by companies.

University and company tutors follow the student during the whole duration of the project. The Agenzia per il lavoro funds the project through a € 4.130 per student financing.

800 hours of lectures in 4 years (1s year: 2 and half months of lectures alternated to 2 and half months of work experience; from 2

nd to 4

th

year: 6 month of study alternated with 6 months of work experience or study and work alternated following the same logic of the first year). At the end of the course is foreseen a final test.

800 hours of job experience in 4 years (see Didactic to check the organization of on the job hours). Students have to sign an apprenticeship contract with the chosen company.

apprenticeship, alternation, work experience, high-skill outgoing profile, LLL


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MILE-STONES

EMPLOY-ABILITY

FixO3 - Social Manager: esperto nella gestione delle organizzazioni No Profit e del terzo Settore

TRAINING COURSE

University of Verona, companies


Social manager

Curriculum assessment.


Company organization and management (20 hours); professional role and profile (50 hours); case studies (30 hours); social manager contract agreements, laws and gender mainstreaming (12 hours); Administration and management (20 hours); economic and social marketing (16 hours); communication and human resources management (36 hours); Accreditation and quality management systems (16 hours). Total: 200 hours of lectures. Students have to attend 20 exams at the University

600 hours of job experience in one of participant companies.

on the job experience, alternation between lectures and internship, voucher, high-skill outgoing profile


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and the remaining 10 exams through the realization of special projects realized with their company tutors.



RECIPIENTS OUT GOING

PROFES-SIONAL PROFILE

SELECTION GUIDANCE AND

SUPPORT


MILE-STONES

EMPLOY-ABILITY

Esperto di ricerca e sviluppo prodotto

UNIVERSITY COURSES IN APPRENTICESHIP

University of Padua, BAXI, Silca, Gruppo Carraro, Fonderie Zanardi

Young people which have 24 to 29 years and which are employed with an apprenticeship contract. Recipients must be graduated in engineering, physics, mathematics, chemistry or industrial chemistry.

Expert in industrial product design

Selection is made by companies. The University contributes to find applicant students

Tutors and professors constantly monitor and assess students activities.

Two different courses between which students can choose according to their university background. 240 hours of lectures (mandatory); 20 hours of customized individual training; 40 hours of customized in group training; 6000 hours of individual study. Students have to realize a report of their experience at the end of the course.

600 hours of training on the job.

apprenticeship, alternation, work experience, high-skill outgoing profile

The Master foresees a remunerated job experience.


21



RECIPIENTS OUT-GOING PROFESSIONAL PROFILE



MILE-STONES

EMPLOY-ABILITY

Master and back

STUDY SUPPORT PROGRAM (SCHOLARSHIP)

Sardinia Region Labour department and Public education department; Centro regionale di programmazione; Labour regional agency;

Graduated people (second level degree) resident in Sardinia from at least 3 years or sardinian graduate people (second level degree) who live outside the region from less than 10 years. Applicants must have gained their degree with at least 100/110 vote.

It depends on the choosen course.

Funds are used in following apportionment: Engineering, technology, math, computer science, physics and biomedicine graduated (30%), Economics and Business graduated (20%), Architecture, urban and regional planning graduated (15%), Law and social science graduated (10%), Art and Design graduated (5%), Literature, foreign languages and philology graduated (5%). Funds are partially financed by FSE.

The program foresees two scholarships:the first one finances postgraduation courses (PhD, Masters etc.) or an intership of at least six months in firms or research centers outside sardinia; the second one finances the reintroduction of the student in Sardinian labour market.

Students can decide to spent the first phase of the project in a postgraduation course.

Students can decide to spent their first phase of Master and back project by attending an internship in a firm outside Sardinian territory. Every participant has then to do at least one year in Sardinian participant firms.

Integration between university and the labour market, job experience, innovation, experience abroad, coming back in native region and work there


22



RECIPIENTS OUT-GOING

PROFESSIONAL

PROFILE

SELECTION GUIDANCE AND

SUPPORT


MILE-STONES

EMPLOY-ABILITY

Mercurio – alta formazione in apprendistato


University of Florence, Province of Florence, Tuscany Region, Italian labour ministry, several firms, FSE

Undergraduate University of Florence students of Industrial relationships and human resource management bachelor; Mechanical engineering degree; project management 1

st level master.

Expert in research, human resources management and project management

Students who attend to project Mercurio alternates their study course with an on the job experience.

Apprenticeship contract in a selected firm

apprenticeship, alternation, work experience, high-skill outgoing profile

Ritorno al futuro – back to the future

STUDY SUPPORT PROGRAM (SCHOLARSHIP)

Puglia Region, FSE

Graduated people with official residence in Puglia from at least two years, unemployed, with a familiar income lower than 60000 euros per year.

It depends on the chosen course.

The foreseen scholarship finances chosen post graduation course.

Chosen postgraduate course has to be a master or a specialization course with at least 800 hours of frontal lessons and an internship which lasts at least the 30% of the total duration of the course.

internship which lasts at least the 30% of total lectures hours.

alternation, work experience, high skill outgoing profile, scholarship


23




PROFES-SIONAL

PROFILE

SELECTION

GUIDANCE AND

SUPPORT

DIDACTIC JOB EXPE-

RIENCE

MILE-STONES

EMPLOY-ABILITY

Logistic and Production Engineering

COOPERA-TIVE EDUCATION BACHELOR

University of Bozen, Polytechnic University of Turin, Industrial association of SudTirol, FSE

Young people with a senior high school diploma which wants to attend a study and work in alternation university course.

Logistic and production engineering or Computer science expert.

Students are paid for 3 years (the course lasts 4 year) with regular wage (13 monthly salaries per year)

The duration of regular Logistic and Production Engineering or Computer Science bachelor, which lasts 3 years, becomes within this project a 4 years course. Students spend half of their time at the university and the other half in a chosen company. Students can attend their exams partially with regular university method, partially by planning specific projects with the hosting company. The program foresees a regular defense at the end of the course.

Half of students time is spent in a chosen company.

alternation, work remunerated experience, high skill outgoing profile.


24




PROFES-SIONAL

PROFILE

SELECTION



MILE-STONES

EMPLOY-ABILITY

FixO3 – Corso di Alta formazione professionale in Gestione dei sistemi innovativi della produzione industriale

TRAINING COURSE

University of L'Aquila, Micron technology Italia Srl, Italian Labour Ministry, Italia Lavoro Spa.


Expert in innovative industrial production system management

Submission of the application form, passing an interview, passing a test if necessary.


400 hours of lectures.

400 hours of job experience, made before the didactic part of the course.

Integration between university and labour market, internship, guidance

The course agreement engaged Micron to hire at least 6 participants.


25

Analysis of Examples of Good Practice in Poland and Europe

Introduction

The aim of this part is to provide a short summary of the good practices concerning Employer-HE

collaboration both in Poland and abroad (involving European Union countries). In this way, we

focus our attention to:

• background and kind of an activity,

• the key reasons of cooperation,

• essential characteristic of the target groups,

• techniques and actions used to achieve the main goal,

• the benefits of such initiatives for employers, universities and learners.

Background to the case study examples

The case examples in the study involve different regions in Poland and culturally distinct European

countries. Some examples from Poland had more local character, whereas others had a wider

impact – including different regions and transnational cooperation. Foreign projects analyzed by

Polish partners were mainly based on international cooperation and had a large range of activity.

The choice of these specific projects to analyze by the use of technical cards was based on their

variety (different goals of the project, methods used to realize the needs of the project, diversified

groups of recipients) and the results achieved. Some of them like: “Compromise on Labour Market

- Innovative Model of Women’s Occupational Development “ or “From Employee’s Qualifications

to the Competitiveness of an Enterprise – Improvement of Personnel’s Abilities” were awarded

with the title of “the Best Investment in a Human”.

As far as business partners are concerned, some projects involved the cooperation with influential

corporations like CapGemini, IBM or PROKOM Software, whereas others were realized with small

companies (Academic Business Incubator, which cooperates with lawyer’s and tax offices). The

character of this integration between universities and entrepreneurs are also different – e.g.

training courses for employees of a company, cooperation at organization of workshops, seminars,

looking for solution to a given problem, research, working out curricula.

Foreign projects analyzed here are generally characterized by the extensive cooperation among

many different partners (An extreme case here is the E-Tampere project, which involved the

cooperation of universities with more than 300 companies), some of them assume the

cooperation with many partners from academic world, but only one company (e.g. FIFOBI project).

The projects described here are at different stage of their development. Some of them are

finished – e.g. “ Małopolska Partnership for Promotion – Development of Lifelong Learning and

Counselling” or ITQual, or Neworkers, whereas others are ongoing (Academic Business Incubator,

IDEA) or has just started their activity – FIFOBI.

Purposes of cooperation

The purpose of cooperation between higher education universities and companies was very varied

and when it comes to Polish projects it concerned: exchange of information between different

institutions, which deal with lifelong learning, activities, which aimed to help the beneficiaries

become more independent on labour market, or to help young people set up their own business,


26

to counteract the discrimination on labour market (of middle aged employees, mothers, people

with mental disorders), conduct training for employees or to prepare students to meet the

demands of labour market.

As far as foreign projects are concerned, the ones analyzed here were focused on the analysis of

the process of creating business competence in grammar schools, education, training and growth

promotion, which could be understood as an increasing number of competent entrepreneurs,

fostering lifelong learning and informal learning within organizations and companies,

strengthening the knowledge base, creating new business and new services for citizens.

As the analyzed projects show, the cooperation between universities and entrepreneurs is

successful – both sides draw benefits from the cooperation – universities by improving their

curricula and adjusting it to the needs of modern labour market, while entrepreneurs benefit from

talented employees, better prepared to meet the demands of their employers.

Type of Beneficiaries

Since the projects described here varied considerably in its subject matter and form, they were

earmarked for people having different background, age, level of education. The aim of good

practices analyzed by the use of technical cards was to fill in the gap in educational system in order

to fulfill the needs of those with lower chances on labour market or to prepare experts / specialists

in a given field.

Therefore, among the beneficiaries of the project were such groups like: the unemployed, people

who have hindered access to education, people socially excluded, parents who have small

children, students, PhD students, graduates, university and colleges employees, middle aged

employees from small and medium enterprises, middle and senior rank employees.

Foreign projects were addressed to schools, teachers, students, institutions managing education,

researchers, entrepreneurs, business leaders, human resources managers and managers

responsible for knowledge management and e-learning, training organizers, academic and political

decision-makers.

Beneficiaries of the projects not only benefited from achieving new qualifications, competence or

skills, but an unquestionable value of the projects was also in some cases an observed better

motivation for work, increase of self-esteem or improvement of interaction between beneficiaries

(e.g. in case of training conducted for employees of PROKOM company).

Techniques and actions applied

Both Polish and foreign projects were varied in form – some of them were focused mainly on

research (FIFOBI), some were oriented on training (“From Employee’s Qualifications to the

Competitiveness of an Enterprise – Improvement of Personnel’s Abilities”) others were

consultative (“Cooperation of Scientific Units of the University with Entrepreneurs”) or comprised

a wide range of different activities (“Between Education and Employment”).

Common techniques and activities applied in Polish projects are as follows: different forms of

training: workshops, seminars, coaching, courses both for employers and employees oriented on

broadening knowledge and acquiring new skills; research; counseling and giving information;

thematic training in the area of interest; meetings with employers aiming at finding solutions to

the problem of unemployment; promoting entrepreneurship or changing existing curricula.


27

In case of European projects similar techniques were used: analysis of the system of education by

the use of surveys, comparative analysis of core curriculum and curricula; development of new

masters, courses, creating new fields of studies.

Both in Polish and European projects one could observe focus on lifelong learning and the use and

development of modern technologies.

Benefits for Employers and Universities

The analysis of the projects shows that both sides benefited from the cooperation – universities

and entrepreneurs in terms of tightening integration between these two worlds.

For universities it meant mainly: working out new curricula, which would meet the requirements

of labour market, sometimes launching fields of studies, which would prepare to new, rare

professions and an increase of students’ skills and competence, who had the chance to participate

in training within companies and to gain more confidence in the beginning of their professional

career.

For employers the profits of the cooperation are as follows: future employees more acquainted

with professional life and the specificity of an enterprise, trained and more competent staff,

which contributed to the competitiveness of a company, creating a web site with information of

the activities realized by a given company / institutions, tightening cooperation with different

institutions and companies abroad, technological innovation or business development.

In some cases the final outcome of joint activities was creating a wortal or a bank of information

from which could benefit both employers, employees as well as people interested in their

development and lifelong learning.

Conclusions

The analysis of the examples of good practice which are considered here shows that:

1. in the process of globalization, which is gaining more and more pace, the cooperation of

widely understood labour market with the system of education is crucial;

2. diverse and constantly changing needs of employers can be fully satisfied only through

effective education and training within the range of dynamic and flexible educational offer; the

fields of studies should be adjusted every year to the current analysis of labour market, and a

modular offer of education and professional training should enable development and acquisition

of different competence, which are sought on labour market;

3. in order to make university graduates ready to take effective professional activity, the

curricula at universities should be prepared by mixed teams: scientists, university teachers and

company representatives, who also should participate in the realization of chosen classes;

students prepared in this way should also complete compulsory training at companies; the best

effects can guarantee only constant cooperation of university with chosen firms;

4. diversified forms of education and training which take place within companies should be

realized in cooperation with universities, which can ensure modern knowledge and teaching

methods; since connection of the best scientific achievements with practical knowledge of

employees seems to be the best guarantee of professional competence;

5. modularity of the system of education – also university education, seems to be the optimal

solution to the constantly changing labour market; the optional offer of lectures and classes and


28

short forms of education will allow to form and develop individual competence currently

necessary on labour market.


29



RECIPIENTS

OUTGOING PROFES-SIONAL PROFILE



MILESTO-NES

EMPLOY-ABILITY

Academic business incubator

SPIN OFF PROGRAM

Academy of mining and metallurgy of Krakow with the cooperation of Krakow Universities; Krakow technological park.

Students, PhD students, graduates and employees of Małopolska universities and colleges.

The project support students' entrepreneurship.

The program allow participant to be supported by academy and university teachers, professors and facilities during the whole duration of the project.

Participants can attend: 1) an incubation program (renting - for 200 zl + VAT per month - facilities , secretarial service, counseling concerning setting up one's own business and finding funds, partners and resources); conclude an agreement in order to register their business enterprise in the “Incubator” rooms (100 zl + vat monthly); give the address of “Academic Business Incubator” as the correspondence address (50 zl + VAT monthly).

Participants start their own business activity.

Entrepreneurship, University and Academy support

The project support students own entrepreneurship.


30


INVOLVED INSTITU-TIONS/

FIRMS

RECIPIENTS

OUTGOING PROFES-SIONAL

PROFILE

GUIDANCE AND

SUPPORT


MILESTO-NES

EMPLOY-ABILITY

Master TILDE

MASTER

Pedagogical University of Krakow; European center for LLL; University Paris 13; CapGemini Poland; IBM Poland;

high school graduates after matriculation

Expert with solid IT knowledge.

Students are constantly monitored by lecturers.

The didactic is organized in cooperation with participating firms and in order to satisfy firms' needs. After the end of the practice two promoters ( university professor and the company representative responsible for the training ) will submit a joint report, which evaluates students’ work.

There is no job experience. The main task of the companies in the project is conducting classes for students, evaluation of the classes and enabling students practice.

high skilled outgoing profile, didactic organized in order to satisfy companies needs.

Students can get an high skill profile competence and improve their career progression possibilities.


31

PROJECT PRO-JECT TYPE


RECIPIENTS OUTGOING PROFES-SIONAL PROFILE

GUIDANCE AND

SUPPORT


MILESTO-NES

EMPLOY-ABILITY

Partnership for IT competencies development in Poland – EQUAL

TRAINING COURSE

WSB – National Louis University; CapGemini Poland; Polish human resources management association; Altkom Akademia; Institute of Labour and Social Studies

employees at the age of more than 40, employed in the sector of small and medium enterprises, which are threatened with being excluded from labour market due to lack of knowledge and competence in the field of IT and telematics.

Training course on IT knowledge.

Students are constantly monitored by lecturers.

Students learn through a blended learning methodology. The result of the project is a specialist ICT training Wortal, which contains detailed information on training in the fields of ICT.

The program is directed to employed people.

E-learning, cooperation between university and the labour market.

Students can get technical competences and improve their career progression possibilities.


32

PROJECT PRO-JECT TYPE


RECIPIEN-TS


MILESTO-NES EMPLOY-ABILITY

Fit for Business: Developing Business Competencies in School (FIFOBI)

RESEARCH PROGRAM

Pedagogical University of Cracow, Institute of Geography - Poland; Pädagogische Hochschule Freiburg (University of Education Freiburg) – Germany; Universität zu Köln (University of Cologne) - Germany; Rīgas Pedagoģijas un izglītības vadības augstskola (Riga Teacher Training and Educational Management Academy) – Latvia; University of Stirling, Institute of Education - UK; Kirchliche Pädagogische Hochschule in Wien, Internationales Büro, Campus Krems Mitterau – Austria; Bundeshandelsakademie und Bundeshandelsschule Wien 12 (International Bilingual Business College Hetzendorf) – Austria; ACADEMUS-Consultadoria, Formação e Investigação Lda (ACADEMUS- Advisory, Training and Research Ltd) – Portugal; EduNet Tananyagfejlesztesi Alapitvany (EduNet Foundation for New Educational Resources) – Hungary; North Lanarkshire Council, Learning& Leisure Services – UK; Landesschulbehörde, Standort Hannover (Department of Education [vocational training], Lower-Saxony) – Germany; schools;organized labour employers’ associations.

European institutions responsible for creating European educational area.

The research project aims to monitor the competence development in compulsory schools, to develop new strategies and to disseminate the project's outputs and results.

None

Research, international cooperation, dissemination of results, business competences at school.

The project aims to improve the quality and the quantity of business competences in compulsory schools.


33



RECIPIENTS OUT-GOING PROFES-SIONAL

PROFILE


MILESTO-NES

EMPLOY-ABILITY

From Employee’s Qualification to the Competitiveness of an Enterprise – Improvement of Personnel’s Abilities

TRAINING COURSE

Gdansk School of Banking; Poznan School of Banking; Prokom Software S.A.

middle and senior rank personnel of Prokom Company – analysts, specialists, designers, team managers, managers, directors of different departments – 128 people

Expert in Controlling and Management – of Human Resources, Project, Quality and Information Safety.

Training foresees following subjects: Controlling and Management of Human Resources, Project, Quality and Information Safety.

The program is directed to employed people.

high skilled outgoing profile, didactic organized in order to satisfy companies needs.

Students can get an high skill profile competence and improve their career progression possibilities.

Between education and employment

TRAINING COURSE

Poviat Starosty in Poznan, Poviat Employment Agency, entrepreneurs, universities

Youth, graduates, unemployed

Education in the profession of florist, mechatronics fitter, logistic technician, psychological-pedagogical counseling

Organization of training for graduates (in&out of firms); preparing reports on the state of employment meeting with employers

Practice at school, at the end headmaster took the decision whether to employ a given person.

Cooperation among the representatives of education and employers is possible. Positive influence on local labour market.

Launching new filds of studies in the effect of cooperation between schools, local employers and graduates


34




PROFILE

GUIDANCE AND

SUPPORT


MILESTO-NES

EMPLOY-ABILITY

Compromise on Labour Market – Innovative Model of Women’s Occupational Development

TRAINING, WORKSHOPS, SEMINARS, PHYSCHOLOGICAL AND PROFESSIONAL COUNSELLING

The Andrej Fryez Modrzewski Krakow University, DomZdrowia pl Sp. Zo.o., Sylwia Styl sp.j., Foundation Centre of Women’s Rights, Family Academy, Maloposka Association of Employers, Association of European Advisors PLinEU

Small Children’ s parents, women with childrens.

Seminars and workshop to reconcile professional activity with family life, creating entrepreneurial attitudes among women and making them aware of the need of lifelong learning

Different educational, training institutions as well as companies were engaged in the project and cooperated together to work out common solutions, from which both parents and employers could benefit.

Activities aiming at women’s occupational development (designing and implementation of system of training, conducting a series of meetings and thematic seminars, starting information.

none

The variety

of

suggested

solutions is

the reason

why not only

parents

(mainly

women), but

also

employers,

labour

market

institutions

and

childcare

centers can

be

interested in

using or

implementin

g them

It constitutes an integrated system, based on in-depth analysis of the situation created with the help of both sides engaged – employers and employees – young mothers.


35




PROFILE

GUIDANCE AND

SUPPORT

DIDACTIC MILESTO-NES

EMPLOY-ABILITY

Cooperation of Scientific Units of the University with Entrepreneurs (DID_POT_PU)

CONSULTATIVE

Institute of Geography, Pedagogical University in Krakow, invited employers,

Seminarists PU students of geography, tourism and recreation, environment protection and technical education, who have at least matriculation

Prepare students to meet the requirements of the employers, who take part in the project.

Consultation in the form of workshops and seminars are to prepare students to active entrance to labour market.

Consultations with employers concerning the curricula of the chosen PU studies and particular specialties as well as undertaken problems of Licenciate or Master projects ( engineering projects ) is conducive to better students’ preparation to the entrance to labour market.

Cooperation

with

entrepreneu

rs on the

basis of

commission

contract or

contract for

specific

work. The

companies

in which

they work

are not

involved in

the project.

Remuneration for employers from EU fund. A range of activities involving invitation, preparation and the realization of the cooperation.


36




PROFILE

GUIDANCE AND

SUPPORT


MILESTO-NES

EMPLOY-ABILITY

Academy of Entrepreneurship – development of Alternative Forms of Development

COACHING

Jagiellonian University, Małopolska Association of Employers, Krakow Foundation Hamlet, the Voivodeship Employment Office in Krakow, Commune Mogilany, Commune Wieprz, Małopolska Agency of Regional Development

Unemployed, inhabitants of villages and small towns, minders of children and dependent people, professionally passive people and people socially excluded, people, who benefit from social aid, people having low professional qualifications

The project

involved

courses

preparing to

specialist

professions

such as:

management

of social

company,

specificity of

work with

people

threatened

with social

exclusion ( for

social

managers ),

labour market

and labour

law, method

of coaching.

psychological support

Training

courses on

effective

auto

presentation

The training

– counseling

centers

established

within the

project carry

out

specialist

courses of

social and

supportive

employment

.

The project was based on the principle of social economy which served as a tool for integration of social activation, integration of people, which are in worse situation on the labour market.

The project was centred on looking for and testing new, innovative solutions, creating new social policy, counteracting discrimination on labour market and activities aiming at increasing the employment rate particularly among the groups, which are in the worst situation on labour market.

51 people were employed on the open labour market, 70 beneficiaries working in a social enterprise, 173 people benefited from different forms of support, 5 unemployed opened their own business, 9 donations for social enterprises, cooperative “Victoria” in Mogilany.


37




PROFILE

DIDACTIC MILESTO-NES EMPLOY-ABILITY

Labor Office in Krakow

model of exchange of knowledge, information and experience

The Voivodeship Labour Office in Krakow, Marshall Office of the Małopolska, Board of Education in Krakow, Pôle Rhône-Alpes de l'Orientation. Apart from this, a large number of institutions, associated with labour market, education and training, which deal with lifelong learning were engaged in the project.

The project was addressed to the institutions acting in Małopolska region, Public Employment Services, Voluntary Labour Corps, Schools including Higher Education (Academic Career Offices), Training Institutions, Local Authority Units.

Improvement of coordination of activities of institutions, which realize different tasks within lifelong learning and the support of decision-makers; increase of access and use of information resources by the representatives of education, training and employment; increase of knowledge and abilities among the employees of the institutions concerning the processes taking place in the fields of education, labour market and training.

The project was based on the cooperation among different institutions dealing with education, training or labour market and focused on the increase of conscience of the need of lifelong learning for the development of society and the improvement of the flow of information among key institutions by creating constant and easy access to the information concerning lifelong learning ( educational centers, training firms, programmes and projects

The main activities realized in the project were: Inaugural seminar (Educational fairs ), the research, which diagnosed the situation of lifelong learning in Malopolska, regional workshops, which involved work on partnership projects, working out and the implementation of the information management mode.

At the end of the project, group of 55 institutions signed the partnership contract, which expressed their willingness of cooperation when it comes to activities aiming at the development and promotion of lifelong learning in the region.


38

earmarked for people who look for training or professional counseling ).


39

Key themes emerging from the case studies on Employer-HE collaboration in the

UK

In the UK case, it was not possible to find major differences between the various HE – work

integration esperiences and best practices. While some initiatives seem very different in terms of

implementation mechanisms, they all seem to share a common overall logic. Indeed, all cases

concern masters or advanced courses for employees of companies which collaborate with

Universities for the realization of very specialized training programs, often tightly connected with

career advancements. In the following pages we describe some of the most relevant initiatives, as

a number of interesting issues and aspects can be shown.

The case examples included in the study span a number of regions over a wide geographical remit

in the UK. Although in some instances the impact of the collaborative initiatives has been more

local, in other instances, the companies have benefited from the initiatives at a wider level. For

instance, the programs delivered by the partner universities vary from short courses that might be

accredited or unaccredited, to post-graduate degrees. Cardiff University offers specialist medical

modules that are accredited to develop specialist underwriters in the regional offices of Legal &

General. A majority of the business partners on the individual projects have been large sized firms

although the project run by the University of Teesside aimed to assist SMEs by delivering programs

and small bites of learning to support their business needs. Large companies have bigger

incentives to invest in training and development of their staff, which SMEs might be less able to

accomplish. These projects are at different stages of their development. For instance, much of the

projects are newer developments that came into existence few years ago other than an exception

of collaboration of BAE systems-University of Loughborough which was initiated in 1990. Amongst

the newer cases, some are in their infancy, such as, EDF Energy (networks) - London South Bank

University collaboration which started in 2007. Therefore, the notable benefits of these projects

for collaborating partners are more apparent in some cases than in some of the others.

The sectors served by these projects include aerospace, engineering, IT services,

construction, and financial services. The purpose of these projects has been to up-skill the existing

workforce; fulfill some of the gaps and shortages in certain areas, such as, aerospace engineering

and construction; recruitment of highly skilled and talented graduates; transform the university

provision and attuning it with the broader industry needs. The collaborating businesses tend to

benefit primarily by fulfilling any gaps between the skills that are required to meet their business

needs. Employers gain from not only a more talented workforce by either training their employees

or by recruiting skilled graduates, but they are also believed to benefit from some of the

contributions made by the graduates via their research projects. Universities are also believed to

benefit from the close relationships with employers. They have been able to modify and upgrade

their existing provision, for instance, as part of the constructionarium project which is held as a six

day working field course, engineering education is believed to have changed to include physical

and management aspects of practical construction.

A majority of these collaborations took place by a careful selection of HE partners by the

employers. These projects are often of relevance to the wider sector, the qualifications meet

certain standards of the industry in which the employer operates. Some of the relationships

between the employers and universities initiated via informal discussions between university

academics and businesses, as noted in the cases of BAE systems-University of Loughborough


40

project and Legal & General and Cardiff University projects. An initial approach was made by

employers through inviting formal bids for contractual arrangements which were then followed up

by universities that were interesting in collaborating with the businesses. For instance, University

of Sussex had to bid for a formal contract to provide Masters courses to individuals of American

Express. A relationship between the collaborating partners evolves over a period of time. In some

instances, the projects that had initially started with foundation degree provision have expanded

to under graduate and post graduate levels. For instance, the BAE systems-University of

Loughborough partnership that had initiated with a focus on undergraduate programs was

complemented by post graduate courses as well as short courses. The partnership has even

generated collaboration for research in the area. The partnership arrangements provide a pool of

potential graduates to the businesses and in the process, as HE providers build their relationship

with their collaborators, they provide strong recruitment opportunities for their students.

Learners who were involved in the case projects varied from existing employees of companies to

those who are recruited on a temporary basis with a possibility of securing jobs in large and

reputed firms. For instance, an offer to combine work with study at American Express has enabled

the company to attract a talented and motivated workforce(temporary employees who may

become permanent based on their performance) while the learners have benefited from obtaining

paid industry experience alongside being sponsored for a Masters degree.

Different projects had varying focuses on training their staff at different levels within the

organisation. Lack of people with managerial capabilities is found to be a common concern of

businesses. While training at a foundation level as noted in the case of Tesco-University of the Arts

enabled the staff at lower levels to progress up to lower to middle levels of management, the

recipients of Masters in Construction Management at the University of Salford were identified to

be middle and senior managers who could attain managerial/professional certification. It is

evident that pursuing these qualifications is not only beneficial for the employer by enhancing the

level of expertise of their existing staff, it is deemed to be beneficial for learners. For instance, the

Tesco-University of the Arts project extended the opportunities to pursue HE for those who might

otherwise not have considered studying for a foundation degree. In the process, some of the

wider agendas of widening participation are also met. The shop assistants who pursue this

programme not only benefit from potential career progression into management roles but gain

accredited HE qualification from a university. Studying on accredited programmes can also provide

opportunities for students to obtain entry into higher level programmes in related areas.

Therefore, those who aspire to study further have progression routes available to them. For

instance, pursuing a foundation degree in power distribution at LSBU offers possible progression

into Bachelors in Engineering (Honours) programme. Therefore, learners can train for better

careers and better prospects.

Good practices

This section outlines some of the identified good practices in the areas of approaches to joint

working, number of partners involved, type of delivery and the teaching techniques that might be

efficient in delivery of programmes.

a) Joint work

The effectiveness of joint activities between the various parties that are involved in collaborative

relationships is ensured by mutual dialogue and interaction. On the one hand, it is crucial for


41

universities to understand the needs of the employers and for employers to understand what HEIs

can offer, on the other. Being open to change and considering innovative methods to improve

helps differentiate employer facing HE providers from others. Universities that have been

successfully collaborating with employers believe that effective functioning between the internal

departments of the universities combined with an overarching attitude to accommodate employer

needs is essential for development of partnership arrangements.

b) Multiple partners

Most of the programmes identified in this study have been designed with support from other

organisations, besides the employer and the university. For instance, ‘Balfour Beatty-University of

Salford’ collaboration was supported by other employers as well as ConstructionSkills(Sector Skills

Council); EDF-LSBU project has been supported by London Engineering Project and co-ordinated

by the Royal Academy of Engineering, and Energy & Utility Sector Skills Council. The support from

the government bodies and employer agencies strengthens the programmes through funding

support or informing and updating the project about trends in the sector.

c) Type of delivery

While ‘off the shelf’ delivery is relatively easier for universities to provide, employers demand

provision that meets some of the demands that are specific to their businesses. The experiences of

University of Teesside suggest that a hybrid model which incorporated accreditation of in-house

provision of companies, designing new modules and delivering existing modules worked better in

case of their project. Although companies did not want ‘off the shelf’ provision, they took

advantage of recently developed courses for other companies, which in turn was time and cost

effective for the university. Clearly, collaborating partners, employers as well as HEIs learn through

their experiences.

d) Support for learners

Provision of financial support to the employees and funding their studies is often a key

characteristic of employer-HE activity. Businesses assist their employees by providing them study

leave through day release from work, providing them mentors within the workplace, funding any

related travel and accommodation costs. Universities can support the businesses in order that

they support the students. For instance, recognising that employees were more able to release

their employees for ‘short, sharp’ learning, University of Teesside utilised the ‘summer university

framework’ to offer the skills based modules to its learners. In another instance, University of

Sussex has provided dedicated space to American Express in the University of Sussex Innovation

Centre which helps the students to combine their work with study more easily.

e) Programme design

Employers are involved in varying levels in designing the programme, its delivery and monitoring

aspects of the outcomes of project. Masters in Information Technology delivered by the University

of Sussex is open to students from American Express as well as students from outside the

company. Both groups of students are subject to same assessments and are expected to put same

number of hours for their study. While the programme has been informed by the employer input,

the company was seeking to collaborate with universities that were already offering Masters


42

courses. On the other hand, Legal & General required a more bespoke provision and hence the

company is involved in designing the course modules.

The case study examples demonstrate that a closer collaboration between the HE provider and

the employers enables delivery of provision that is closely aligned with the labour market. The

courses that are designed with a close input from the employer are deemed to be ‘fit for purpose’.

A number of universities incorporate real life examples into their courses by preparing study

material in conjunction with their business partners. Using case studies/examples from real

operational situations is considered to be helpful for students to better understand the

applicability of their studies in real life scenarios.

Incorporating participant feedback into the programme design is another instance of identified

good practice in programme design and employer-HE collaboration. It is acknowledged that the

programme delivery must not only incorporate demands of HEIs and businesses but also the

learners. This helps ensure continual improvement in programme design and its delivery.

f) Teaching techniques

The approaches to combine work with study are believed to be a key aspect of any joint initiative

between businesses and universities. An emphasis on e-learning and provision for distance

learning has been a common mode of delivery of provision in the case examples. Therefore, an

initial training for students on how to use e-learning tools, access to tutors via phone is considered

to be crucial at the University of the Arts. University of Cardiff places emphasis on a combination

of presentations and workshops. The university also facilitates visits for students to local clinics

and hospitals in order to support their learning.

In certain cases, students might be taught in ‘very hands-on’ manner in order that they are better

able to use their abilities to analyse and make decisions as though they were working in real life

work environments. As part of the constructionarium project, the university students are provided

an opportunity to test their own abilities in the fieldwork. Students are not told ‘what to do’ but

they are asked questions back when they seek advice so that they are better able to make

decisions

Challenges

There is a degree of cultural mismatch between universities and businesses. Some of this is

underpinned by the different goals and drivers of success in the industry and academia. A

common concern amongst employers pertains to the amount of time required by universities in

order to respond to the business demands. Businesses are often characterised by their quick

decision making while universities are required to adhere to some standard processes, which are

time consuming from an employers perspective.

Some of the initial issues of any possible clash of expectations can be overcome by open

discussions and commitment to the project by the parties involved.

Reproducibility

The lessons drawn from these initiatives can be deployed in a variety of ways. Other academics

and departments of the universities can import some of the teaching techniques used in a work


43

based learning context. For instance, use of blackboard, e-learning can be useful in facilitating

flexible delivery of courses. Universities can also leverage on benefits with strengthening their

relationships with the same company in other areas, such as, other subject areas or expansion into

collaborative research.

Companies that benefit from collaborative relationships with HEIs may choose to replicate the

provision in other regional and national settings too. This aspect can be particularly useful for this

project. For instance, multi-national companies, such as, American Express has placed tremendous

value on securing a talented pipeline of graduates from the University of Sussex that it is keen on

establishing similar relationships with other universities in some of its US locations.

Some of the programmes can be geared towards the regional needs by adapting the existing

modules delivered at other institutions. For instance, the foundation degree in retailing delivered

at the University of the Arts is already being delivered at the Manchester Metropolitan University.

It is believed that about 60-70 % of the programme can be used in other regions with a possible

change of 30-40% of the course content. Therefore, the rationale is to avoid the ‘re-invention of

the wheel’, where possible, by adapting the existing programme rather than devising new ones.


44

PROJECT INVOLVED

INSTITUTIONS/FIRMS

RECIPIENTS OUTGOING

PROFESSIONAL

PROFILE

DIDACTIC KEY ASPECT OF

COOPERATION

MILESTONES

Foundation degree Retailing

University of the arts (London College of Communication) School of creative enterprise, Manchester Metropolitan University, Tesco, Consortia, Myknowledgemap, Skillsmart

Tesco employee. Shop assistant and people in other roles in Tesco stores.

Managerial competences. Tesco need to up-skill the existing workforce of the company to managerial level.

Foundation degree. Students are involved in a lot of activity, they are provided mentors from the company who are often store managers of HR managers but the company has no involvement in the assessments. Moreover, Tesco provided the Universities with some case study material.

Students study full time and work at the same time, using their workspace as a real lab for real life environments. Tesco and university lecturer provide study aids which can be used through e-learning methodologies and tools.

Adavanced E-learning high skill outgoing profile career progression, university-firm cooperation Two different University are involved.

LSC funded support for SMEs

University of Teesside, Construction, Contact centers, Digital media, Early years, Engineering, Health and social care, Hospitality, Retail, transport and logistics, Voluntary and community sectors.

SMEs employee The learning undertaken should enhance student’s performance in the work place and hopefully open them some career possibilities.

A new kind of program in “small bites of learning” has been developed, in order to support different needs. It is determined through the cooperation between University and company referents. The company proposed new courses.

Company could create the “best formula” format their needs. The program is very flexible, in order to satisfy different SMEs with different needs.

Tailor made programs e-learning cooperation between SMEs and University

American Express Technologies

University of Sussex, faculty of informatics; American Express.

Graduates employees and master students.

Information technology expert.

Didactic programs follow the university Master on “Information technology for E-commerce” or “Human centered computer systems” modules. Didactic is managed by American Express experts, which work with university academics. The Master foresees a study and work experience as employees of the company.

The program foresees a concrete work experience during the course in special university accommodation and facilities reserved to American Express. Quarterly operational meetings are held.

high skilled outgoing profile study – work alternation in specific accommodation inside the University’s innovation centre.


45

PROJECT INVOLVED

INSTITUTIONS/FIRMS

RECIPIENTS OUTGOING

PROFESSIONAL

PROFILE


COOPERATION

MILESTONES

Foundation degree in power distribution

London South Bank University Department of Electrical, Computer and Communication Engineerng (ECCE); EDF Energy Engineering; The London Engineering project; Higher Education Funding Council for England, Royal Academy.

Existing EDF Energy employees and new recruits who are qualified either up to Level 3 (A-levels) or Level 2 plus relevant work experience.

Power distribution experts. This project wants to address the National shortage of skilled people in the power distribution sector.

The course can be attended full time (2 years) and part time (2 years and a half). Teached subjects comprehend also management and admisnistrative matters. EDF staff provides didactic materials for some university modules and case studies/examples are analyzed during the course.

Students carry on concrete job projects within EDF company. The curriculum was jointly designed with the involvement of training and technical staff from EDF Energy and LSBU University Staff.

Alternation work experience high skill outgoing profile Joint development of curriculum

Msc/PGDip Construction management

School of the built environment, University of Salford; Balfour Beatty northern construction ltd; G&J Seddon; Miller Homes; Taylor Woodrow Developments ConstructionSkills, Bivis Lend lease, NWUA

Companies employees, contract managers, operations directors, specialist costruction managers, project directors, civil engineering middle and senior management.

Expert in Construction Management. The need of the employers was the development of a Msc to provide an understanding of the NVQ 5 in construction Management.

Flexible teaching based around a virtual learning environment supported by interactive online sessions or workshops on campus.

Having identified a need from the HEI-industry forum exploring how HE and the National Skills Academy for Construction could work together supported by the CEBE, a series of meetings were organised with the employer to explore the problem and deepen an understanding of potential issues and solutions.

high skilled outgoing profile study – work alternation


46

PROJECT INVOLVED

INSTITUTIONS/FIRMS

RECIPIENTS OUTGOING

PROFESSIONAL

PROFILE


COOPERATION

MILESTONES

System engineering education

Loughborough university; BAE Systems; SELEX; Frazer-Nash consultancy; Jaguar Land Rover

Undergraduate, postgraduate and CPD students.

System engineering expert.

The didactic is organized through the strong cooperation between the University and the firms. Formal evaluation and assessment is made through the University’s quality procedures and through the requirements of the accrediting professional institutions.

There is no job experience, but companies experts cooperate deeply in the didactic planning and teaching, so that students competences could fit with system engineering sector's needs.

high skilled outgoing profile didactic organized in order to satisfy companies needs scholarship

Construnctionarium

Imperial college London, faculty of Engineering; John Doyle Construction; Expedition Engineering.

University undergraduates, the employer staff involved in hands-on work, the university teaching assistants, University technicians and lecturers.

Advanced engineer competences.

an outdoor classroom that is an actual construction site, but with no commercial client. Much more like industry than a university campus can provide; much more like an educational facility than a commercial construction site can provide.

There is no job experience, but companies experts cooperate deeply in the didactic planning and teaching. Students do not pay the actual cost of the tuition but pay their accommodation/travel; support for learning by industry partners

Strong partnership University/Industry Construction site simulation Already has been transferred to curriculum of 18 universities in civil engineering and building

Medical foundation for Underwriters

Cardiff University, school of psychology; Cardiff center for LLL

Company employees who are Medical Underwriters and Claims Assessors

Advanced medical underwriter and claims assessors competences

The didactic is organized through the alternation of presentations, workshops, visits to local clinics and hospitals and virtual learning.

Training needs were jointly identified with the involvement of staff from L&G and Cardiff University.

high skilled outgoing profile didactic organized in order to satisfy companies needs


47

Other european experiences (outside Meet Us! partnership)

The following five best practices / initiatives are among the most interesting and representative of

the current european situation about HE – work integration.

Master pro valorization touristique des sites culturels (FRANCE):

The project is realized in “Université Paris 1 Panthéon-Sorbonne”. The Master promotes the

cultural and touristic exploitation of archeological and historical sites and it can be attended by an

apprenticeship contract (two years of apprenticeship in a firm choosen by students with regular

remuneration). Students can attend a Master course and, at the same time, they can make a

concrete and remunerated work experience coherent with their studies. Apprenticeship in France

is settled by national laws which establish the minimum wage, the duration of the contract, the

apprentice rights and the limits of age. Lectures are often teached by professional and expert

speakers.

INI.KU (Germany): The project is carried out by the Catholic University of Eichstaett-Ingolstadt and

Audi. The PhD program allows young researchers to develop their project through a deep

cooperation with Audi. The program includes conferences and meetings with Audi referents.. The

cooperation between the firm and the University allows students to get in touch with the labour

market and with one of the most famous German Companies and allows the University to work

with the firm during its research activities. Audi can promote itself with the project and can work

with young, talented and high skilled people. The research projects carried on by PhDs can be

concretely implemented in Audi activities. The PhD program strenght is the deep link between

theory and work experience.

The Communication between University and Industry: a gate to reaserch (Czech Republic):

The project is realized by the University of Prague, Pedagogy College and includes a degree course

with a work experience made through a partnership with Czech SMEs. The didactic of the course is

determined by a special agreement (Didactic agreement), which comprises tailor-made didactic

programs and focuses on work-based learning. Students are monitored by University and firm

tutors. The achieved competences and results (learned both from the work experience and from

lectures) are accreditated.

PTO – Production Technology and Organization (Austria):

The course is realized by Fachhochschule Johanneum of Graz. Its aim is to improve Styrian

economy, but recently the project has involved also other Austrian regions and foreign

universities. The course is organized following the “Dual” methodology: students subscribe an

Aufbildungsvertrieg (training contract) with a company wich allows them to receive a wage. The

course comprises eight semesters: for every semester, students attend lectures (three months)

and attend a concrete project in choosen company (three months). The course is innovative

because of its long-term training contract (four years). Students are constantly monitored by

university and company tutors.

IPI – Customized Insertion Pathway (Spain): The project is carried on by the University of Huelva

and tries to integrate the academic world with the labour market involving students at the third

year of the Industrial Relationships bachelor course which have gained 75% of the necessary


48

didactic credits. The project aims to facilitate the insertion of young people in the labour market

by allowing them to attend to a real work experience. IPI involves especially Andalusian SMEs

belonging to several economic sectors, in which students work for 200 hours. Students are

monitored and followed by university and company tutors.

Analysis of European Good Practices

In order to compare the surveyed good practices, we have considered following aspects:

- The territoriality of projects;

- The kind of course implemented;

- The kind of firms involved;

- The recipients;

- The recipients selection;

- The projects' primary objectives;

- The characteristichs of partnership;

- The integration between the university and the labour market;

- The projects' fundings.

The territoriality of projects

The analyzed initiatives have generally a local or national territorial coverage:

• Master pro valorization touristique des sites culturels (FRANCE): The project territoriality

is limited to France;

• INI.KU (Germany): The territorial coverage involves the Bavarian Ingolstadt Region (the so

called “Region 10”). Parts of this region are the Ingolstadt City and following districts:

Eichstaett, Neuburg-Schrobenhausen and Pfaffenhofen; the Region 10 has about 450.000

inhabitants;

• The Communication between University and Industry: a gate to research (Czech

Republic): The project is limited to the Czech Republic;

• PTO – Production Technology and Organization (Austria): The enterprises involved are

almost all from Styria, but the project has joined partnerships in the whole country. 50% of

involved students can attend an internship abroad for the company they work for. The

University of Applied Sciences aims also to hold strong relationships with similar projects in

other parts of the world by exchanging students;

• IPI – Customized Insertion Pathway (Spain): The project territorial coverage is limited to

Andalusia, but aims to involve also other Spanish regions.

As we can see, only the Austrian project comprises an experience abroad and an active

cooperation with foreign university. The reasons of the relatively limited territorially coverage of

surveyed initiatives are probably the following ones:

• A limited area of intervention allows the partnership to better control the training action


49

and the experience on the job activities;

• The projects are usually promoted by universities deeply linked with their territory;

• The projects establish a partnership with local firms and aims to improve the economy of

their region.

The experience abroad established by Fachhochschule Johanneum is linked to the participation of

the university to a cooperative education international network which involves universities all over

the world. The experience abroad is also linked to the chosen firm's needs and facilities: the firm

decide whether students have to do this experience or not.

The kind of course implemented

The course implemented are very dishomogeneus and can be summarized as follows:

• Diploma: Austrian diploma lasts eight semester and forsees a final diploma thesis. Students

spent three months of every semester at the University and the other three months in one

of participants companies. Students are employed in companies with a part time

Ausbildungsvertrag (training contract) for the whole duration of the diploma degree;

• Degree course: The Czech course didactic is based on new learning methodologies which

integrates planning activities and lectures, e-learning and individual university and

company tutorship;

• Bachelor: the Spanish project integrate the Industrial Relationship bachelor course syllabus

with a special module called “Integrated practice”, which consists in 200 hours of work

experience;

• PhD: The German program follows regular PhD's activities, but allows students to elaborate

their doctoral thesis following a project which involves Audi;

• Master: The French initiative follows the regular master program and integrate it with the

experience on the job by adaptating its program to companies' needs. The apprenticeship

contract implies a very rigorous plan of firms, Professional training centers and students

duties, in order to make fluent and regular the master development.

The analyzed courses are often an improvement of existing initiatives: it is the case of Spain,

Germany, France and Czech Republic. Austrian initiative is totally new for Austrian university: it is

in fact the first dual course implemented in the Country. The Austrian course has nevertheless

profited by the consolidated German Berufsakademien experience.

The improvement made on these courses allow regular university programs to:

• Meet the companies needs;

• Use its facilities and its professionals;

• Use a concrete work experience to improve students learning;

• Match the didactic activities with labour market needs;


50

• Build up customized and adaptable programs.

The kind of firms involved

Speaking of involved firms, we have to underline two priority aspects:

1. Which kind of companies have been selected and which sector or territory is involved;

2. The way in which enterprises have been involved.

About the first aspect, it can be said that companies have been selected by following two criteria:

• According to the subject of the course: companies sector or office must match with the

aims of the project. For example, in French project the course involves firms or public

institutions which deal on tourism or cultural exploitation of historical and archeological

sites (museums, art galleries, tourist information offices etc.);

• According to the territoriality of the project: for example, Spanish project aims to involve

Andalusian firms in order to hold a strong connection with the territory in which the

University operates; on the other hand, the Austrian project aims to involve especially

Styrian companies in order to make develop the economy of the region.

The second aspect is about the way in which enterprises have been involved and choosen by

students. In two cases (FR and AU) students have to research actively the company in which they

have to spent their own on the job experience: the conclusion of the apprenticeship contract (FR)

or the training contract (AU) is a necessary requirement to have the access to the project. In Czech

project, companies are searched by the University, with which they have to sign a special

agreement. For Spanish project, we have no datas about the way with enterprises are involved in

the project. The German project has been thought with Audi, which is the only firm involved.

Recipients

Recipients of the projects are as follows:

• ES: The Spanish project is dedicated to University of Huelva's students at the third year of

the Industrial Relationships bachelor course. Students are required to have gained 75% of

the teaching credits to join the IPI program;

• CZ: The Czech degree course is dedicated to students of Science, Mathemathics and Phisics

and Pedagogy colleges;

• FR: The master itself is addressed to Paris 1 University students graduated in Law, Art

history and Archeology. If they decide to attend it in apprenticeship, students must have

less than 26 years, according to the apprenticeship French laws;

• AU: The course can be attended from 40 students maximum per year;

• DE: The project is dedicated to PhDs of Catholic University of Eichstaett-Inglstadt.


51

The recipients selection

Among the analyzed good practices, only two of them include a specific selection procedure for

applicants:

• FR: Applicants have to pass an interview with a special evaluation commission. Students

have also to find a Company in which attend their own apprenticeship;

• AU: Applicants have to submit the application package and pass a written test and the FH

Johanneum assessment test. Students have also to pass an Interwiew with the admission

committee and to conclude a training contract with a suitable production company for the

entire duration of the course (4years).

The projects' primary objectives

The projects' primary objectives are:

• CZ: The aims of this project is to support the employment of Universitiy graduates,

especially in Prague and other regions SMEs. The course want to make students aware of

their work and career opportunities and to hold strong relationships with involved

companies. The project aims also to match companies needs and to satisfy their demand of

high skill workers;

• FR: The master aims to promote the tourist valorization of cultural and natural heritage.

The possibility to follow master lessons with apprenticeship contract allows students to

have a high skill profile and to make also a concrete and remunerated work experience;

• ES: The project aims to integrate the academic didactic activities with on the job

experience and to offer to students the possibility to attend their first work experience.

The project primary objective is in fact to facilitate the insertion of students in the labour

market and to improve graduates employability, by involving local and national companies

in students training;

• DE: The project allows the cooperation between Audi and the University, contributing to

the scientific and practical training of future high-qualified workforce and of specialist and

executive staff. Audi can also promote its activities and also satisfy its needs in the field of

HRM, by working and promoting young talents;

• AU: The main expected result of PTO is to help young production managers to fulfil

companies requirements and needs, by implementing into the company work their

theoretical knowledge and by transferring knowledge and technologies from the

universities to the companies. Each project is designed according to academic education

requirements and the companies needs, allowing public funds to be used for an high

quality university education and for a concrete action which involves local companies.

The characteristics of partnership and the integration between the university and the labour

market


52

Projects try to achieve their objectives by actively involving companies. Very often companies

participate to the definition of didactic programs and allow their expert and professionals to teach

lectures. In more detail:

• CZ: The project is coordinated by Prague Charles University (Pedagogy college) and is

developed through the cooperation with Czech Chamber of Commerce, Czech Republic

Confederation of Industries and several Czech companies. Students can get the

opportunity to spent their theoretical knowledge during their work experience and can get

in touch concretely with labour market requirements. Employers can be involved in

didactic planning and can gain access to a source of new talents and innovation which can

fit with their economic sector. Mutual co-operation is the result the education system

quality improving. Students are permaneltly assessed and followed by university and

company tutors;

• FR: The project is coordinate by the Université Paris 1 Panthéon-Sorbonne (UFR histoire de

l'art et archeologie) and foresees the cooperation with: CFA Stephenson, IREST and firms or

public institutions selected by students. CFA Stephenson follows the apprenticeship part of

the Master since the contact with enterprises. Enterprises are involved in the courses and a

part of the lectures are taught by professionals. Companies have to appoint a tutor who

have to follow students activities during the work experience. The Ires – Université

Pantheon-Sorbonne et le UFR Histoire de l’Art et Archeologie are responsible of the course

organization and of students valuation. The IREST Scientific Council (formed by half

professors and half professionals which teach in the courses) is responsible of educational

guidance. It can follow the students representative’s opinions. The IREST director values

and approves students internship proposal;

• ES: The project is coordinated by the University of Huelva (Business College) and forseed

the cooperation of SOIPEA (University's job center) and companies which operates mostly

in Andalusia. The project aims to involve companies because the outgoing professional

profile aims to match companies needs. Students are followed during the whole duration

of the project by university tutors: the guidance activity is very important, because the

project foresees customized insertion to work pathways. The course aims also to underline

the importance of the entrepreneurship concept;

• DE: The PhD program is coordinated by Catholic University of Eichstaett-Ingolstadt, with a

strong and deep cooperation with Audi AG in Ingolstadt. The project allows a really strong

integration between the university and the labour market, because every project carried

on by PhDs can be concretely applied in Audi. The University benefit of Audi cooperation

because it can adjust its didactic courses to the company's needs; Audi benefit of

University cooperation because it can cooperate with young and talented students with an

high skill profile.

• AU: The course is organized by FH Johanneum of Graz, with the cooperation of several

SMEs from all economic sectors. In PTO project, involved companies have to employ

students with a four years training contract and help them to put into practice learned

knowledge, following them with company instructors and mentors. Enterprises cooperate

actively with the university during the whole program by allowing students to attend

university courses and by giving their indications for improving didactic strategy. The

University have to supervise the conclusion of the training contract and organize lectures,

giving to students necessary knowledge to success in production management and


53

following them with university mentors and professors. University have also to encourage

the creation of a network between PTO partners and encourage the creation of regional

competences centre and thematic clusters.


54

COUNTRY PROJECT PROJECT TYPE


RECI-PIENTS

OUT-GOING PROFES-SIONAL PROFILE

ACCREDI-TATION

COMPANIES SELECTION

STUDENTS SELECTION


DIDACTIC

JOB EXPERIENCE

MILE-STONES

EMPLOY-ABILITY

ES

IPI – Customized Insertion Pathway

BACHE-LOR

University of Huelva (Business College); SOIPEA (University's job center); companies which operates in Andalusia

Students at the third year of the Industrial Relation-ships bachelor course which have gained 75% of forseen didactic credits

Every student will have a customized on the job experience, according to its bachelor's programme and to the company's needs.

At university level.

Not specified. Companies are especially from Andalusia.

Students select among participant companies, participate to mandatory guidance programmes and start theircustomized insertion program

Didactic tutors

As foreseen on the bachelor didactic program

200 hours of work in selected company

Students professional guidance; on the job experience; customized training pathways; integration between the University and the Andalusian Companies; enterpreneurship.

CZ

The communication between University and industry: a gate to research.

DEGREE

Prague Charles University (Pedagogy college), Czech Chamber of Commerce, Czech Republic Confederation of Industries;

Students of Science, Mathemathics and Phisics and Pedagogy colleges

Profiles forseen by recipients degree courses


Students select the company (the university support students during their choice)

None Didactic and company tutors

Regular lessons, e-learning and Work based learnig

The involved companies are linked to the University with a special agreement.

Work based learning; guidance; on the job experience


55

COUN-TRY


INVOL-VED

INSTITU-TIONS/ FIRMS

RECI-PIENTS

OUT-GOING

PROFES-SIONAL

PROFILE

ACCREDI-TATION

COMPA-NIES

SELEC-TION

STUDEN-TS SELEC-

TION

GUIDAN-CE AND SUPPOR

T


MILE-STONE

S

EMPLOY-ABILITY

FR

Master pro valorisation touristique des sites culturels


Université Paris 1 Panthéon-Sorbonne (UFR histoire de l'art et archeologie), CFA Stephenson, IREST, firms or public institutions selected by students.

P1 University students with less than 26 years and graduated in Law – Art history – Archeology

Manager and planner of cultural and archeological sites promotion actions



Applicants have to pass an interview and to find a Company in which attend their apprenticeship.

Didactic guidance is realized by IREST Scientific Council; The firm appoint a company tutor which follows the student during his job experience

Master 1: 550 hours of lectures (tourism strategies, concepts, laws, economy, communication) with final master 1 defense and report of on the job experience (515 hours). Master 2 foresees 290 hours of lectures (specific tourism concepts and strategies) and 255 hours for Master 2 defense and report of on the job experience.

Apprenticeship contract which commits the student, the firm and the CFA (contract's elements: the contract start date, the contract last, the diploma which student can obtain at the end of his experience, the remuneration, the work time schedule, the students rights). Remuneration is established according to SMIC (Salaire minimum interprofessionel de croissance).

Remunerated work experience; apprenticeship; students professional and didactic guidance; students tutoring

The Master foresees a remunerated job experience.


56

COUN-TRY

PROJECT

PROJECT TYPE

INVOL-VED


RECI-PIENTS

OUT-GOING

PROFES-SIONAL

PROFILE

ACCREDI-TATION

COMPA-NIES

SELEC-TION

STUDEN-TS

SELEC-TION

GUIDAN-CE AND

SUPPORT


MILE-STONES

EMPLOY-ABILITY

AU

Produktionstechnik und Organizaton – Production Technology and organization

COOPERATIVE EDUCATION BACHELOR

FH Johanneum Graz and several SME from all economic sectors,

40 students per year

Production manager



Students have to: submit the application package; pass a written test; pass the FH Johanneum assessment test; pass an interview with the admission committee; conclude a training contract with a suitable production company for the entire duration of the course (4years).

The university supervise the conclusion of the training contract and follows students with professors and mentors. The company also follows student's activities through a company mentor.

The diploma course is realized following the “Dual” system. Students attend lessons for eight semester; for every semester, they spent three months at the University and three month in selected company. The Diploma course foreseen a final diploma thesis.

Students conclude with the company, under the supervision of the University, an Ausbildungvertrag (training contract) for the whole duration of the diploma degree. Students attend their job experience for three months every semester of the course.

Training contract, integration between university and the labour market, remunerated job experience, guidance, dual system

The long term training contract allows students to make a concrete and in-depth remunerated job experience. Students often continue their relationship with the firm even after the end of the course.


57

COUN-TRY


INVOL-VED


RECI-PIENTS

OUT-GOING

PROFES-SIONAL

PROFILE

ACCREDI-TATION

COMPA-NIES

SELEC-TION

STUDEN-TS

SELEC-TION

GUIDAN-CE AND

SUPPORT


MILE-STONES

DE

INI.KU

PHD

Catholic University of Eichstaett-Ingolstadt, Audi AG, City of Ingolstadt

PhD of Catholic University of Eichstaett-Inglstadt

Many professional profiles, according to every single PhD project.


The project foresees the cooperation of the University with Audi, the main company in Eichstaett.

None

The university is responsible of PhDs scientific support, Audi hires Phds and provides them a wage.

Every PhD stipulates a project with the university and Audi. Twice a year, students have to present their project state of the art to a steering committee.

PhDs are hired by Audy for the whole duration of the project.

Interdisciplinary, customized projects, contract with Audi


58

HE – Work integration Best Practices in Portugal

Introduction

The Portuguese technical cards have highlighted many interesting elements in the field of

integration between labor market and High Education institutions, especially for what

concerns programs of apprenticeships, in which the country appears to have a strong

focus. The majority of these experiences are generally programs aimed at reducing the gap

between labor demand and students competences, providing them with a first job

experience. In particular, the Portuguese case is of great interest because the modalities of

intervention show often innovative elements and characteristics. For this reason a big

attention in this brief summary is posed on the main characteristics of the different

experiences on one side, and on the innovative elements on the other side.

Background to the case study examples

The key examples analyzed in this project involve different Portuguese institutions situated in

different regions, that are often collaborating together, or that are involved in a common

program. Moreover, often these programs are bigger than the national boundaries, and involve

many actors in different countries also outside Europe. The project “Mestrado em Arqueologia

Pré-Histórica e Arte Rupestre”, has the purpose to create a new generation of technicians which

are able to act in and beyond the European scenario, and to involve for this reason, many

countries such as Italy, Brazil, Spain, Colombia in other projects as “PEJENE” , the National

internships programs for under graduate students, which has a national coverage and involves all

Portuguese regions.

As far as business partners are concerned, some projects involve big firms, such as SIC Notícias

(Communication/Journalism sector) and EMPEV (Marketing and Commsunication), with a high level of

integration, especially in the phase of planning and programming of the activities. In some other cases, the

type and number of firms involved may vary, as in “Professional stage” and “PACAD” programs, in which

students are put in contact with many different firms (or museums) to obtain a professional Traineeship. An

interesting aspect of the Portuguese case is the high predominance of programs in the field of

tourism/archaeology/cultural activity, characterized by the common needs in the development of high

skilled professional profiles, which are able to transform and innovate traditional sectors such as tourism

and culture. A strong focus on training in the key sectors has been applied for the purpose of national

development, as for example, tourism can be considered one of the main innovative aspects/sectors within

the Portuguese experiences.

Purposes of cooperation


59

The purpose of cooperation between Higher Education universities and companies in the

Portuguese case, as mentioned before, is aimed at focusing on two main aspects: learning and first

job experience. With “learning” we mean a series of projects with the specific aim of creating

highly specialized professional profiles which are able to respond to the specific needs of the labor

market. The project “Marketing and communication plan 2009” for example, developed in

collaboration with the local firm EMPAV, aimed at the creation of experts in marketing and

communication. In particular, EMPEV needed specialised human resources to increase the extent

of its business in order to open a new branch in the regional market. For this reason, the

partnership between EMPEV and the department of Tecnologia de abrantes ESTA has been jointly

implemented in order to increase the level of graduate students in mass media, providing them

with a specialized apprenticeship in the field of marketing and communication. An other example

is given by the program “Comunication training course” that consists in an apprenticeship inside a

broadcast network (SIC Noticia) for students enrolled in bachelor/master degrees in

communication and journalism studies. Also, in this case, the program aims at providing students a

higher education in a specific field (media and communication).

With the second important element, previously called “first job experience”, we mean all

programs highly common in Portugal, that have the primary goal of fulfilling the practice needs in

the curriculum of trainee. Usually, this program consists in a first job experience for students in

their last years of studies. An example is given by the program “PEJENE”, especially thought to

provide students with a first job experience. In particular, this program consists in a Summer

internships available for students prior to their entry in the labour market and which lasts for 2-3

months. Other examples are “professional stage” of the Istituto politecnico de Tomar Program and

IRO training Program (Training at International Relations Office) in which the partnership

university/industry is characterised by the creation of specific apprenticeship for students generally

without a previous job experience.

Type of Beneficiaries

Since the majority of the projects analyzed are focused on training and first job experience, the

beneficiaries are generally undergraduate or graduate students with no working experience. It is

interesting to notice that an important part of the programs are dedicated to students of Faculty

of Arts, such as: “Training in Conservation and Restoration”, “Mestrado em Arqueologia Pré-

Histórica e Arte Rupestre” and “Cultural Tourism Management Internship” programs. This is an

interesting and quite innovative aspect, that shows the will of increasing the quality and

innovative level of such traditional sectors.

Techniques and actions applied


60

Given the general orientation on training, most of the techniques and didactic strategies adopted

in the projects analyzed are based on internship/apprenticeships inside firms that are working in

partnership with the University. A common element underlined in all the technical cards is the

importance of setting a strong partnership between High Education institutions and firms,

especially in the phase of planning of the experience. Moreover, it is highlighted many times in the

technical cards that an other very important element of success of this apprenticeship/internship

is the possibility to adapt the program to the different characteristics and needs of both students

and firms involved. For this reason, it is important that the programs are jointly designed by firms

and University and that the trainees’ activities are jointly monitored by a host institution

supervisor and by sending in an institution supervisor. An example of this high level in flexibility is

given by the project “Training in Conservation and Restoration”, in which Students enrolled in the

Master of Conservation and Restoration may participate at a specific apprenticeship, where its

characteristics are adaptable at the specific needs of the different partners of the project. A more

structured example is given by the project “Mestrado em Arqueologia Pré-Histórica e Arte

Rupestre”, that follows a precise didactic scheme (Minimum of 216 hours, including theoretical

context (10%), practical work (80%) and report’s preparation (10%)), but that is highly adaptable

for what concerns the contents of the different training activities, that are totally run by the firms.

Conclusions

By this brief analysis of the Technical card, it is possible to come to some final conclusions on the

Portuguese case:

1. The main purpose of the High Education Institution/firms collaboration is training. In many

cases in fact, the projects analyzed aimed at producing high specialized outgoing

professional profiles.

2. Often the project highlights the need to provide a first job experience for both

undergraduate and graduate students. There is the need to fulfill “work experience gaps”

in many curriculums of the students, who will beneficiate from a first job experience at the

end of their studies.

3. All the examples analyzed highlights that “flexibility” should be the first and most

important elements of a program of integration between HE and firms.

4. These programs aim at increasing the competences of graduate students for two important

reasons. First, to create a class of graduate students which are able to face the demand of

the labor market, and second, to enhance and to promote innovative action in traditional

sectors such as tourism and museum management.


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PROJECT INVOLVED INSTITUTIONS/FIRMS


DIDACTIC KEY ASPECT OF COOPERATION

MILESTONES

IRO training (Training at International Relations Office)

Instituto Politécnico de Tomar, Higher Education Institutions ( National and not)

Students enrolled or Bachs/Master in Management or International Relations Studies

Figure able to work in a multicultural context, expert in forein languages, specialized in Management and promotion of events

The didactic aims to fulfill the practice gaps/needs of the curriculum of trainee. The participants are actively emerged into a working context and even the meetings on preparation, assessment and evaluation of the training period are done at the Office

The total duration of the training and activities involved are negotiated with the student and Sending Institution, aiming always to fulfill the practice gaps/needs of the curriculum of trainee.

Strong partnership University/Industry work experience to students gaps in the labour market

Cultural Tourism Management Internship

Cultural Tourism Management Department of the Polytechnic institute of Tomar

Final year (3rd year) undergraduate students, aged between 21 and 25 years old, whose BAs contemplate the following areas: Tourism, Archeology, History and/or Heritage Studies.

Experts in management of historical museums. The project aims also to promote research and innovation practices within the sphere of the Cultural and Creative Industries, and to encourage cooperation between several parties.

12 week duration Internship divided by: 5 days a week - 8h per day of training conducted at the premises of the Benjamin Franklin House. In the two days off that the trainees are encouraged to travel and to visit institutions similar to that in which they are training in order to compare work methods and to acquire cultural knowledge. it aims to introduce trainees to the support programmes available for creative and cultural industries and to grasp the new opportunities offered by the single market and digital technologies.

The trainees’ activities are jointly monitored by a host institution supervisor and by a sending institution supervisor.

Strong partnership University/Industry work experience to students

Mestrado em Arqueologia Pré-Histórica e

Instituto Politécnico de Tomar, School of Technology, Dep. of Territory, Archaeology and Heritage

All recipients have at least a B.A. honors and have engaged a Master degree.

a new generation of technicians able to act in the European scenario and

Minimum of 216 hours, including theoretical context (10%), practical work (80%) and report’s preparation (10%).

Each recipient has a personally designed project, articulated with his/her overall Master project. A training tutor is

Strong partnership University/Industry Multicultural


62

Arte Rupestre

Universidade de Trás-os-Montes e Alto Douro, Dep. of Geology, Câmara Municipal de Mação Câmara Municipal de Vila Nova da Barquinha ERA – Arqueologia ArqueoHoje Centre Européen de Recherches Préhistoriques, Tautavel (France) Istituto de Evolución Humana, Burgos (Spain) Centro di Ricerca d’Isernia la Pineta (Italy) Cooperativa Archaeologica Le Orme dell’Uomo (Italy) Praeservare (Brazil) Grrupo de Investigación Rupestre GIPRI (Colombia) Institut Fondamental de l’Afrique Noire (Senegal)

They are aged 27, in average, ranging from 23 to 45. Most of them are archaeologists (as professional archaeologists, lecturers or museum and companies technicians).

beyond. Basic competences to be aquired: Knowledge of archaeological contexts in different regions Technological knowledge (lithics and ceramics technology, rock art, absolute dating methods,…) Human Evolution (Palaeoanthropology) Palaeoenvironments (palinology, animal bones,….) GIS Heritage management (including environmental impact assessments)

The contents of the training are totally run by the firms, although upon a previous agreement from IPT. The principle is also to offer a “working experience”, hence with just limited influence from IPT.

always assigned, and a supervisor from IPT is also involved. It is a full partnership, sharing and discussing in advance all goals and procedures.

High flexibility (each recipient has a personal project)

Training in Conservation and Restoration

Higher School of Technology of Tomar, Cultural Sector (Museums, Companies, Ateliers, Monuments, Touristic Companies…)

Students enrolled in Master of Conservation and Restoration

Expert in conservation-restoration and cultural property

Specific apprenticeships The rules (procedures and duration) and evaluation system is established by the School. The activities involved are negotiated with the Higher School, the host Institution, and the student, according their specialization area. The choice of the Host Institution is negotiated

Flexible apprenticeships (adaptable at different specific needs)


63

between the student and the School, according also the specialization area of the student

Marketing and Communication Plan 2009 – Promotion of a new business branch of EMPEV (client)

Escola Superior de Tecnologia de Abrantes (ESTA)- IPT, EMPEV (firm)

Finalists of the BA in Mass Media, aged 21 and 24. The project was conducted and orientated in the context of compulsory classes of Atelier and Practices in the field Corporate Communication.

Expert in marketing and comunication. (EMPEV needed to launch a new business branch in to the regional market. Without specialized human resources in Marketing nor Public Relations, the company ask the Communication Department of ESTA for help drawing and implementing a comprehensive approach to their business targets

A Marketing and Communication Plan was conceived by the students, approved by EMPEV’s manager and finally implement by the same pear of students during a 3 month practice period conducted ‘in house’ at EMPEV’s headquarters. The project had a lifecycle of 4 months divided into: 1 month of drawing the Marketing and Communication Plan, presenting it to the ‘client’ and incorporating his feedback; and 3 months of implementing the Plan during the practice period “in house”. After that period, a follow-up period was also due, since some of the initiatives promoted did not finished during practice period.

The project allowed the students to obtain a real inside of the clients needs, conditioning circumstances and market constrains. This kind of applied learning is the most effective method of preparing them to enter the labour market giving them also valued and recognized experience in real projects of their field of future expertise.

Specialized outgoing professional profile

PACAD – Project of Scientific Animation, Artistic Digital

E.S.T.A. – Escola Superior de Tecnologia de Abrantes,Museum of Mação B&P Company.

Students which attend the Degree in Communication strategies and development of educational products.

Expert in in Communication strategies and development of educational products.

Professional Traineeship. As forseen in the degree syllabus. The total duration of the activities and sub activities are established and filled in a Work Plan. 60% time working on the Project at the office, 30% working remotely or in the field collecting information and 10% for meetings and

The traineeship is the result of an agreement between the company and the University.After 1 year, the cooperation between the project and actors evolved (company and Museum) provided a more work extension. The expectative it’s to implement the system in 8

Internationality, on the job experience, assessment, guidance, high skill outgoing profile.


64

strategies.

different countries for now.

Professional stage

Instituto Politécnico de Tomar, Museum of Prehistoric Art of Mação, Câmara Municipal de Mação, other museums

Specialist graduates in Tourism Management/Conservation and Restoration and Archaeology by Institute Polytechnic of Tomar.

expert in museum management

The professional stage had duration of 9 months, and intern was placed with a contract of employment.

The project was followed by the museum team, but the most important was undoubtedly the community involvement in the project, showing interest and participating actively in the enhancement and protection of their heritage. Partnership between Museum of Prehistoric Art, Camara Municipal de Mação e Instituto Politecnico de Tomar.

Internship

Job experience

PEJENE-Programa de Estágios de Jovens Estudantes do Ensino Superior nas Empresas (Internship program for undergraduated students)

All Portuguese Universities and many firms involved.

Undergraduates - university students before finishing their courses

Graduate students with a first job experience.

Summer internships available for students prior to their entry in the labour market that last 2-3 months

Firms are intrinsically involved in the project, when accepting the rules, the process, the students

First job experience

internship

Communic Instituto Politécnico de Students TV competences The participants are actively Programme designed and First job


65

ation – Training Course

Coimbra (IPC) – Escola Superior de Educação de Coimbra (ESEC), SIC Notícias (firm)

enrolled or Bachs/Master in Communication/Journalism Studies.

(ability to understand the difference of discourses and formats of information programs and entertainment programs)

emerged into a working context during 3 months.

delivered with full involvement of the employer

experience

internship

Professional Stage

Instituto Politécnico de Tomar, Câmara Municipal de Vila Nova da Barquinha, Centro de Interpretação de Arqueologia do Alto Ribatejo, Centro de Estudos de Turismo e Cultura.

Degree in Conservation and Restoration or Specialization in Landscape Management or Degree in Archaeology

Student with some practical experience of theoretical subjects learned such as archaeology techniques, environment approaches, communication methods in order to have the appropriate answers in work context.

internship Good Coordination between trainee, tutor and sending institution. Permanent personal contacts. Flexible training agreement adapting the activities to the feedback of community involved.

First job experience


66

Final remarks

By comparing the different experiences / case studies collected and described in this

report, we can notice the increasing importance and relevance that programs of integration

between firms and High education Institutions are assuming at the European level. In all the

countries involved in the project there are several experiences with strong and distinctive

characteristics, and sometimes a long story behind. However, even a quick comparison of the

final summary of the different countries experiences shows that even though programs of

integration between HE and labour market are common, it is still difficult to find common

paths and common strategies among the European countries analysed. This is not surprising,

and a closer look to all these experiences may show a link between a country's specific needs

and the methodology in which the integration is implemented in the programs.

As far as Italy is concerned, we may say that the focus is mainly on training and

apprenticeship activities, with the double aim of providing students with a first job experience,

and a high skilled outgoing professional profile. The recipients of Italian projects are in most

cases students in their last year of University or graduate students without work experience. In

this way, these projects aim to elevate the level of labour supply, in order to have a better

match in the market. The Portuguese case, even if with different modalities, is generally in line

with the Italian one, especially for what concerns the will to provide students with a first job

experience. Indeed, in the Portuguese case it is considered as crucial the importance of a small

job experience immediately after or immediately before the degree, experience that can

enrich the students’ curricula in a deep way.

The other two cases (UK and Poland) are instead more oriented towards the qualification

or requalification of workers that already are in the labor market. In the Polish case for

example there are several programs of requalification, with the precise aim to increase the

competences of workers in the fields of pedagogy and foreign languages. The British case is

similar, as it includes many cases of programs with the precise aim of increasing the

competences of the workers of the firms involved in the program of integration, providing


67

them with a master or an high qualification course. In this way the company may upgrade its

existing labour force, exploiting an integrated process jointly planned with the University. It is

obvious that in this last two cases the type of beneficiaries are quite different, moving from

students to employed young workers.

Thus, it seems that the specific national (or even local) context seems to be of great relevance

for a fruitful comparison, interpretation and analysis of most european HE – Work integration

experiences. This general result, together with all the useful elements that the research activity

generated, will be carefully considered in the subsequent stages of the Meet Us! Project, and

in particular in the definition and validation of the Guidelines.


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Annexes Index

Annex 1 Description scheme of the best practices

Annex 2 Interviews scheme

Annex 3 European Technical Cards

Annex 4 Italian Technical Cards

Annex 5 Portuguese Technical Cards

Annex 6 British Technical Cards

Annex 7 Polish Technical Cards

report of the research -...

Documents