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OUTSIDE STAKEHOLDERS CONTRIBUTION TO HIGHER EDUCATION IN THE LIGHT OF EUROPEAN UNION DOCUMENTS
E. Kula
M. P^nkowska
Contribution of European higher education to creation of new work places and also international attractiveness of this education may be increased by close and effective connection of education, scientific research and business- three peaks of so called „ Knowledge Triangle”. This move will assure consistency between basic researches and those applied, as well as more effective transferring knowledge to the market. According to most recent EU documents outside stakeholders contribution will have influence on policy of teaching in universities.
Key words: higher education, transfer of knowledge, outside stakeholders.
European Union countries in their development strategies postulates statement that universities as institutions generating knowledge and creating intellectual capital, play a significant role in social and economic development. Higher education is crucial in providing highly skilled human capital and in the development of science, whose achievements will contribute to ensuring employment, economic growth and prosperity in Europe. In the strategy "Europe 2020" as an essential field of action of the Union, leading to intelligent and permanent economic growth as well as conducive to inclusion. The Strategy emphasizes the importance of such elements as entrepreneurship, financial resources, taking into account the needs of users as well as the opportunities offered by the market. Wherefore, at the national level, Member States will soon have to reform national systems for research and development and innovation in order to foster excellence and smart specialization. Especially important becomes mainly strengthening cooperation between universities, researching societies and business. Universities will have to increase the capacity of social partners and make full use of the social dialogue. Moreover, they should take a closer collaboration with institutions dealing with the labor market, including public employment services. It will be necessary initiative for universities to develop a strategic legal frameworks for cooperation in education and training involving all interested stakeholders. The purpose of these actions is a partnership between the representatives of the world of education and trainings as well as the labor market representatives and, above all, the inclusion of social partners into planning needs of education and training [1].
In one of recent European Commission communications on this subject (20.09.2011 message from 20.09.2011 titled “Action for Economic Growth and Jobs - a plan for the modernization of Europe's higher education systems) clearly emphasizes that the contribution of higher education in new jobs and international attractiveness of this education can be enhanced through close and effective partnership between education, research and business - the three tops of the so-called. "Knowledge Triangle".
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It is worth noting that the action at the interface between research, business and education requires in-depth scientific knowledge, entrepreneurship, creative and innovative approaches and intensive cooperation between the parties. The inclusion of education in the area of the "Triangle of knowledge" will ensure continuity between basic research and applied knowledge and effective
implementation of knowledge to the market. This can be achieved through cooperation between specialized institutions, oriented to research, universities and business centers. The document also highlights that the institutions of higher education, acting as centers of knowledge, know-how and learning, can enforce economic development in areas where they are located, provide talented people with innovative environment and allow for the use of the strengths of the region on a global scale . Universities can also play as a center or cluster serving the local economy and community, provided that local and regional authorities will
implement smart specialization strategies, allowing to focus resources on priorities and maximize the impact of these institutions. Wherefore, it is important to encourage the development of entrepreneurial skills, creativity and innovation in higher education and the improvement of infrastructure related to the
implementation of the knowledge of higher education institutions by increasing opportunities for spin-off projects. Should also be encouraged to enter into partnerships and cooperation with business institutions of higher education. This can be obtained by the reward system and the elimination of legal and
administrative barriers that hinder cooperation [2].
For this reason, the Council of the European Union (Council Conclusions on the modernization of higher education from 20.12.2011.) Called on Member States to encourage partnership and cooperation between higher education institutions and enterprises as well as other public and private entities. Enhanced cooperation between higher education institutions and labor market institutions will allow for better matching of skills of graduates to the labor market needs and the development of labor market policy, which promotes the hiring of graduates. The Council also emphasized the need to promote innovation in higher education and increase of links between higher education and research [3].
Also the Committee of the Regions in its opinion referring to the document "Modernization of Higher Education" dated 18.4.2012 (Official Journal of the European Union 2012 / C 113/09) fully recognized the need to further develop and make better use of the "Triangle of knowledge". The Committee fully accepted the Commission's assertion that universities and research institutes can promote economic development in areas where they are located, using the strengths of the region and act as a center of knowledge networks, serving the local economy and society. Universities and enterprises, with maintenance of their independence and responsibility, should jointly develop strategic innovation programs.
In this overall analysis, the Commission also pointed to positive changes resulting from the development of the "Triangle of knowledge". A closer relations between universities and business communities result in activities such as research and development, marketing and sales, value chain management and financial services, media communication technologies (ICT), better representation of vulnerable groups and gender balance changes [4].
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However, in the Opinion of the European Economic and Social Committee (EESC) on the communication on the modernization plan for higher education in Europe highlights that the relationship between universities and industrial policy and innovations, require intensive consultation with the private sector. Currently, consultations with small, medium and micro enterprises are underestimated. Universities should consult with interested social stakeholders and expertise to make the labor market in connection with employment. Qualifications that are related to the dynamics of job creation must be developed through education and training, were external stakeholders are engaged. Moreover, in his opinion, the EESC insists on such solutions in higher education, which will allow the use of practical experience in the design of enterprise education programs. Therefore, the EESC supports the partnership of different types of businesses as a 'core activity of higher education institutions. " The document stated that we should not only focus on entrepreneurial, creative and innovative skills of students, but also on interactive learning environments and knowledge transfer infrastructure. What is needed is openness to the "entrepreneurial university", because systematic involvement of higher education in the life of the region is usually a factor accelerating local and regional development and promotes economic resilience [5].
In Poland, for the last decade of socio-economic changes began to create the best possible conditions for higher education linkages between the economy and the labor market. The picture that emerges from the strategic documents lets us hope that the actions in this area will be intensified. Vital records were implemented in Polish, revised in 2014 "Law on Higher Education" [6]. In Art. 4 of the Act stated that universities are autonomous in all areas of its operations and guided by the principles of freedom of teaching, research and artistic creation. Universities cooperate with socio-economic environment, particularly in the field of research and development for businesses and distinct forms of activity, including through the creation of a special purpose company, as well as by representatives of employers in the development of education programs and teaching process. The Act stated (Art. 9, paragraph 3, letter e) the nature and extent of cooperation with the business environment in the educational process will be determined by the Minister by way of the regulation.
There was also emphasized that cooperation with the socio-economic environment, including collaboration with academic and scientific institutions should be included in realization of the development strategy of the basic organizational unit of university. Furthermore, in order to better exploit the intellectual and technical potential of universities and the implementation of research results to the economy, universities could lead academic business incubators and centers involved in the implementation of new technologies. Academic business incubator is created to support the business activities of the academic or university staff and students, who are entrepreneurs. As shown by the legal records of the Act, Polish universities will have to gradually expand the scope of cooperation with the social and economic environment, and the share of external stakeholders will have an impact on education policy in schools (art. 168a and 168b). Prospects for development are greater because the Commission requested the direct reference to higher education in the Structural Funds [5].
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References
1. Europa 2020. Strategia na rzecz inteligentnego i zrownowazonego rozwoju sprzyjaj^cego wt^czeniu spotecznemu. Komunikat Komisji, Bruksela, 3.3. 2010, s.13-18.
2. Komunikat Komisji do Parlamentu Europejskiego, Rady, Europejskiego Komitetu Ekonomiczno-Spotecznego i Komitetu Regionow „Dziatania na rzecz wzrostu gospodarczego i zatrudnienia - plan modernizacji europejskich systemow szkolnictwa wyzszego”. KOM / 2011/567.
3. Konkluzje Rady w sprawie modernizacji szkolnictwa wyzszego „Dziennik Urz^dowy Unii Europejskiej”. 2011/c 372/09.
4. Opinia Komitetu Regionow w sprawie "modernizacji szkolnictwa wyzszego" z dnia 18.04.2012. „Dziennik Urz^dowy Unii Europejskiej” 2012/C 113/09.
5. Opinia Europejskiego Komitetu Ekonomiczno-Spotecznego w sprawie komunikatu Komisji do Parlamentu Europejskiego, Rady, Europejskiego Komitetu Ekonomiczno-Spotecznego i Komitetu Regionow - „Dziatania na rzecz wzrostu gospodarczego i zatrudnienia - plan modernizacji europejskich systemow szkolnictwa wyzszego" COM (2011) 567, „Dziennik Urz^dowy Unii Europejskiej” 2012/C 181/25.
6. Ustawa z dnia 11 lipca 2014 r. o zmianie ustawy - Prawo o szkolnictwie wyzszym oraz niektorych innych ustaw, „Dziennik Ustaw” 2014, poz. 1198.
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