Employers’ approach to changes in higher education taking place in Lithuania and Europe by Karolis

Education Exchanges Support Foundation

Employersâ&#x20AC;&#x2122; approach to changes in higher education taking place in Lithuania and Europe

education exchanges support foundation

Employersâ&#x20AC;&#x2122; approach to changes in higher education taking place in Lithuania and Europe

Vilnius, 2010

Prepared by: Education Exchanges Support Foundation

Layout, editing, printing by: UAB Arx Baltica Print run: 500 copies

Your opinion is important to us! Please send your comments about this publication by e-mail: info@smpf.

This publication reflects only the authorâ&#x20AC;&#x2122;s views, and the Commission can not be held liable for any use that may be made of the information contained therein.

Table of Contents Introduction.....................................................................................................................4 Research summary........................................................................................................8 I. Research Report...................................................................................................... 18

1.1 Problem........................................................................................................... 19

1.2 Research goal and objectives.................................................................. 22

1.3 Research methodology and methods.................................................. 24

1.4 Demographic distributions of respondents....................................... 29

II. Analysis of research data and recommendations.................................. 32

2.1 Significance of the qualification awarded by higher education:

the respondents’ views ............................................................................. 33

2.2 Assessment of the Bologna process..................................................... 47

2.3 Communication and information awareness.................................... 64

III. Conclusions and recommendations............................................................ 76 IV. Comments by the Members of the National Bologna

Experts Group........................................................................................................ 86 Vidmantas Tūtlys, Jolita Butkienė – Interaction of studies and business in Lithuania: Problems and prospects...................................... 87 Arūnas Mark – Analysis of results of the Survey “Employers’ approach to changes in higher education taking place in Lithuania and Europe” and their comparison with the opinion of students and graduates.......................................................116

V. Annexes....................................................................................................................126

5.1 Significance of higher education qualification:

respondent views......................................................................................127

5.2 Assessment of the Bologna process...................................................136

5.3 Communication and information awareness.................................144

5.4 Questionnaire for Company Managers.............................................152

INTRODUCTION

Higher education today cannot be separated from the world of work. When analyzing the basic objectives of the Bologna Process – a European Higher Education Area compatibility tool, it is not hard to notice that besides the internal institutional changes, more and more attention is paid to the compatibility of science and market needs. Considering the prevailing tendencies, the Education Exchanges Support Foundation, a Lithuanian national agency assigned the administration of the Life Long Learning programme along with other initiatives in the field of educational and vocational training and financed by the European Commission and the Republic of Lithuania, has been implementing project „National Bologna Experts Group“ since 2009. This project is aimed at the analysis of cooperation between employers and higher education sectors. This ongoing project is supported by the European Commission and administered by the Education Exchanges Support Foundation. The main objective is to spread information on the guidelines of the Bologna Process and to present the methods aimed at development and improvement of the European Higher Education Area. In the spring of 2010, the Education Exchanges Support Foundation, together with the Public Institution Social Information and Training Agency, performed a survey to assess the attitude of the representatives of the business sector (including employers, professional organizations, labor unions) towards the implementation of the Bologna Process in Europe as well as relevant fluctuation of the Lithuanian higher education and study system. It was the first survey of this nature in Lithuania;

it revealed the labor market’s perspectives as well as a connection to higher education. The publication, presented for your attention, is divided into two parts: Presentation of the results of the survey „Employers’ approach to changes in higher education taking place in Lithuania and Europe,“ and analytical articles of the Bologna experts. The publication is aimed at those who are interested in higher education and the tendencies of cooperation between higher education and the business sector. We hope that you will have use for this information and that it will give you a wider picture of the tendencies as well as the obstacles of cooperation between higher education and business. Daiva Šutinytė Director Education Exchanges Support Foundation

Research summary

The Bologna process started in 1999, after higher education ministers from 29 European countries first met in Bologna and launched the process by signing the Bologna Declaration. The document became a political factor and an impetus within the framework of higher education systems of these countries in the attempt to unite previously different higher education systems into a common European Area. The reforms in the sphere of education, undertaken in Lithuania and the European Union, are aimed at creating a common European Area for Higher Education, which could ensure training of highly qualified specialists for the labour market and a close cooperation between the representatives of the labour sector (employers, professional associations and trade unions) and higher education institutions. Even though significant attention was given to address these problems, they have not yet been dealt with in the country. Research goal is to assess the views of labour sector representatives (business employers, professional associations, trade unions) on the introduction of the Bologna process in Europe and Lithuania, the changes within the system of Lithuanian higher education and studies related to the above mentioned process, to submit proposals regarding a more effective engagement of the labour sector representatives in the reform of higher education and the type of communication measures used to attain this purpose. Mixed research methods were used to conduct the research in question, following the so-called general plan. It combines both descriptive and analytical plan elements. For the collection of empirical data both quantitative and qualitative methods were used. A representative questionnaire was designed to survey

employers (quantitative method). The application of this method made it possible to analyse the general total of employers, with the aim of reflecting it with a 5 per cent error (with a total of 1237 respondents) and focus groups (qualitative method). In this way employers representing branch organizations of business companies (Lithuanian Confederation of Industrialists, its sectoral branches, company organizations of the service sector, etc.), representatives of professional associations and organizations as well as trade unions were surveyed. Application and harmonisation of quantitative and qualitative methods is one of the main methodological principles underlying this research. The research started with employer survey by questionnaire. On the basis of the questionnaire statistically significant and credible data were collected. Later quantitative data were further analysed and developed via focus groups. The Bologna Declaration identified how and which tools should be used to create a common European Area for Higher Education, that is, via the adoption of a common framework of readable and comparable degrees based on the creation of a two-step system of course degrees in higher education, also the introduction of undergraduate and postgraduate levels in all countries, introduction of a system of credits, the elimination of remaining obstacles to the free mobility of students and university teachers, pursuit of a European dimension in quality assurance and in general promotion of the European dimension in higher education. In general, it can be stated that the research highlighted heterogeneous, often controversial views held by labour sector representatives on higher education in Lithuania and Europe and made an analysis of their

interest in the problems of higher education and the Bologna process. Furthermore, assessment was made of respondent awareness about the subject in question and of the factors exerting influence on the difference in respondent views on the Bologna process, its implementation in Lithuania as well as related reforms. The research also aimed at identifying potential mechanisms of more actively engaging labour sector representatives into the implementation of the Bologna process and effective partnership. The research was focused on the phenomenon of higher education, which was analysed through the prism of generalized opinions given by respondents. It would be reasonable to assume that, alongside with other circumstances, employer interest in the development and changes of higher education would be greater if a tangible need for highly qualified graduates were more perceived in the labour market. However, the data collected provide proof to the contraryÂ â&#x20AC;&#x201C; the majority of employers surveyed clearly do not identify a shortage of such employees as a problem (68 per cent). Manufacturing and public sector companies as well as large companies turned out to more frequently have a demand for highly qualified persons with tertiary education, accounting for 32, 25 and 31 per cent, respectively. The research findings show that at the most about one third of employers claims they have a demand for highly qualified employees with a certain tertiary educational background. Strategic documents on the Bologna process and higher education in Lithuania as well as relevant legal acts highlight the quality of higher education. Research data show that only a small

group of employers relate a higher quality of higher education to a more efficient company performance (15,2 per cent). This factor is not regarded as crucial for company performance. Professional experience is more frequently regarded as a more significant factor contributing to company performance. Representatives of the manufacturing sector tend to more frequently (establishing a statistically significant difference) think that the level of higher education is important for company performance. A significant part of respondents claim to have no clear opinion about company performance, they find it difficult to reflect on the relationship between education and company performance efficiency. The research showed that in general employers have quite a positive opinion on the compatibility between knowledge, practical skills and general competencies acquired by graduates of higher educational institutions and the requirements identified by companies. Due to insufficient information, a significant group of respondents found it quite difficult to assess the compatibility of higher education obtained abroad with Lithuanian business needs. Only a very insignificant group of representatives of the manufacturing sector claim that the knowledge acquired by the Bachelor and Master students at the Lithuanian higher educational institutions fully meet company needs, whereas in the service sector the corresponding group of respondents is much more numerous. The most positive assessment of Bachelor knowledge came from respondents representing limited liability companies, cooperative companies, insurance companies and budgetary institutions, the most negative one from respondents representing joint stock companies and public institutions.

Research data showed that employers find it important for a potential employee to have a diploma awarded by a Lithuanian higher educational institution (the possession of a diploma is several times more important for public sector employers). One fifth of respondents does not find it significant; the majority of respondents attach no significance to diplomas granted by EU higher education institutions, let alone to the possession of a Lithuanian or any other EU member state diploma; the majority think that the applicant should have experience in his/ her professional field gained in Lithuanian companies, present good references from other employers and possess good social skills. Respondent responses give proof that most employers are focused on a whole set of applicantsâ&#x20AC;&#x2DC; traits. From the point of view of a transnational aspect, respondents place slightly more priority on acquiring professional experience in foreign companies rather than on formal education abroad. Most of them also voice a positive opinion about the education abroad. According to employers, studies abroad contribute towards a quality education. They also believe that a more advanced mentality helps foreign graduates upon coming home to implement new ideas in Lithuania, including company level. The employers rejecting the benefit of foreign education base their sceptical attitude on the opinion that most Lithuanian students studying abroad settle in a foreign country and eventually there is little benefit for all parties concerned. Research data highlighted prevailing employer views on various aspects of the Bologna process. Coordinators of this process in Lithuania should first and foremost consider the fact that one third of respondents recognized the importance of diploma to their

business, that is not on the abstract level. It would be meaningful to make this statistical indicator public in employer associations and on the level of education policy, which even today emphasizes the importance of diploma recognition in Lithuania. Employer awareness and their engagement in the international Bolognarelated discourse is also indirectly reflected by another indicatorÂ â&#x20AC;&#x201C; about one third of employers is to a different degree aware of the Confederation of European Business, an active participant of the Bologna process on the international level. Quality improvement in higher education and a better match with labour market needs has been identified by about half of employers as important. Large companies and organizations identify it as a priority more frequently than small companies. Employers representing the manufacturing sector are most frequent in identifying the significance of matching the quality in higher education with the needs of labour market for their business. One of the reasons could be the factor that adjusting or upgrading qualification is comparatively more difficult in the manufacturing sector than in retail trade, for example. An assumption could be made that a hunt for suitable employees with higher educational background today is most relevant in the sphere of production. The frequency of manufacturing companies looking for relevant specialists in higher education institutions is much higher and is statistically significant. A successful implementation of the Bologna process can hardly be ensured without a many-sided cooperation with social partners. Research data reflect two more prevalent forms

of such cooperation between higher education institutions and employersÂ â&#x20AC;&#x201C; either company employees upgrade their professional qualification in higher educational institutions or higher education students have practice placement at the company (large and medium companies are more frequent in arranging student practice placement). Quite often company employees share their professional experience with higher education students or address higher education institutions in their hunt for relevant specialists. Few companies hold company presentations in a higher educational institution or arrange company visits for students. This is natural because such practice is usually followed by major innovative companies. It should be noted that manufacturing companies are the most active partners of higher education institutions. It would serve the interests of higher education institutions to benefit from such a comparatively favourable attitude by manufacturing companies and to promote cooperation with trade and service companies. In general, the researchers would advise the Contracting Authority which commissioned the research to translate the findings related to cooperation with employers for public use, so that Lithuanian higher education institutions know what the state of play is. In terms of further developing the system of higher education, the following research data might be of interest: only an insignificant group of employers think that higher education reforms in Lithuania exert a positive impact on business development, contribute towards training highly qualified specialists and promote cooperation between business companies and higher education institutions in the sphere of research, technological

development and other fields. On the contrary, respondents tend to more frequently claim that higher education reforms in Lithuania exert a comparatively insignificant impact on business development. This is accounted for by the following reasons: higher education reforms are designed and implemented disregarding business needs, they are restricted to internal restructuring of higher education system and basically are not aimed at making the system of higher education more open or promoting its cooperation with business sector. The data collected during the research show that half of respondents is not interested in higher education processes – regardless of whether they are implemented in Lithuania or Europe. The other half of respondents falls into several subgroups: one third of respondents who answered the question claimed to follow the information related to changes in higher education, an insignificant group are interested in these processes in Europe and one sixth of all respondents is interested in the processes related to higher education both in Lithuania and Europe. This leads to the conclusion that less than one tenth of respondents is well informed of the Bologna process. Such a situation, alongside with other circumstances, is undoubtedly related to the flexibility and efficiency of information provision about higher education processes in Lithuania and Europe – one fifth of respondents demonstrates a firm willingness to be more informed about the Bologna process, and another one third of respondents claims they want to be informed but with an element of doubt. Employers from the manufacturing sector and representatives of large and medium companies are most frequent among those interested.

I. Research Report

1.1. Problem The Bologna process started in 1999, after higher education ministers from 29 European countries first met in Bologna and launched the process by signing the Bologna Declaration. The document became a political factor and an impetus within the framework of higher education systems of these countries in the attempt to unite previously different higher education systems into a common European Area. The reforms in the sphere of education, undertaken in Lithuania and the European Union, are aimed at creating a common Area for Higher Education, which could ensure training of highly qualified specialists for the labour market and a close cooperation between the representatives of the labour sector (employers, professional associations and trade unions) and higher education establishments. Even though significant attention was given to address these problems, they have not yet been solved in the country. The Bologna Declaration identified how and which tools should be used to create a common European Area for Higher Education, that is, via the adoption of a common framework of readable and comparable degrees based on the creation of a twostep system of course degrees in higher education, also the introduction of undergraduate and postgraduate levels in all countries, introduction of a system of credits, the elimination of remaining obstacles to the free mobility of students and university teachers, pursuit of a European dimension in quality assurance and in general promotion of the European dimension in higher education.

The analysis of the main goals1 of the Bologna process discloses the overall objective of the phenomenon in question, which is the focus on the internationalization of studies on different levels: student and teacher mobility, competencies relevant to the contemporary market of the European countries, an active interaction among higher education establishments, etc. To a certain extent, the goals of the Bologna process could also be related to the trends of mass higher education, an increased focus on the market needs among them. At its inception, elite higher education highlighted the importance of free arts and trained representatives of merely certain exceptional professions, such as lawyers, priests and physicians, whereas mass higher education seeks to satisfy market needs and train specialists of a very wide range of professions.2 On the articulation level, references towards the interaction of higher education and market are also found in many Lithuanian legal acts and strategic documents regulating higher education. In the course of time, a more pronounced focus on internationalization of studies has been observed in these documents. For the sake of comparison the following examples could be provided – the Law on Higher Education (2000) and the Law on Science and Studies (1009). The preamble of the former Law states that “The objective of higher education is to develop an educated personality and society with an aptitude for learning, with knowledge of the latest technologies and cultural values, to create, accumulate and disseminate scientific Creating a Common Area for Higher Education. Ensuring high quality education both for European citizens and foreign students. Promoting competitiveness and attractiveness of the European education system. Training highly qualified specialists for the european labour market. Promoting teacher and student mobility. Fostering the tranparency and flexibility of higher education system.

Želvys R. Aukštojo mokslo plėtra ir akademinė didaktika, (Development of Higher Education and Academic Didactics) in. ACTA PAEDAGOGICA VILNENSIA. 2005 /14.

knowledge and cultural values, and to foster a specific character of national culture. As an essential precondition of the Stateâ&#x20AC;&#x2122;s future spiritual and material prosperity, higher education shall promote the creation of new knowledge and cultural values through studies, research or artistic creation.â&#x20AC;? An analogous preamble of the other Law states that The Mission of science and studies is to help ensure the prosperity of the society, culture and economy in the country, serve as a point of support and incentive for the individual to reach a full-fledged life every citizen of the Republic of Lithuania is entitled to, as well as satisfy an inherent pursuit of knowledge. The policy of Lithuanian science and studies guarantees the quality of science and studies, equal rights of all citizens to acquire higher education and provide conditions for the best graduates to engage in scientific research and pursue scientific and creative development, seeks to ensure that the system of science and studies matches societal and economic needs, supports its openness and integration into international area for scientific research and higher education. A sustainable system of science and studies preconditions the development of a knowledgebased society, growth of a knowledge-based economy and a sustainable development of the country, a dynamic and competitive economic life of the country, social and economic welfare; develops a creative, integral, educated and ethically responsible personality engaged in civic and entrepreneurship activities; promotes Lithuaniaâ&#x20AC;&#x2DC;s civilizational identity, supports, develops and creates national and global culture traditions. Having compared the above mentioned key legal documents, most of us would probably agree that during the last decade, at least on the level of legal articulation, the focus on market needs

and internationalization of higher education increased. Existing empirical data suggests that these two aspects are also relevant to higher education customers. The findings of the research on The Student Views towards Improving the System of Higher Education, conducted by the Science and Studies Monitoring and Analysis Centre (MOSTA) (2008) reveals studentsâ&#x20AC;&#x2DC; increased interest in the perspective of a chosen specialty on the jobs market, good material prospects and potential opportunities to study abroad3. Discussions about the functionality of higher education have been going on all the time. It goes without saying that employers could be among the best experts both in assessing the need of higher education graduates in the market and evaluating the quality of their training. The above mentioned survey provided new representative data on both these aspects.

1.2. Research goals and objectives Research goal is to assess the views of labour sector representatives (business employers, professional associations, trade unions) on the introduction of the Bologna process in Europe and Lithuania, the changes within the system of Lithuanian higher education and studies related to the above mentioned process, to submit proposals regarding a more effective involvement of the labour sector representatives in the reform of higher education and to identify which communication measures should be used to attain this purpose.

Analysis of education problems: what predetermines the quality of studies: www.smm.lt (condition of education).

Research objectives: 1. Evaluate to what extent representatives of the labour sector show interest in the problems of higher education and the Bologna process, by disclosing the reasons of such interest or lack of interest; 2. Identify the needs and expectations of labour sector representatives, which are related to higher education and studies, by disclosing the interaction between the above mentioned needs and expectations and the Bologna process (How the implementation of the Bologna process could contribute towards satisfying those needs); 3. Define and assess the main factors which exert an influence on the way labour market representatives assess the Bologna process, its implementation in Lithuania and related reforms in one way or another; 4. Identify optimal potential ways of a more active engagement of labour sector representatives into the implementation of the Bologna process and development of higher education in Lithuania as well as mechanisms of effective partnership.

Research stages: 1. Developing the system of assessment criteria and indicators related to the subject under research; 2. Elaborating research instrumentarium, conducting pilot research, refining the instrumentarium and coordinating it with the Procuring Organization; 3. Conducting a representative survey of employers based on the questionnaire and document analysis;

4. Carrying out document analysis, establishing focus groups; 5. Generalizing findings and presenting them in a research report.

1.3. Research methodology and methods This research carried out according to the objectives formulated by the Customer and the programme prepared for the competition is a mixed one by the nature of the so-called general plan: it unites elements of both a descriptive and analytical plan. Main principles of the research methodologies, as the whole of theoretical and empirical procedures, in this research are as follows: 1. The use and coordination of quantitative and qualitative methods seeking to implement the objectives of the research. 2. Assurance of reliability procedures required in social research: selection, collection, storing of data, the use of descriptive and long-time statistics bringing out tendencies of the phenomena being analysed and their statistical significance, etc.

Research methods When collecting empirical data the following quantitative and qualitative methods were applied: 1. A representative questionnaire-based survey of the employers (quantitative method). When applying this method, the general total of employers was surveyed seeking to represent

it within a 5 per cent error. The respondents of the survey totalled 1237. Reliability of the data selection was ensured by means of a thorough random selection and reliability of the data collectionÂ â&#x20AC;&#x201C; by anonymity, the time necessary to answer the questionnaire, the design of questionnaires and other principles. 2. Focus groups (qualitative method). Focus group (or a group interview: 8 - 12 participants) provides the possibility to collect data about the respondentsâ&#x20AC;&#x2122; opinions and at the same time study their interaction. The opinion exchange conception characteristic of this type of interview determines a spontaneous response of the participants, and stimulates a discussion. A group discussion presents more ideas and ways of solving the problem than an individual conversation. The Focus group provided necessary information seeking to implement, first and foremost, problems 3 and 4 of the technical task. In this way, the representatives of branch organisations of business companies (the Lithuanian Confederation of Industrialists, its branch subdivisions, organisations of companies of the service sector), trade organisations and associations, and trade unions were interviewed. 3. The analysis of documents. By means of this analysis the object under research was operationalized bringing out the most significant features of the Bologna process and later interpreting the data from the theoretical point of view. The application and harmonisation of quantitative and qualitative research methods is one of the most essential principles of research methodology. First of all, a questionnaire survey of

employers was carried out. It enabled statistically significant and reliable quantitative data to be collected. Later the quantitative data were deepened and developed with the help of the focus groups.

Substantiation of the validity of the research The validity of the research is usually checked by making the conceptions, hypotheses, and variables more accurate, by collecting, analysing, generalising the data and formulating the conclusions. Since the research is aimed at assessing, it is based not only on theoretical assumptions and deductions but also on experimental and practical knowledge of the Bologna process. The validity of selecting the research indicators – variables under study – is checked according to the criteria of logic validity (substantiation) – by the assessment made by specialists and experts or the variables chosen adequately identify and measure the phenomenon under investigation and its features. The pilot investigation played a significant role in determining the (logical) validity of the construct in which empirical indicators were purified (rejecting the nonvalid ones) and instruments of the experiment were tested. The internal validity of the research, defining the validity of the relation between the variables and the analysis, is assured both at the above-mentioned stage of selection of indicators and the measurement adequacy and by strictly complying with the requirements set to the collection and analysis of the mathematical data.

Assurance of reliability of collecting and processing the research data Reliability of collecting the data is assured following the principles of anonymity, control, and the time necessary to answer to the questions presented in the questionnaire, etc. Highly qualified interviewers with social education who have received special instructions carried out the questionnaire survey. The interviewers explained the questions that were not quite clear in a neutral way so as to not influence the answers. When checking the reliability of data collection, a repeated contact is usually established with a part of the respondents. The principles of respondent selection, compliance with the requirements set out in the questionnaire are checked. When assuring the reliability of data processing, a 5 per cent data array was randomly checked at the data coding stage. The quantitative analysis of the research data is based on descriptive and multidimensional statistics. When analysing primary empirical data by means of methods of descriptive statistics, characteristics of the data position, central tendencies, frequency distribution and their interrelation are used. Only the differences with a statistical significance higher than 0.05 are analysed. That is, answers of the respondents belonging to different groups vary considerably, hence, with the probability being greater than 95 per cent, it can be stated that the differences are characteristic of the entire general set. Primary empirical data were processed using SPSS 17 for Windows (Statistical Package For Social Sciences) programme.

Statistical error of the data •

•

When assessing the results, attention is to be paid to a statistical error. It occurs because selection of the respondents is made rather than a continuous survey is carried out. This error is calculated mathematically. Errors with a different number of respondents and the distribution of answers are presented in the below Table.

Table 1.1.1 Errors with different number of respondents and the distribution of answers Distribution of answers  Sample size  10 30 50 75 100 150 200 300 400 500 600 700 800 900 1 000

31 17.9 13.9 11.3 9.8 8 6.9 5.7 4.9 4.4 4 3.7 3.5 3.3 3.1

45/55 40/60 35/65 30/70 25/75 20/80 15/85 10/90

30.8 17.8 13.8 11.3 9.8 8 6.9 5.6 4.9 4.4 4 3.7 3.4 3.2 3.1

30.4 17.5 13.6 11.1 9.6 7.8 6.8 5.5 4.8 4.3 3.9 3.6 3.4 3.2 3

29.6 17.1 13.2 10.8 9.3 7.6 6.6 5.4 4.7 4.2 3.8 3.5 3.3 3.1 3

28.4 16.4 12.7 10.4 9 7.3 6.4 5.2 4.5 4 3.7 3.4 3.2 3 2.8

26.8 15.5 12 9.8 8.5 6.9 6 4.9 4.2 3.8 3.5 3.2 3 2.8 2.7

24.8 14.3 11.1 9.1 7.8 6.4 5.5 4.5 3.9 3.5 3.2 3 2.8 2.6 2.5

22.1 12.8 9.9 8.1 7 5.7 4.9 4 3.5 3.1 2.9 2.6 2.5 2.3 2.2

18.6 10.7 8.3 6.8 5.9 4.8 4.2 3.4 2.9 2.6 2.4 2.2 2.1 2 1.9

5/95

13.5 7.8 6 4.9 4.3 3.5 3 2.5 2.1 1.9 1.7 1.6 1.5 1.4 1.4

1.4. Demographic distribution of respondents Figure 1.1.1 Distribution of companies by type of activity (in percentage) 60.0 56.6

50.0 40.0 30.0 20.0 10.0 0.0

13.6 Manufacturing

17.0

Trade

12.8 Services

Mixed activities (manufacturing and trade)

Figure 1.1.2 Distribution of enterprises by the number of people employed (in percentage)

40.0 35.0

36.6

30.0 25.0

24.7

20.0

19.7

15.0

19,.0

10.0 5.0 0.0

Micro (1-10 employees)

Small (11-50 employees)

Medium (51-250 employees)

Large (>250 employees)

Figure 1.1.2 Distribution of enterprises by the sector being represented (in percentage)

Public 34 %

Private 66 %

Table 1.1.2 Distribution of enterprises by the Company legal status Legal status

Individual enterprise (IÄŽ)

7.7

Public company (AB)

33.4

Private company (UAB)

20.5

Agricultural company

2.1

Cooperative company

3.5

General partnership

3.7

Insurance company

2.4

Public institution

9.1

Foundation

2.1

Budgetary institution

11.2

Subsidiary

2.2

Other

2.1

II. ANALYSIS OF RESEARCH DATA AND RECOMMENDATIONS

2.1. Significance of the qualification awarded by higher education: the respondents’ views The countries that signed the Bologna Declaration committed themselves to create the European Higher Education Area and with that end in view: •

•

• • •

to implement the system of grades that is easily understandable and comparable between the states (making use of the documents of Diploma Supplements for that purpose) seeking to strengthen competitiveness of the European citizens in the labour market and competitiveness of the European system of higher education in the international space; to implement a two-cycle system of higher education (following the Berlin Communiqué – a three-cycle system) consisting of main (basic) and post-graduate (Master’s, Doctoral) studies. The right to the studies of the second cycle should be granted to the individuals who have successfully completed studies of the first cycle that last for at least three years. A degree granted upon completion of studies of higher education of the first cycle must be recognised in the European labour market; to implement the system of credits (similar to that of ECTS), as an important measure to support students’ mobility; to support academic mobility; to support European cooperation ensuring the quality of science and higher education.

The implementation of a three-cycle study system in Lithuania that started more than ten years ago has gained momentum and is understandable to the public. The implementation of a threecycle study system is not only a formal change and structuring of the duration of studies but it is an internal reform of the study programmes of the European scope, the creation of a common system of graduatesâ&#x20AC;&#x2122; qualifications recognised in all the countries of the European Union, this is coordination of the reforms being carried out in different states. Though the greatest progress in Lithuania has been made in introducing the system of cycles, there are still spheres to be improved, as in the system of grades, for moving from one stage to a higher one, as well as the national structure of qualifications. One of ten priorities of improving the European Higher Education Area within the forthcoming decade provided for in the Leuven CommuniquĂŠ (2009) is the employment of the graduates. The countries participating in the process agreed in Leuven that the main objective of the evolution of the European higher education within the immediate decade was the curriculum reform and the renewal of methods oriented towards the student and his/her study attainments. The priority previously given to the characteristics of the study process organisation and the development of academic scientific subjects should be removed and given to the studying individual, his/her needs and capabilities, which are determined by the labour market and the agreement of all partners in the study process. Therefore one of the thematic blocks presented in the research analyses whether the existing three-cycle system is clearly understood by the employers, whether it influences the efficiency of company performance and what impact the graduatesâ&#x20AC;&#x2122; study attainments (knowledge, practical skills, general competencies) exert on it.

First of all, the respondents were asked the question whether a shortage of specialists with higher education was felt in the branch of business that they represented (see Figure 2.1.1). The answers partly confirmed the opinion that there existed a certain overproduction of the graduates with higher education in the country. Figure 2.1.1 Is a shortage of specialists with higher education felt in the branch of business represented by the respondents (in percentage)?

Currently there is no shortage of specialists with higher education

There is a shortage of specialists having professional Bachelorâ&#x20AC;&#x2122;s degree (college, i.e. non-university graduates)

There is only a shortage of specialists with higher university education

Yes, there is a great shortage of specialists with higher university or non-university (college) education

17 0

10 20 30 40 50 60 70 80

The comparison of some variables showed that there exist statistically significant differences according to a number of demographical features. In some cases, the relation is not only significant but, as the correlation analysis shows, also strong enough. For example, 32 per cent of the representatives in the sphere of manufacture, 9 per centÂ â&#x20AC;&#x201C; in the sphere of trade and 12 per cent in the sphere of services stated that there was

a shortage of specialists with higher education; 80 per cent of the representatives of the service sphere and 45 per cent of representatives in the sphere of manufacture stated that there was no shortage of such specialists (significance of the statistical relation between the variables is p-0,001). Even more considerable differences were recorded when comparing the respondentsâ&#x20AC;&#x2122; answers about a shortage of specialists according to the size of the company: p-0,001 and correlation between the variables is clearly noticeable when measured in the standards of social sciences: r-0,3. Hence, 12 per cent of the representatives of small companies and 32 per cent of the respondents representing large companies stated that there was a shortage of the said specialists, whereas 88 per cent of the representatives of small companies and 46 per cent of the representatives of large companies stated there was no shortage of such employees. Also, the significance of a statistical relation was recorded with respect to another variableÂ â&#x20AC;&#x201C; privacy/ publicity of the company. For example, only 13 per cent of the representatives of the private sector noted that they lacked specialists with higher university and non-university education, whereas only 26 per cent of the representatives of the public sector shared that opinion. Such answers are without doubt to be valued taken into consideration the labour market of the country, which has shrunk considerably due to the economic crisis and the decreased demand for labour force. The opinion that education of a higher level is almost a selfcontained value is quite common in the community of the

educators. From the aspect of economic efficiency it might be thought that high education helps create production of a higher value added, of course, if differences between levels of education, first of all, Bachelor and Master, are really essential and qualitative rather than “paper” ones. The assumption can be made that a large part of employers have encountered a problem of this type when a diploma did not mean any knowledge obtained. Therefore a respective question has been formulated to the employers (see Figure 2.1.2). Figure 2.1.2 Does the kind of a diploma of higher education (Bachelor, Master or Doctoral) awarded to the Company employees have influence the results of the Company performance? (in percentage) 21

No opinion Totally irrelevant, has no impact on Company performance

Probably irrelevant, because it is not diploma but professional experience that matters for Company performance

It is a relevant factor, but not one that would determine effective Company performance

Extremely relevant, because higher level education has direct impact on Company’s successful performance

15 0

10 15 20 25 30 35

General distributions seen in Figure 2.1.2 show that only a smaller part of employees regard education of a higher level as being of great importance to the efficiency of the activity of the

company. One can think that such answers are related to several circumstances. Firstly, a larger number of Lithuanian companies do not create goods and services of very high value added and higher education in this case naturally is not a great necessity. Secondly, one can think that the answers were influenced by the already mentioned “rubbing away” of different boundaries between the levels of education – first between the Bachelor and Master’s studies. Thirdly, professional practical capabilities and social skills are really very important in present-day companies alongside formal education. For example, when looking through the job advertisements one notices that a large part of employers require from the potential workers responsibility, the capability to work in a team, to be able to adapt to a new surrounding, etc., that is, the already mentioned social skills. When comparing answers according to demographical variables of the respondents, several differences have been recorded, however, only a part of them is statistically significant. For example, 36 per cent of the representatives of manufacturing/ production enterprises hold the opinion that education exerts a direct influence on the efficient activity of the enterprise, and only 14 per cent of the respondents working in the sphere of trade share this opinion (p>0,05). As little as 8 per cent of the respondents of small enterprises and 36 per cent of mediumsized enterprises (p-0,001; r-0,3, respectively) underline such an influence; 23 per cent of the representatives of the private sector think that the level of the diploma of higher education is important, however, it is not a decisive factor; 45 per cent

(p-0,01) of the respondents representing the public sector share this opinion. The group of the respondents, who used noopinion or it is difficult to say responses in choice lists, seems to be rather problematic. One can suspect that they have no clearer image about the factors influencing the enterprise’s efficiency if they are incapable of assessing the importance of such a factor as education. Even the answer that education is of no significance altogether can be understood much better from this point of view. Though only the minority of the respondents assigned a very important role to education among the factors determining the efficiency of the enterprise’s activity, other questions showed that on the whole the respondents were rather “generous” in assessing the match between the knowledge, practical skills and general competences of the graduates from higher educational institutions and the requirements set to them by enterprises (see Table 2.1.1). Knowledge in the research questionnaire meant theoretical knowledge in the professional sphere and general education, as well as their application in practice when solving specific work-related tasks: practical skills meant well mastered practical capabilities necessary to perform tasks of the specific activity (for example, various technical skills); general competences meant capabilities, value-based principles or characteristics which are relevant and can be adapted in different work places, for example, the capability to communicate information communication technologies, work in a team, etc.

Table 2.1.1 Conformity between the knowledge, practical skills and general competences acquired by graduates of higher educational institutions and the requirements set by the Company represented by the respondents (in percentage) Graduates from Lithuanian higher educational institutions and/or with work experience in the local labour market Know- Practical ledge skills

Bachelor

Master’s

Doctoral

Graduated from foreign higher educational institutions and/ or with work experience in the foreign labour markets

General competences

Knowledge

Practical skills

General competences

Full conformity

Basic conformity

Difficult to say

Partial conformity

Total nonconformity

–

Full conformity

Basic conformity

Difficult to say

Partial conformity

Total conformity

–

Full conformity

Basic conformity

Difficult to say

Partial conformity

Total conformity

–

First of all, we see that more than a half of the respondents who answered to the question hold the opinion that graduates of Bachelor studies of the Lithuanian higher educational institutions meet in essence the requirements set by the enterprise. The number of respondents holding such an opinion about the graduates who received the Bachelor degree abroad is much smaller, however, it is obvious, and the data also show that a large part of the interviewed representatives of enterprises have no knowledge or experience to be able to assess qualifications that have been acquired abroad – they chose a no opinion response, ticking the variant of the answer It is difficult to say. The same situation is recorded in assessing the graduates who have the Master’s or Doctoral degree received while studying abroad – there is almost no doubt that because of insufficient information the majority of the respondents again chose a no opinion response, ticking the version of the answer It is difficult to say. Most probably for the same reason such an answer prevailed when assessing the individuals who received the Doctoral degree in Lithuania – the number of people with the Doctoral degree at the country’s enterprises is not so great for many respondents to be expected to be well informed of their capabilities. Master’s studies in Lithuania have been assessed more accurately than in the case of the Bachelor degree, and most often in the positive. The fact that practical skills of the graduates with the Master’s degree were assessed comparatively more sceptically should not surprise anyone. In most cases Master’s studies are not focused on specific practical capabilities, they are more oriented towards the development of analytical abilities and theoretical education.

When comparing the respondents’ answers according to demographical variables, statistically significant differences were brought out. For example, as little as 2 per cent of the representative of the sphere of manufacture, and 28 per cent of the respondents from the service sphere pointed out that knowledge of Bachelor students from Lithuanian higher educational institutions fully satisfied the needs of enterprises; 42 per cent of the respondents from micro enterprises and none of the respondents from large enterprises (p-0,000) chose the same answer. There were no differences according to the privacy – publicity criteria of an enterprise. There are statistically significant differences according to the status of the enterprise. Representatives of private companies, cooperative companies, insurance companies and budgetary institutions assessed the knowledge of the Bachelor graduates most positively, and the respondents from public companies and private institutions assessed it poorly. According to the sector of institutions, only a small part of the respondents (fewer than twenty) agreed that practical skills of Bachelor graduates fully satisfied the needs of enterprises, however, half of them stated that such skills were basically sufficient: 48 per cent of the respondents from the manufacturing/production sector, 62 per cent form the trade sector, 48 per cent form the service sector, respectively. Almost analogous situation was observed when assessing social skills of the Bachelor graduates – an obvious minority was of the opinion that they were quite sufficient, whereas more than half the respondents from both the manufacturing and trade and

service sectors stated that social skills of the Bachelor graduates were basically sufficient. Statistically significant differences have been recorded with respect to the graduates from Master students too. For example, 31 per cent of the representatives of small enterprises and 7 per cent of the representatives of medium-sized enterprises assessed their knowledge as quite sufficient, however, 80 per cent of the latter thought that knowledge was basically good. Practical skills of the graduates from Master studies fully satisfied only one per cent of the representatives of the manufacturing sphere and 24 per cent of the representatives of the service and trade spheres, respectively. Such differences can partly be accounted for by the specificity of these sectors. The manufacturing sphere most often needs graduates with technical education who, according to many experts, have a clearly insufficient scope of apprenticeship in Lithuania at the present time. It is natural that their initial skills fail to satisfy the employers from the manufacturing sphere. The representatives of micro and small enterprises are much more often satisfied with practical skills of MA graduates from Lithuanian higher educational institutions. The research data diagnose those things quite illustratively, which are of importance to employers when selecting their employees. The respondents were given a special question, which reflected the possible significance of formal education in Lithuania or abroad, professional experience, recommendations from previous employers and social skills (see Table 2.1.2).

Table 2.1.2 Upon employing a person, the respondents attach importance to the following factors (in percentage) Absolutely Difficult unimto say portant

Very important

Important

Unimportant

A candidate should have a BA, MA, PhD diploma issued by a Lithuanian higher educational institution

A candidate should have a BA, MA, PhD diploma issued by a higher educational institution of the country of the European Union

A candidate should have a BA, MA, PhD diploma issued by both a Lithuanian higher educational institution and a higher educational institution of another EU country

A candidate should have experience in the professional sphere acquired in Lithuanian enterprises

A candidate should have experience in the professional sphere acquired in foreign companies

A candidate should have good references from other employers

A candidate should have good social skills

Statements

Assessments

We see that different qualities of the potential employee are important to the employer: it is important to many employers that a candidate should have a BA, MA, PhD diploma awarded by a Lithuanian higher educational institution, though it is not important to one fifth of the employers and many employers do not think that diplomas issued by the higher educational institutions of the countries of the European Union are important, and they do not think that having a diploma issued by both the Lithuanian and the European Union higher educational institution is important; the majority of the employers think that a candidate should have experience in the professional

sphere gained at Lithuanian enterprises, good references from other employers and good social skills. The respondents’answers show that the majority of employers orient themselves towards the complex qualities of the candidates and higher education is one of the most favourable learning mediums to acquire them. From the point of view of internationalisation, it can be seen that the respondents find having professional experience gained in foreign companies more important than receiving formal education abroad. The data confirm the above-mentioned supposition about the importance of social skills – that supposition, on the basis of the research data, is obvious. From the point of view of the formation of social skills, the ambitions of the Lisbon process are very important because, for example, communication in foreign languages, in different cultural surroundings, communication skills noticeably improve when studying abroad. When comparing the values presented in the Table according to demographical variables, it became clear that a BA, MA, PhD diploma issued by a Lithuanian higher educational institution was more important to the employers in the manufacturing sector – 37 per cent of the respondents from the manufacturing sector and as little as 7 per cent of the respondents from the service sector chose the answer extremely relevant. As could be expected, having a diploma was several times more important to the employers of the public sector. Nine per cent of the respondents from the public sector and as much as 25 per cent of the respondents form the private sector chose the answer Irrelevant. The respondents from large enterprises mentioned several times more often that practical skills of the graduates were not

important to them (17 per cent as compared to 4 per cent of the representatives of small enterprises). It might be that this is related to the circumstance that large enterprises more often have their training basis and at the same time greater possibilities of continuous training of their employees. The importance of the prestige of higher educational institutions was assessed during our research from the employer point of view (see Figure 2.1.3). Figure 2.1.3 Is the name of a higher educational institution important (rating of the higher educational institution) in which a candidate acquired a diploma of higher education diploma when selecting an employee for a job? (in percentage)

Totally irrelevant

8.7

Irrelevant 32.6 25.9

No opinion Relevant

27.6

Extremely relevant

5.2 0.0

5.0

10.0

15.0

20.0

25.0

30.0

35.0

The data clearly showed that the rating of the higher educational institution was not among the decisive factors influencing the selection of one or another employee. It seems that the

above-analysed professional capabilities, social skills, etc. of the graduates are much more important to the employers. Besides, it might be that the employers of our country have not formed a clear conception of the prestige of a higher educational institution yet.

2.2. Assessment of the Bologna process Among the key goals of the Bologna process is training highly qualified specialists for the European jobs market. This process does not entail any specific solutions and does not prescribe any particular guidelines for the countries how to implement process provisions. The process merely defines the key spheres of activity, identifies the goals and specifies the objectives in order to reach the goals set. In all the Communiqués about the Bologna Process, the external dimension is promoted in a direct or indirect way. For example, the Bologna Declaration (1999) highlights the need to enhance mobility, European cooperation for quality assurance and the European dimension in higher education; the Prague Communiqué (2001) urges to enhance the attractiveness of the European Higher Education Area; the Berlin Communiqué (2003) calls upon participating countries to improve recognition of academic qualifications; the London Communiqué (2007) stresses the importance of maintaining contacts with other continents; the Leuven Communiqué (2009) places emphasis on promoting global openness as well as student and teacher mobility. The questionnaire for employers was developed taking due consideration of the importance of the external (transnational) dimension. Several questions related to this dimension were

included into the questionnaire. The key objective of the research was to assess the nature of respondents views with regard to the Bologna goals (see table 2.2.1) The findings of the questionnaire reveal several things. Most respondents do not directly relate European recognition of higher education with the business represented by them. Even though there is no comparative research which could indicate the change of such views in the course of five years, the frequency of positive responses (with a third of respondents identifying the recognition of a diploma as important for their business) should be regarded as high enough. These findings show that on the average every third business representative in the country understands the importance of recognizing higher education not on the abstract level but as directly relevant to his/her business. Furthermore, about half of the respondents (by summing up the first and second version of the answers) attach importance to quality improvement of higher education studies and conformity between higher education and labour market needs. A question may arise why the other half of employers have a degree of reserve in assessing such an important factor, that is, a match between higher education and market needs, which seems to be directly related towards business growth. Different explanations could be provided to illustrate the point. One of the most convincing is the fact that not all types of business and companies need higher education graduates. For example, the owner of a small household appliance repair shop would probably be much more interested in the conformity between vocational training and labour market needs rather than the conformity related to higher education.

Table 2.2.1 Respondent views on the key goals of the Bologna process (in percentage)

Goals of the Bologna process

This is most topical and relevant to all business in Lithuania, including the type of business I represent

This could probably be This is prorelevant and bably more topical for relevant for other types students, of business scientific in Lithuania and study but not for institutions the type of rather than business I for business represent

I personally think these are just nice words, specific results are not visible as yet

I have no opinion, I am not interested in that

Recognition of higher education qualifications (diploma/ degree) all over Europe

Conformity between improvement of higher education studies and labour market needs

International student recruitment and integration into EU culture and labour market

Training highly qualified specialists for the European labour market

Enhancing teacher and student mobility

Developing programs to better match labour market needs (following the latest Bologna documents)

With regard to the following two questionnaire questions International student recruitment and integration into EU culture and labour market and Training highly qualified specialists for the European labour market, response distribution could also be interpreted in a similar way. Given the fact that not only in Lithuania but also in economically developed European countries small businesses and individual companies are mostly focused on the domestic market, common European market is regarded by them as a somewhat abstract concept. Therefore it is only natural for respondents to relate the importance of these factors to students as the main beneficiaries from these developments. It goes without saying that enhancement of student and teacher mobility is most important for these groups. By the way, one fourth of respondents see such mobility as important to their business, and the frequency of response should be regarded as quite high. The responses based on demographic variables reveal statistically significant differences, some of which are easier to interpret, whereas the others need a more hypothetical interpretation. For example, statistically significant differences (pâ&#x20AC;&#x201C;0,000) have been observed in the responses by company size in evaluating one of the objectives of the Bologna processÂ â&#x20AC;&#x201C; training highly qualified specialists for the European labour market. Representatives of medium size companies are twice as likely (30 per cent) to regard this as an important goal for Lithuania and their own business compared to small businesses (15 per cent). This fact could be accounted for by an increasing venturing of medium sized companies into international market. On the other hand, the responses provided by representatives of large companies in this case are similar to those of small companies (15 per cent).

The necessity of improving the quality of higher education and enhancing compatibility with labour market needs has been more frequently indicated and regarded as statistically significant (p-0,001) by representatives of large companies (59 per cent), whereas the responses by small and medium companies were 24 and 40 per cent, respectively. The frequency of responses from medium and large business entities stating that teacher and student mobility is important both for Lithuanian and their own business is three time greater (38 and 36 per cent, respectively, with p - 0,001) than that of microbusinesses (12 per cent). Large and medium companies tend to accept students for practice placement more frequently. It is likewise highly probable that their representatives understand more clearly the benefit of transnational mobility both for students and for the businesses. Statistically significant (p-0,000) differences have been observed in responding to developing higher education programmes which match labour market needs by the company sector. For example, the importance of this issue for respondentâ&#x20AC;&#x2DC;s own business has been stated by 59 per cent of manufacturing sector and 33 per cent of trade sector respondents. Upgrading once acquired qualification in the manufacturing sphere is comparatively more difficult than in the trade sector. This could be the reason why employers representing manufacturing sphere tend to more often emphasize the importance of adequacy between higher education programmes and labour market needs. Respondents from large enterprises stated this as a necessity much more

frequently (69 per cent) in comparison to microbusinesses (19 per cent) and small companies (39 per cent). No statistically significant differences have been observed with regard to company ownership (depending on whether it represents a public or private sector). Enhancing the mobility of teachers and students from higher education institutions is among the most important measures to promote a transnational dimension of studies. Several additional questions were included for employers to further specify this important dimension (see Figure 2.2.1.). Figure 2.2.1 How do you assess higher education student and graduate mobility when young people go to study, leave for a study visit or for practice placement in foreign higher education institutions or companies getting the support from various EU programmes or by other means? 60.0

In percentage

50.0

54.7

40.0

41.0

30.0 20.0 10.0 10.0

4.3 Positively

Negatively

No opinion

As is seen, half of respondentsâ&#x20AC;&#x2122; mobility evaluation is positive. Statistically significant differences have been identified (p-0,001) by company size: the least number of responses in favour of mobility are among microbusinesses (32 per cent), whereas respondents from medium companies account for 79 per cent. Respondents from microbusinesses have also been most frequent in choosing a no-opinion as their answer. Qualitative research data also reveal various elements of benefit received due to mobility. Below we quote some statements made by respondents (the statements have not been edited for style): While studying elsewhere students acquire new technological knowledge, enrich their world-outlook, gain experience... Studying in other countries they acquire more information, knowledge, develop competencies and practical skills, which in turn gives benefit to business... Such a way of studying helps achieve the level of the old EU members states, upon coming back these students can share their experience with other persons, they become more broad-minded... The acquired experience is much needed in many spheres, particularly in a transnational company. The skills of communication and foreign languages are of great importance.... Education in the West is of better quality, it is focused not merely on theory but also on practical things, thus there is a possibility to transfer this experience to Lithuania...

I think that the majority of higher education programmes in our country are inflexible. The same applies to the style of teaching and attitude towards students. In foreign countries students have an opportunity to gain much better experience... In service sector it is paramount importance to be able to communicate. Therefore the experience acquired in foreign countries is most relevant...this experience allows to develop new competencies and acquaints them with a quality service culture... The experience acquired in the countries of strong economy makes it possible to adjust the knowledge in an innovative way and to generate new ideas. This can be applied in our business as well... The data show that the majority of respondents find it quite difficult to evaluate the benefit of mobility. As has already been indicated in the footnote, employersâ&#x20AC;&#x2DC; target group are usually known not to pay empty compliments in praising a certain phenomenon in question. If they do not have an opinion about it they are straightforward, much as it would be tempting to commend transnational teacher and student mobility. It is likely that the part of respondents having chosen a no-opinion (it is difficult to say) for an answer either do not have direct experience/opinion or can both see advantages and disadvantages related to it. The nature of disadvantages is reflected in the following negative statements made by respondents:

Students go abroad and never come back, Lithuanian money is just wasted in this way. I am convinced that this is not needed... Often good students remain there (in a foreign countryÂ â&#x20AC;&#x201C; authorâ&#x20AC;&#x2DC;s note), whereas our business has to satisfy itself with mediocre students or to look for them abroad... Students are tempted by foreign countries. Due to dire economic situation in our country young persons are afraid to take any risk and want to get everything in no time at all. Upon coming home student expect the same remuneration as abroad, even though their experience is the same but for knowledge of a foreign language... The role of Employer Associations within the Bologna context is of paramount importance. For example, the Confederation of European Business, founded in Brussels and functioning since 1958, unites European Employer Associations from 34 countries and is one of the main European Union contract supporters and social partners representing business. Within the context of the research concerned a relevant question indicates an interest of Lithuanian businessmen and/or their engagement into the transnational dimension (see Figure 2.2.2). The findings show that about one sixth of Lithuanian employers is interested in the activities of the above mentioned organization or take part in its events.

Figure 2.2.2 Have you heard of the European Business Confederation and its main directions of activity (in percentage) 58.0

I do not know this organization Yes, I am involved in its activities and events Yes, I am interested in its activities Yes, I have heard of its existence

6.2

8.6

27.1 0.0 10.0 20.0 30.0 40.0 50.0 60.0 70.0

As can be expected, it turned out that a statistically significant (p-0,001) frequency has been observed in terms of large company involvement in the activities of the European Business confederation (15 per cent), whereas small and medium companies account for 3 per cent each. In all probability, such differences can be explained by greater possibilities existing for large companies and their human resources capacity. A successful implementation of the Bologna process is hardly imaginable without a many-sided cooperation among social partners. A comprehensive scale was developed as part of the questionnaire to help identify ways of cooperation between companies and higher education institutions as well as intensity of cooperation (see Table 2.2.2). Response distribution shows the prevalence of two distinct forms of such cooperation: either company employees upgrade their qualifications in higher education institutions or higher education students are provided

practice placements services by companies. Research findings also reveal that student practice placement is the most prevalent form of cooperation between employer sector and institutions of higher education. 82 per cent of respondents claim that they provide practice placement services for students, 31 per cent being students from other EU countries. Quite often company employees share their professional experience with students from higher education institutions or address higher educational institutions in search of revelant specialists. Few companies hold company presentations at a higher education institution or arrange for them company visits. This is understandable because such practice is usually followed by major innovative companies. Table 2.2.2 What is the nature of cooperation between companies represented by respondents and higher education institutions (in percentage)? Ways of cooperation

Yes

Company employees upgrade their qualification in higher education establishments

Company employees share their professional experience with students from higher educational institutions

Company employees work as lecturers in higher education institutions

Joint scientific/research/project-based activities are implemented

Students from higher education institutions have practice placements at the Company

Address a higher education institution in the hunt for relevant specialists

Hold Company presentations in a higher education institution, arrange Company visits for students

Participation in designing and upgrading study programmes

Participation in the management bodies of a higher education institution (related to the activities of the Council)

The analysis of primary data revealed several statistically significant differences in demographic company variables. First and foremost, the fact that among the respondents who chose yes as an answer to the first question in the above provided table, the majority representing microbusinesses is slightly surprising. The positive response from this group accounts for 58 per cent, whereas, for the sake of comparison, the figure from medium companies is 47 per cent and from large companiesÂ â&#x20AC;&#x201C; 41 per cent, respectively (pâ&#x20AC;&#x201C;0,001). An assumption could be made that the representatives of microbusinesses are more effective when it comes to upgrading qualifications in higher education institutions. However, it is possible that large companies have greater possibilities (for example, their training centres) or choose alternative ways of qualification upgrade. As mentioned below, representatives of large companies tend to more sceptically assess the potential of higher education in Lithuania and its strategic (non-strategic) direction. It is also noteworthy to mention a significant difference with regard to the second statement within the table. Representatives of the manufacturing sector are clearly more frequent in stating that Company employees share their professional experience with students from higher education institutions (45 per cent). Trade and service sector representatives accounted for 2 and 21 per cent, respectively. It is only logical that student practice placements are mostly arranged in manufacturing companies - 70 per cent respondents from this group chose yes as their answer, whereas the positive response among respondents from the trade sector accounted for 30 per cent. As was expected, statistically

significant level of frequency (p-0,000) was determined for student practice placement to be arranged with large companies. 71 per cent of respondents in this group gave positive answers, whereas student placement with medium, small and microbusinesses accounted for 64, 41 and 23 per cent, respectively. Statistically significant differences were also determined in comparing public and private sectors. 51 per cent respondents of the private sector claimed that students from higher education institutions have practice placements at their companies, whereas the answers by the public sector accounted for 37 per cent (with pâ&#x20AC;&#x201C;0,000). Given the situation, it is slightly ironic that the institutions of higher education (the majority of them being public institutions) seem to have better agreements with private institutions rather than public ones. Research data show a statistically significant difference (p-0,001) in the frequency of manufacturing companies addressing the institutions of higher education in the hunt for relevant specialists. Within this group, 44 per cent of respondents indicated the version of the answer that they address a higher education institution looking for specialists, whereas the percentage in trade and service sectors are 5 and 19 per cent, respectively. Furthermore, representatives of large companies more frequently look for specialists at the institutions of higher education, whereas the representatives of medium, small and microbusinesses account for 42, 13 and 9 per cent, respectively. The companies representing the manufacturing industry seem to be much more active in establishing relevant contacts with higher

education institutions. For example, 43 per cent of respondents from this group claimed that they hold company presentations in higher education institutions and offer excursions for students at their company. Only 11 per cent of employers in the trade sector and 5 per cent of those in the service sector indicated being involved in such activities. In general, a summary of several variables leads to a rather daring presumption that the manufacturing sector is more active in maintaining contact with the institutions of higher education. The distribution of answers with regard to joint scientific/ research/project based activities seems to be very problematic. It would be quite difficult to imagine a serious technological breakthrough in Lithuania given the fact that only a few per cent of companies are engaged in such activities (statement 2.2.2 in table 4). Research data determine a very insignificant employer involvement in designing and developing higher education curricula, if any at all. For example, in case of vocational programmes employers are much more active, with various employer associations submitting proposals to the Ministry of Education and Science and vocational schools on programme development. The overall impression is that employers are not involved in the development of a higher education curriculum. It has to be stated, though, that during the recent years, attempts have been made to rectify the situation on the legislative level (first and foremost via the Law on Science and Studies, enforced in 2009). One might question to what extent these attempts

been have justified. The research in question provides relevant information about the employers views on higher education reform from the perspective of its relationship with business. One can hardly assess cooperation between businessmen and their associations with the institutions of higher education without taking due consideration of the overall situation in higher education and the measures undertaken to improve it. The attempts made in this sphere are a matter of controversial evaluation. By and large, one can hardly achieve the efficiency of the Bologna process in Lithuania unless progress is made in the overall development of higher education. The distribution of employer opinions (see Figure 2.2.3) helps to establish at least several obvious facts. Firstly, a significant part of respondents take a no-opinion choice about the interaction between higher education and business world. On the one hand, this could indicate an insufficient employer interest in the development of higher education. On the other hand, which is highly probable, this could mean that the authorities implementing a higher education reform and the institutions of higher education fail to suitably articulate the goals and activity outcomes. The collected data give sufficient proof that only an insignificant group of employers share the opinion that higher education reforms implemented in Lithuania exert a positive influence on business development, contribute towards training highly qualified specialists for business, promote the cooperation between business entities and institutions of higher education in the field of research, technological development and other spheres. On

the contrary, respondents tend to more frequently state that higher education reforms implemented in Lithuania exert an insignificant positive impact on business development. This is accounted for by the following reasons: higher education reforms are designed and implemented disregarding business needs. They are restricted to internal restructuring of higher education system and basically are not aimed at making the system of higher education more open or promoting its cooperation with business sector. Research findings determine statistically significant differences in assessing the information represented in Figure 2.2.3. Respondents from the manufacturing sector are more likely to very positively assess the impact of higher education on business development. For instance, 43 per cent of respondents from this sample group fully agree with the statement that higher education reforms implemented in Lithuania exert a more positive impact..., whereas only 1 per cent of respondents from the trade and service sector each agreed with it, respectively. Among this group the number of respondents completely disagreeing with this statement was the highest (33 per cent).

Figure 2.2.3 Employer views on the impact of higher education reforms implemented in Lithuania on business and business development (in percentage)

Due to lack of strategic orientation and changes in goals, higher education reforms implemented in Lithuania exert a more negative than positive influence on business development. These reforms do not allow higher education institutions to focus more on the quality of studies, etc.

7 14 18 11

Higher education reforms in Lithuania exert a rather negligible impact on business development, because these reforms are implemented in isolation from business needs, are restricted to internal restructuring of higher education system and basically do not contribute towards opening up higher education system for cooperation with business

33 1 18 43 4

41 7

27 5 0

Fully agree Totally disagree

Agree

Disagree

It is difficult to say

Research data show that in general the respondent assessment of the development of higher education and its relationship with business is characterised by a rather â&#x20AC;&#x17E;scatteredâ&#x20AC;&#x153; distribution. As has been mentioned, quite a significant share of respondents from the manufacturing sector positively assess the functionality of higher education with regard to business needs.

However, 44 per cent of respondents from this group agreed with another statement – The reforms of higher education implemented in Lithuania exert a comparatively insignificant positive impact on business development due to the fact that the reforms are introduced disregarding business needs and do not contribute towards opening up of the system and promoting cooperation with business. Furthermore, 21 per cent of respondents from this sample tend to agree that due to the lack of clear strategic guidelines and changeable goals the reforms of higher education implemented in Lithuania exert a more negative than positive impact on business development; such reforms do not allow higher educational institutions to prioritize the quality of studies, etc. Such a difference in respondents’ opinion shows that the development of higher education and its policy innovations have not yet been widely approved by employers.

2.3. Communication and information awareness In the previous chapters, relevant information was provided (for instance, on the ways of cooperation between institutions of higher education and employers and the intensity of cooperation) which leads to suspicion that the level of information provided to employers about the Bologna process is hardly sufficient. A separate block of questions was included into the questionnaire to address this issue. To start with, respondents were asked several more general questions about the provision of information on higher education, since awareness in this sphere should be regarded as an important contextual factor vis-à-vis the potential of the Bologna process.

Figure 2.3.1 Do the respondents follow the news about higher education reforms in Lithuania and Europe? (in percentage) 60 50

40 30 20

10 0

14 6 Yes, I follow Yes, I follow Yes, I follow the news and I the news and I the news and I am interested am interested am interested in higher in higher in higher education education education reform in reform in reform in both Lithuania Europe Lithuania and Europe

I have no interest whatsoever in these issues

As is seen from the data collected, the answers fall into two equal groups: half of the respondents show no interest whatsoever in the reform of higher education – the same applies both to the Lithuanian and European context. The other half is broken down into several subgroups – those who follow the changes in higher education in Lithuania (about one third of all respondents who indicated their answer), an insignificant part are interested in the relevant processes in Europe and one sixth of all the respondents claim to be interested in such changes both in terms of Lithuanian and European higher education. The analysis of primary data highlighted several statistically significant differences in the demographic employer variables. As has been determined in quite a few other aspects under investigation, the

respondents from the manufacturing sector turned out to be the most active in the sample (see Figure 2.3.2). It has already been concluded that this group of respondents is the most active in maintaining cooperation with the institutions of higher education, holding in them company presentations, etc. An absolute majority of respondents from this group claim to be interested in the reform of higher education in Lithuania, whereas trade and service sector representatives accounted for merely one-third and one-fourth of positive answers, respectively. More than half of respondents in this group claim to show no interest whatsoever in this issue. It should be noted that the differences observed are not only statistically significant (pâ&#x20AC;&#x201C;0,000), but a significant correlation from the perspective of social sciences (r-0,4) has also been determined, showing the dependence between such interest and the type of employer activities. Figure 2.3.2 Do the respondents follow the news about higher education reforms in Lithuania? (in percentage by type of activities) 100 90 80 70 60 50 40 30 20 10 0

86 66

30 3

12 1

14 8

Yes, I follow Yes, I follow Yes, I follow the I have no the news and I the news and I news and I am interest am interested am interested interested in whatsoever in in higher in higher higher education these issues education education reform in both reform in reform in Lithuania and Lithuania Europe Europe

Manufacturing sector

Trade sector

Service sector

Differences have been observed depending on the company size. Representatives of medium companies turned out to be the most actively interested in the reform of higher education (41 per cent), whereas small companies and microbusinesses accounted for 32 and 23 per cent, respectively. The difference, established for respondents representing public and private sectors, was somewhat surprising - 13 per cent of respondents from the public sector and 39 per cent from the private sector claimed to show interest in the development of higher education in Lithuania. A preliminary assumption would be to expect a potentially greater interest expressed by the public sector. However, the facts established during the research are contrary to such belief. Yet another question was aimed at identifying the ways regarded by employers as the most convenient to be informed about higher education reform. Figure 2.3.3 The most convenient ways, as identified by respondents, to get the information about higher education reforms (in percentage) Conversations with colleagues, family members and the like

Other websites (unrelated to science or education)

Internet websites of scientific and educational institutions

Presentations in conferences, seminars

Leaflets, posters

Specialized publications (brochures, books and the like)

30 66

Radio, television, press 0

The data show that most respondents identify the radio, television and press as priority information channels. This is only natural due to media outreach, enabling it to reach the majority of consumers with a certain type of information. Nevertheless, this type of information communication is to a certain extent restricted if the impact exerted by the media is non-systemic. For example, it is problematic to provide concise information about higher education reforms (the most sophisticated level of education) during a comparatively short time period of TV broadcasts. A series of such programmes is needed to ensure a systematic provision of information, which is usually related to high costs. Therefore, the researchers have come to conclusion that public institutions, seeking to inform citizens and employers in particular about the changes in higher education, should resort to specialized webpages of educational and scientific institutions as well as specialized publications, the potential benefit of which has also been prioritized by respondents. It goes without saying that a combination of different information channels is always desirable. Furthermore, even though the publication of leaflets is quite popular in Lithuania, it has not been identified by respondents as a priority information channel. No statistically significant differences have been observed in the demographic variables, that is, respondent assessment of information channels is approximately equal depending on the company type, size, type of activities as well as private / public status. Response distribution pattern in the case of questions related to the Bologna process is similar to the pattern for information

awareness about higher education. Half of respondents in the sample (slightly more than one half ) know nothing about the Bologna process. Furthermore, a significant part of respondents (about one third) have only fragmentary information on the subject. In general, only less than one tenth of interviewed employers can be regarded as well informed on the subject. Figure 2.3.4 Are the respondents familiar with the Bologna process and to what extent are they familiar with the process? (in terms of its goals, documents, achievements, etc.)? (in percentage) I have exhaustive information about the Bologna process

I have a sufficiently good understanding

I am well aware of certain issues, but do not have any knowledge of other issues

I have heard about it, but not much

I do not know anything

58 0

As could be expected during the analysis of respondent information about the system and development of the Lithuanian higher education, statistically significant differences have also been observed in this case depending on the nature of company activities. The majority of employers with no awareness about the Bologna process are represented by the service sector (66 per cent), in trade and manufacturing sectors the corresponding figures were 52 and 45 per cent, respectively.

Both the comparison of several variables and other questions in the questionnaire lead to conclusion that certain obstacles can be identified in information accessibility. The data in Figure 2.3.5 below show that so far the radio, TV, press, presentations heard during seminars and conferences have been regarded as the main information channels. A hearsay source is also comparatively often indicated as an information channel. It is not accidental that part of respondents ticked the answerÂ â&#x20AC;&#x201C; I heard just something about it. The data also show that comparatively poor use has been made of web pages, though they are given an obvious priority by respondents. Figure 2.3.5 Where did respondents get information about the Bologna process from? (in percentage) Hearsay information

Conversations with colleagues, family members and the like

Involvement in practice placement of students from Lithuanian and other EU higher education graduates Job interviews with candidates who are graduates of higher education institutions

2 11

Other websites (unrelated to science or education)

Websites of scientific and educational institutions

Presentations in conferences, seminars

Leaflets, posters

Specialized publications on the Bologna process

Radio, television, press

30 0

Certainly, the issue under discussion cannot be expected to become a subject of great interest to the whole employer population all of a sudden. However, the level of information awareness is obviously insufficient. Moreover, other research data reveal that quite a significant group of respondents would like to get more information about the Bologna process. Figure 2.3.6 Are the respondents interested in getting more information about the Bologna process? (in percentage)

Probably not 12 %

No opinion 34 %

Definitely not 6%

Definitely, yes 18 %

Probably yes 30 %

The data in the above presented table show that one fifth of respondents demonstrate an unambiguous willingness to find out more information about the Bologna process, whereas another one third give a positive answer but with an element of doubt. About the same number of respondents finds it difficult to answer the question. The number of respondents firmly manifesting lack of any interest in the Bologna process is less than one tenth.

Given the above mentioned statistical differences, one should no longer be surprised at a greater activity shown by representatives of the manufacturing sector observed in this case as well. The response Definitely, yes was chosen by 45 per cent of respondents from this group, whereas trade and service sectors accounted for 12 per cent each. It has to be stated, though, that the highest incidence of Definitely not answers was also established for the manufacturing sector (14 per cent), whereas trade and service sectors accounted for 1 and 5 per cent, respectively. Differences have also been determined depending on the company status. For instance, 13 per cent of respondents from the private sector show a positive willingness to find out more about the Bologna process, in comparison to 28 per cent of respondents from the public sector. Response Definitely not pattern is 9 per cent of respondents from the private sector and 3 per cent from the public sector, with pâ&#x20AC;&#x201C;0,001, r-0,3. Statistically significant differences have been observed depending on the company size (see Figure 2.3.7). Representatives of large and medium companies show greater interest in the Bologna process, which is reflected by a greater frequency of Definitely, yes or probably, yes (pâ&#x20AC;&#x201C;0,002).

Figure 2.3.7 Are the respondents interested in getting more information about the Bologna process? (in percentage) 60 52 50

45 38

35 27

19 13

2 0

Definitely, yes Probably yes Micro

Small

No opinion Medium

Probably not Definitely not Large

One of the reasons accounting for a greater interest in the Bologna process among large and medium companies could be a more active engagement of such companies with international business, which in the old EU Member States is an active participant of the process under discussion (for example, represented via business associations). However, validation of such an assumption should be based on additional data, which the current research does not dispose of. Interpretation of the distributions might lead to the conclusion that in general the number of employers willing to be more informed about the Bologna process is comparatively high. Furthermore, one could assume that even among those who seem

to be indifferent towards this question (choosing a no-opinion as a version) there is a potential group of interested persons who are dependent on the provision of relevant and accessible information. The channels of providing such information are described below (see Figure 2.3.8). Figure 2.3.8 In your view, which information channels would be most convenient and beneficial to get information about the Bologna process? (in percentage) 70

60 50 40 30 20 10 0

27 21

15 12

Links sent One com- Information Specialized by e-mail, prehensive meetings, press issues, publications webpage on seminars for example, and the like the Bologna brochures process

Specialized radio, television broadcasts

The importance of specialized webpages has already been highlighted in this chapter. The data in the figure above reflect an unambiguous priority of respondents given to a specialized webpage on the Bologna process. From the point of view of an ordinary user, this is by far the simplest way to quickly obtain systemic information without time-consuming efforts of searching in the total array of information. This should be particularly relevant for the group of employers, for whom time is precious.

In terms of research applicability, some of the statistically significant differences described below could be important for provision of information about the Bologna process: •

•

Employers representing manufacturing and trade sectors prefer to get information via e-mail, accounting for 35 and 33 per cent, respectively, whereas the service sector accounts for 19 per cent (p- 0,005). Respondents from all sectors identify a comprehensive webpage on the Bologna process as a relevant channel of information. Specialized press publications are most appealing to respondents from the service sector, accounting for 33 per cent, whereas the corresponding figures for trade and manufacturing sectors are 24 and 1 per cent (p-0,001), respectively. Specialized TV and radio broadcasts are most highly rated among employers representing trade sector, accounting for 43 per cent, whereas the corresponding figures for service and manufacturing sectors are 6 and 3 per cent (with p-0,5, which means that the difference is relevant only for this research). Links sent via e-mail and publications are mostly prioritised among respondents representing small companies, accounting for 39 per cent, whereas the corresponding figures for micro, medium and large businesses are 10, 23 and 24 per cent, respectively. Representatives of the private sector find a specialized webpage on the Bologna process much more attractive than their counterparts from the public sector, accounting for 66 and 45 per cent (p–0,001), respectively.

III. CONCLUSIONS AND RECOMMENDATIONS

The above described research was conducted using the socalled descriptive approach, which allowed researchers to assess important aspects of the attitude identified by labour sector representatives, first and foremost by employers, towards implementation of the Bologna process in Lithuania and Europe. In general, the research highlighted heterogeneous and at times controversial attitudes identified by labour sector representatives towards higher education in Lithuania and Europe, their interest in the problems of higher education and the Bologna process as well as other important characteristics of the subject under investigation. The conclusions of the research listed below generalize the most significant research data and in certain cases make it possible for researchers to formulate recommendations which could be applied in practice. 1. The research was focused on the phenomenon of higher education, which was analysed through the prism of generalized opinions given by respondents. It would be reasonable to assume that, alongside with other circumstances, employer interest in the development and changes of higher education would be greater if a tangible need for highly qualified graduates were more perceived in the labour market. However, the data collected provide proof to the contraryÂ â&#x20AC;&#x201C; most employers clearly do not identify a shortage of such employees as a problem. Manufacturing and public sector companies as well as large companies turned out to more frequently have a demand for highly qualified persons with tertiary education. The research findings show that at the most about one third of employers claims they

have a demand for highly qualified employees with a certain tertiary educational. 2. Strategic documents on the Bologna process and higher education in Lithuania as well as relevant legal acts highlight the quality of higher education. Research data show that few employers relate a higher quality of higher education with a more efficient company performance. This factor is not regarded as crucial for company performance. Professional experience is more frequently regarded as a more significant factor contributing to company performance. Representatives of the manufacturing sector tend to more frequently (establishing a statistically significant difference) think that the level of higher education is important for company performance. A significant part of respondents claim to have no clear opinion about company performance, they find it difficult to reflect on the relationship between higher education and company performance efficiency. 3. The research showed that in general employers have quite a positive opinion on the compatibility between the knowledge, practical skills and general competencies acquired by graduates of higher educational institutions and the requirements identified by companies. Due to insufficient information a significant group of respondents found it quite difficult to to assess the compatibility of higher education obtained abroad with Lithuanian business needs. Only a very insignificant group of representatives of the manufacturing sector claim that the knowledge acquired by the Bachelor and Master students at the Lithuanian higher educational institutions fully meet company needs, whereas in the service

sector the corresponding group of respondents is much more numerous. The most positive assessment of Bachelor knowledge came from respondents representing limited liability companies, cooperative companies, insurance companies and budgetary institutions, the most negative one from respondents representing joint stock companies and public institutions. 4. Research data showed that employers find it important for a potential employee to have a diploma granted by a Lithuanian higher educational institution (the possession of a diploma is several times more important for public sector employers). One fifth of respondents does not find it significant; the majority of respondents attach no significance to diplomas granted by the EU higher education institutions, let alone to the possession of a Lithuanian or any other EU member state diploma; the majority of respondents surveyed think that the applicant should have experience in his/her professional field gained in Lithuanian companies, present good references from previous employers and possess good social skills. Respondent responses give proof that most employers are focused on a whole set of applicantsâ&#x20AC;&#x2DC; traits. From the point of view of a transnational aspect respondents place slightly more priority on acquiring professional experience in foreign companies rather than on formal education abroad. Most of them also voice a positive opinion about the education abroad. According to employers, studies abroad contribute towards a quality education. They also believe that a more advanced mentality helps foreign graduates upon coming home to implement new ideas in Lithuania, including

company level. The employers rejecting the benefit of foreign education base their sceptical views on the opinion that most Lithuanian students studying abroad settle in a foreign country and eventually there is little benefit for all parties concerned. 5. Lithuanian higher educational institutions keep increasing their focus on social self-advertising, university ratings are announced in press, members of society are also often engaged in public discourse debating the problems related to the prestige of a higher educational institution. However, research data clearly indicate that the rating of a higher educational institution is not among the crucial factors exerting influence during the candidate selection process. Employers are more interested in graduate professional competencies and social skills. 6. Research data highlighted prevailing employer views on various aspects of the Bologna process. Coordinators of this process in Lithuania should first and foremost consider the fact that one third of respondents recognized the importance of a diploma to their business, that is not on the abstract level. It would be meaningful to make this statistical indicator public in employer associations and on the level of education policy, which even today emphasizes the importance of diploma recognition in Lithuania. Employer awareness and their engagement in the international Bologna-related discourse is also indirectly reflected by another indicatorÂ â&#x20AC;&#x201C; about one third of employers is to a certain extent aware of the Confederation of European Business, an active participant of the Bologna process on the international level.

7. Quality improvement in higher education and a better match with labour market needs has been identified by about half of employers as important. Large companies and organizations identify it as a priority more frequently than small companies. Employers representing the manufacturing sector are most frequent in identifying the significance of matching the quality in higher education with the needs of labour market for their business. One of the reasons could be the factor that adjusting or upgrading qualification is comparatively more difficult in the manufacturing sector than in retail trade, for example. An assumption could be made that a hunt for suitable employees with higher educational background today is most relevant in the sphere of production. The frequency of manufacturing companies looking for relevant specialists in higher education institutions is much higher and is statistically significant. 8. A successful implementation of the Bologna process can hardly be ensured without a many-sided cooperation with social partners. Research data reflect two more prevalent forms of such cooperation between higher education institutions and employersÂ â&#x20AC;&#x201C; either company employees upgrade their professional qualification in higher educational institutions or higher education students have practice placement at the company (large and medium companies are more frequent in arranging student practice placement). Quite often company employees share their professional experience with higher education students or address higher education institutions in the hunt for relevant specialists. Few companies hold company presentations in

a higher educational institution or arrange company visits for students. This is natural because such practice is usually followed by major innovative companies. It should be noted that manufacturing companies are the most active partners of higher education institutions. It would serve the interests of higher education institutions to benefit from such a comparatively favourable attitude by manufacturing companies and to promote cooperation with trade and service companies. In general, the researchers would advise the Customer which commissioned the research to translate the findings related to cooperation with employers for public use, so that Lithuanian higher education institutions know what the state of play is. 9. Judging by the research data, no joint scientific / research / project based activities are conducted by higher education institutions and companies today. Identification of potential reasons for that was not among the aims of the research. The authors of the research in question can only voice their opinion that the absence of such joint activities within the context of the Bologna process should be regarded as a serious shortcoming on the part of Lithuania, which should be made public and debated on the level of public policy. The same applies to another research finding, namely that practically no employer engagement in designing and developing higher education curricula has been observed. 10. In terms of further developing the system of higher education, the following research data might be of interest: only an insignificant group of employers think that higher education reforms in Lithuania exert a positive impact on

business development, contribute towards training highly qualified specialists, promote cooperation between business companies and higher education institutions in the sphere of research, technological development and other fields. On the contrary, respondents tend to more frequently claim that higher education reforms in Lithuania exert a comparatively insignificant impact on business development. This is accounted for by the following reasons: higher education reforms are designed and implemented disregarding business needs, they are restricted to internal restructuring of higher education system and basically are not aimed at making the system of higher education more open or promoting its cooperation with business sector. 11. The data collected during the research show that half of respondents is not interested in higher education processes – regardless of whether they are implemented in Lithuania or Europe. The other half of respondents falls into several subgroups: one third of respondents who answered the question claimed to follow the information related to changes in higher education, an insignificant group are interested in these processes in Europe and one sixth of all respondents is interested in these processes related to higher education both in Lithuania and Europe. This leads to the conclusion that less than one tenth of respondents is well informed of the Bologna process. Such a situation, alongside with other circumstances, is undoubtedly related to the flexibility and efficiency of information provision about higher education processes in Lithuania and Europe – one fifth of respondents demonstrates a firm willingness to be more informed about

the Bologna process, and another one third of respondents claims they want to be informed but with an element of doubt. Employers from the manufacturing sector and representatives of large and medium companies are most frequent among those interested. 12. With regard to improving information about the Bologna process, it is advisable to design a specialized web page. The opportunities provided by the television, press and specialized publications should also be used to their full potential. The majority of employers identify a specialized web page as a priority information channel for the Bologna process. The authors of the research also think that such a way of information provision could help those interested to quickly find relevant and systematic information.

IV. Comments by the Members of the National Bologna Experts Group

Vidmantas TĹŤtlys, Vytautas Magnus University Jolita ButkienÄ&#x2014;, ISM University of Management and Economics

Interaction of studies and business in Lithuania: Problems and prospects

Interaction of studies and business in Lithuania has always been and remains a subject of public discussions which is of particular relevance. However, so far this interaction has been analysed and evaluated on a rather one-sided and sporadic basis, there is a lack of a systematic approach which would be based on the consideration of the current results and prospects of the reform of the system of studies in Lithuania. This article aims at disclosing the problems and prospects of the interaction between the system of studies and business by evaluating the following aspects: economic (quantitative and qualitative aspects of the interaction of supply and demand of qualifications and competencies), institutional (institutional cooperation

between

business

and

higher

education

establishments) and legal-political (reform of higher education, changes in the legal framework). This objective is pursued by: 1. Disclosing the structure and content of the interaction between the system of studies and business by performing a theoretical introductory analysis, defining the concept of the interaction of the system of studies and business and discussing the main elements and parameters thereof;

2. Describing the trends in changes in the supply and demand of specialists with higher education (whether there are enough specialists with higher education for the purposes of business) and the implications thereof to the development of the interaction of the system of studies and business; 3. Evaluating the trends in conformity of the knowledge, practical skills and general competencies of graduates from the establishments of studies to the needs of jobs and the impact of these trends on the development of the interaction between the system of studies and business; 4. Disclosing the attitude of business towards the significance of a diploma, the name of a higher education establishment and the graduates’ experience upon taking up employment. What is the impact of this attitude of employers on the interaction of the system of studies and business? 5. Evaluating cooperation between business enterprises and higher education establishments and the potential impact thereof on the reform of the higher education system and business development. This article is based on the results of a study ‘Employer Views on the Changes in the Sector of Higher Education in Lithuania and Europe’ carried out by Bologna experts of the Education Exchanges Support Foundation together with the Social Information and Training Agency. The objective of this study is to evaluate the attitude of representatives of the labour sector (business employers, professional

organisations, trade unions) towards the implementation of the Bologna process in Europe and Lithuania and the changes in the system of higher education and studies of Lithuania related thereto as well as provide proposals as to how to draw the attention, efficiently, of representatives of the labour sector to the reforms of higher education and what means of communication are to be used to achieve that. A survey of Lithuanian companies has been carried out by using a structured questionnaire.

Structure and content of the interaction between the system of studies and business For the purposes of this study, the system of studies shall be defined as the field of interaction between institutions responsible for planning, regulation and implementation of higher education studies, participants of these processes and the processes of studies characterised by the institutional and personal aspects. A business system may be understood quite widelyÂ â&#x20AC;&#x201C; as a system of activity, or a world of labour, i.e. as a system which creates the foundation of economic welfare of society wherein human capital is realised, namely knowledge, skills, competencies and experience. From this point of view one of the most important functions of the system of studies is to create human capital which is necessary and is realised in the business system. This is one of the main reasons for the necessity of the interaction between the systems of studies and business. While analysing the interaction between the two systems, it is necessary to note certain most relevant social and economic

processes which have a major impact on this interaction. With the help of scientific literature we may highlight the following processes: • • •

Development and globalisation of the knowledge-based economy; Globalisation of the market of higher education and growth in popularity of higher education; Globalisation of the market of resources of highly qualified people and the human resources strategies of organisations.

According to Brown, Green and Hesketh, recently, the political discourse and the media increasingly stress the argument that the development of the knowledge-based economy requires more and more employees with higher education. This has a major impact on the growth of the number of students in higher schools no only in strong economies but also in rapidly developing ones. Currently, the number of students in higher education establishments in China is higher than that in the USA and this gap will only increase. Even though the quality of higher education in developing countries is very varied, Asia currently trains more engineers and specialists of science than the USA and Europe taken together (Brown, P., Ashton, D., Lauder, H., Tholen, G., 2008). Another important trend is the globalisation of the market of higher skills-intensive labour, which manifests itself in various phenomena ranging from more intense migration of highly

qualified specialists to transfer of jobs requiring high qualification to other countries. This promotes the formation of a lower-cost international market of higher skills. In this case, the winners are the countries which are able to offer highly qualified human resources for a more attractive price. Growth in popularity of higher education is conducive to this phenomenon since it increases competition among highly qualified specialists in the labour market and thus reduces the rates of labour of such specialists. This phenomenon is also helped by the so-called ‘Digital Taylorism’ whereby the creation of knowledge is converted into the adaptation of knowledge at work by extracting, codifying and transforming the knowledge into software products which can be used by employees of lower qualification in various jobs (Brown, P., Ashton, D., Lauder, H., Tholen, G., 2008). This, in turn, limits the demand for employees with the highest qualifications, creativity, initiative and the level of responsibility and promotes the need for medium-level specialists with comparatively high qualifications. Growing supply of specialists with higher education in the labour market intensifies their competition for quality jobs and at the same time promotes competition among companies for “talents” in order to attract and keep specialists with the highest qualifications who meet the requirements of the competition strategy. The studies show that representatives of international corporations forecast the growth in the demand for specialists with higher education, however, they also highlight that this growth will be highly differentiated and will depend on the functions, competencies and quality of work of these specialists.

Globalisation of the market of resources of highly qualified people and the human resources strategies of organisations promotes the emphasis on comparative advantages of higher education establishments and the development of the system of rating of higher schools because that becomes an important reference point in the area of search for and hire of new highly qualified specialists. Universities seek to attract the best scholars, lecturers and students. The analysis of the impact of these processes on the interaction between the system of studies and the system of business raises significant questions. What is the difference between the position and priorities of business and those of the state in the area of training of highly qualified specialists? How do the state policy of higher education as well as strategies and activity of higher schools meet the requirements of business for highly qualified specialists? Whether, in this area, business is an active partner expressing its needs, helping to form the demand for highly qualified specialists and actively contributing, by its human resources development strategies, to the quality of training of these specialists and creation of new jobs requiring high qualifications? Or whether the business only passively contributes to the rhetoric of the state policy about the knowledge economy and about the demand for highly qualified employees promoted by the knowledge economy, however, the human resources development strategy of the business, due to its passivity and reliance on reactive attitudes, is not in conformity with the content of this rhetoric? Whether the growing number of highly qualified specialists declared by business companies and organisations means the

growth in employment quality and qualification requirements or it only hides the growing rate of re-training of new employees with higher education? The analysis of the structure of the process of interaction between the systems of studies and business at the level of business organisation leads to significant interactions of business organisation strategies and the external business environment in the area of human resources management and development. As

companies

and

organisations

choose

competition

strategies between competition in price and cheap labour and competition in quality and innovations, the influencing factors are the general social and economic context and, in particular, the operating socio-economic models of capitalism. Brown and Hesketh (2004) distinguish the impact of two models of capitalism – shareholder capitalism and stakeholder capitalism – on the human resources development. The shareholder capitalism model is dominated by safeguarding and protection of economic interests of owners and shareholders of business companies, most often through short-term and rapid profit from investment and rapid maximisation of the value of shares which requires optimisation of production costs, most often by refusing any more significant investment into human resources development and widely using such means of provision of human resources as headhunting for qualified employees of competitors. Stakeholder capitalism is based on long-term interest of business owners in business development and close cooperation between the representatives of employers

and employees in developing business and activities of a company as well as creating and implementing strategies of organisations. The stakeholder capitalism model is dominated by competition strategies based on quality and innovations which, in turn, require continuous and significant investment into human resources. Competition in terms of quality and innovations promotes the development of open, horizontal and flexible forms of work organisation which manifests through the growth in employeesâ&#x20AC;&#x2122; independence and delegation of many decision-making functions and responsibility to operators in workplaces in order to use to the maximum the competencies possessed by all employees (development of team work, set up of expert working groups, etc.). The design of the content of activity in such organisations is based on the enrichment of the content of activity and the growth in qualification requirements imposed on the activity which is performed. Functions and tasks requiring creativity and independent decision-making are distributed much more equally among various jobs and the categories of employees. Therefore, such organisation of work requires the use of proactive and long-term strategies of human resources management which are based on agreement between employees and employers as well as the participation of their representatives in the creation and implementation thereof. Human resources development and continuous training of employees in such organisations is also geared towards proactive forecast of future needs of human resources and is treated as investment into the future development of an organisation. This promotes the formation of expansive and democratic cultures of employeesâ&#x20AC;&#x2122; teaching and learning.

The human resources development strategies seek a rational balance between external employment of highly qualified specialists (especially graduates of higher schools) and training of such specialists from the available human resources by using various means of continuous education. Competition in prices and low labour costs requires the organisation of work which is based on Taylorism, is prescriptive and strictly hierarchical, leaves much less discretion, independence and initiative to the individual performing a particular activity and strictly distinguishes between creative and decision-making employees and ordinary operators (Brown, Green, Lauder, 2001; Grugulis, 2007; Zarifian, 2009). Therefore, the design of the content of activity in such organisations often promotes the process of polarisation of employeesâ&#x20AC;&#x2122; skills and competencies where due to such organisation of work â&#x20AC;&#x2DC;operatorsâ&#x20AC;&#x2122; of tasks rapidly lose skills and knowledge of higher level while creative, decision-making and leading employees (comprising a minority of all employees) may avail of the most beneficial conditions for improvement of their qualification. Human resources management is, in particular, geared towards the current instantaneous needs of human resources and is characterised by a particularly strict vertical hierarchy. The development of human resources and continuous training of employees in such organisations is reactive, i.e. it responds to the needs and requirements of jobs that have already manifested themselves and is treated only as a source of costs. The human resources development strategies are quite closed and organisations either do not cooperate with higher schools in the area of search for and development of human resources or their cooperation is very weak.

Figure 1 Process of the interaction between the systems of business and studies at the level of an organisation Competition strategies: competition in price versus quality / innovations Changes in work organisation Qualitative and quantitative development of human capital in organisations Design of the content of activity

Human resources management strategies: options of search for highly qualified employees and â&#x20AC;&#x2DC;raisingâ&#x20AC;&#x2122; thereof

Measures of the state policy of education and human resources aimed at quality higher education and the development of higher skills human resources

Learning culture of organisations

Training and human resources development

Quantitative and qualitative conformity of qualifications and competencies of higher school graduates to business needs

Measures of the state policy of education and human resources aimed at quality higher education and the development of higher skills human resources have a direct impact on the quantitative and qualitative conformity of qualifications and competencies of higher school graduates to business needs and the human resources management strategies of companies as companies

choose between search for highly qualified employees and ‘raising’ such employees by using means of continuous teaching. On the other hand, the human resources management strategies of companies, existence and level thereof, dominant choices between search for highly qualified employees and ‘raising’ such employees make a significant contribution to the quantitative and qualitative conformity of qualifications and competencies of higher school graduates to business needs and have an impact in forecasting, designing and implementing the measures of the state policy of education and human resources aimed at quality higher education and the development of higher skills human resources.

Trends in changes in supply and demand of specialists with higher education and implications thereof to the development of the interaction of the system of studies and business Analysis of trends in changes in supply and demand of specialists with higher education inevitably leads to the said phenomenon of the popularity of higher education studies typical of many countries. What about the popularity of studies in Lithuania and how it affects the trends in changes in supply and demand of specialists with higher education? Assessment of the situation of the last decade in this area shows a major quantitative advantage in flows of students of higher schools in comparison with students of vocational training establishments, and Lithuania in this area stands out quite strikingly against other European countries (see Table 1).

Table 1 Learning in vocational schools and higher schools in Europe in 2003 (Masson, 2009)

Situation in 2003

Number of Number of students in students in vocational training vocational training establishments establishments comprises from exceeds 2/3 of the 1/3 to 2/3 of the number of students number of students in schools of general in schools of general education education

Number of students in vocational training establishments is lower than 1/3 of the number of students in schools of general education

Number of students in higher schools exceeds 2/3 of all population of 20–24 years of age

Slovenia

Greece, Latvia, Finland, Sweden

Lithuania, Estonia

Number of students in higher schools comprises from ½ to 2/3 of all population of 20–24 years of age

Belgium, the Netherlands

Denmark, France, Poland

Italy, Portugal

Number of students in higher schools is lower than half of all population of 20–24 years of age

Czech Republic, Slovak Republic, Croatia, Austria

Germany, Luxembourg, Bulgaria, Romania, Turkey

Malta, Cyprus

According to the Department of Statistics of Lithuania, in 2008– 2009 there were no material changes in quantitative domination of students of higher schools in comparison with students of vocational training establishments (Chronicle of Statistics of Lithuania, 2009): • •

The ratio of the number of students of vocational schools with that of students of schools of general education was 0.09; The ratio of the number of students of higher schools with that of students of schools of general education was 0.45;

•

The share of students of higher schools in the population age group of 20–24 comprised about 77 per cent.

The mismatch of such a situation and the needs of economy has been continually highlighted by employers since business and civil service do not create as many jobs requiring higher education as the number of graduates of higher schools which comes to the labour market. Therefore, a part of individuals with higher education emigrate and some graduates of higher schools are forced to take up jobs whose qualification requirements are lower than the qualification they gained. This situation is also reflected in a survey of employers. The majority of respondents note that currently they have no shortage of specialists with higher education. Figure 2 Is there a shortage of specialists with higher education in the business area represented by respondents? (in per cent) At the moment there is no shortage in specialists with higher education

68 5

There is a shortage of specialists with a professional bachelor’s degree (graduates of colleges) There is a shortage of specialists only with higher university education

Yes, there is a major shortage of specialists with higher university and non-university (college) education

17 0

Survey “Employers’ approach to changes in higher education taking place in Lithuania and Europe”, 2010.

The largest shortage in specialists with higher education has been indicated by employers engaged in the area of manufacturing (32 per cent), smaller shortages have been identified by respondents engaged in trade (12 per cent) and services (9 per cent). This can be easily explained because traditionally manufacturing is an area of activity that generates and implements most innovations and requires more specialists with higher skills than the area of services. Moreover, so far the labour market exhibits a shortage of graduates of engineering and science mostly felt by the industry. Figure 3 Is the performance of a company affected by the level of diplomas of higher education (bachelor’s, master’s or maybe PhD) held by the company’s employees? (in per cent) 21

Difficult to tell This has no importance at all and has no impact on a company’s performance

Most probably, this has no importance because it is not a diploma but the professional experience that affects the employee’s efficiency in a company

This is quite important but it is not a factor determining the performance of a company

Very important – education of higher level directly affects the success of a company

15 0

Survey “Employers’ approach to changes in higher education taking place in Lithuania and Europe”, 2010.

The breakdown of employers’ opinions shows certain changes in their attitude towards the level of employees’ higher education. A difficult economic situation, more intense migration of labour,

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sudden quantitative and qualitative changes in the supply of labour and other factors motivate many employers to look for employees with more professional experience who would be more responsible, loyal, etc. Decrease of financial possibilities of many companies also forces employers to reconsider employment priorities and choose the ones which are the most necessary for particular jobs and best meet the requirements of the chosen competition strategy. Therefore, the importance of the level of higher education in the process of hire gives place to other criteria which are more related to the requirements for a particular activity or job.

Trends in conformity of the knowledge, practical skills and general competencies of graduates from the establishments of higher education to the needs of jobs and the impact of these trends on the development of the interaction between the system of studies and business This project focused on knowledge and skills which were important in seeking a qualification degree and were closely related to specific knowledge of a subject of study as well as the general competencies typical of any programme of studies. The general competencies include the ability to learn, make decisions, work in a group, analyse and systematise, communicate in a foreign language, etc. In a society which is constantly changing, these general competencies become very important because they ensure more opportunities to get a job. The Communication from the European Commission, â&#x20AC;&#x2DC;New Skills for New Jobsâ&#x20AC;&#x2122; (2010), highlights that education systems should respond more flexibly to changes and be more open to the world, that it is necessary to improve programmes of studies by focusing more on

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the development of practical and transferable skills and that there is a need for closer interaction of subjects of study as well as the interdisciplinary dimension on agendas of studies and research. Employers wish to hire graduates who have adequate intellectual abilities and are able to adapt in a rapidly changing environment, i.e. have competencies which used to be characteristic of the elite group of graduates (Harvey et al, 1997). Today graduates have less time for integration into the working environment and are expected to produce rapid results; usually only large and seldom – medium companies invest sufficiently into the graduates’ adaptation and training; often graduates are required to have certain specific abilities related to an organisation and a job while attributes of behaviour or attitude, e.g. the employees’ motivation, are classed as general competencies thus transferring certain functions of a company’s division of personnel to higher schools. Studies of the needs of the labour market are an integral part of self-analysis of every higher school. These studies examine how the competencies developed under the programmes of studies meet the employers’ expectations, and the results thereof are used to amend and improve the programmes of studies. And even though today, in the discourse of higher education, we often hear about the dissatisfaction of the labour market with the performance of the higher education system, the study has shown that a major part of employers appreciate the competencies acquired by graduates: 19 per cent of respondents believe that in Lithuania, the knowledge of graduates with a bachelor’s qualification degree very well meets the requirements of a company the respondents represent, 56 per cent – meets in principle and only 4 per cent of the individuals surveyed indicate that the acquired knowledge, skills and general competencies do not meet the needs at all (see Table 2).

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Table 2 Conformity of the knowledge, practical skills and general competencies of graduates of higher schools to the requirements of a company represented by respondents (in per cent) Graduates from Lithuania’s higher schools and / or having work experience in a local labour market

Bachelor’s

Master’s

PhD

Graduates from foreign higher schools and / or having work experience in labour markets of foreign countries

Knowledge

Practical skills

General competencies

Knowledge

Practical skills

General competencies

Meet very well

Meet in principle

Difficult to tell

Meet only partially

Do not meet at all

–

Meet very well

Meet in principle

Difficult to tell

Meet only partially

Do not meet at all

–

Meet very well

Meet in principle

Difficult to tell

Meet only partially

Do not meet at all

–

Survey “Employers’ approach to changes in higher education taking place in Lithuania and Europe”, 2010.

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It should be noted that graduates’ practical skills and general competencies are somewhat less appreciated: only 2 per cent of respondents indicated that graduates’ practical skills and general competencies met the requirements very well, 51 per cent and 71 per cent of surveyed individuals stated that these competencies met the employers’ needs in principle. Even though the difference is minor (6 per cent and 8 per cent) but employers better appreciate the practical skills and general competencies of graduates from foreign higher schools. Such results of the study may be explained by the fact that Lithuania’s higher schools are only starting to gear their programmes of studies towards the results of studies. The colleges have more experience in running the programmes of studies based on competencies while the universities are only starting to re-focus on the study programmes based on the results of studies. Therefore, many study programmes of universities are too focused on the lecturer and on the transfer and content of knowledge but not on the competencies acquired, these programmes do not highlight interdisciplinary links, too little attention is paid to active learning which trains analytic, creative and systemic thinking, social skills (ability to work in a group, ability to communicate, ability to adapt to a new environment, etc.) and personal qualities (independence, responsibility, etc.), the student is often required to remember the information but not to apply the acquired knowledge in a creative and practical way. In addition to the knowledge of a chosen speciality, learning must encompass various skills which need to be mutually compatible.

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According to the study, the majority of employers appreciate the knowledge, skills and general competences of graduates of the master’s programmes. 12 per cent of respondents rated their knowledge as very well meeting the needs of a company, 65 per cent – as meeting those needs in principle. However, only 9 per cent of respondents rated the knowledge of graduates of the second cycle as very well meeting the needs of a company. The study of employers’ opinions once again confirmed that more attention must be paid to the development of the general competencies of the second cycle. At the same time, there rises a question as to the split of responsibility between the higher school and the student in the area of the general competencies, especially during the studies of the second cycle where more attention must be paid to the specialisation of studies and further development of previously acquired special knowledge and skills. The comparison of the respondents’ replies according to demographic variables shows that only 2 per cent of the representatives of the manufacturing sector note that the knowledge of graduates of bachelor’s programmes of Lithuania’s higher schools very well meets the needs of companies while the share of respondents from the services sector who chose this answer was 28 per cent, and the share of respondents from micro enterprises – 42 per cent. Managers of the major companies in this respect were more critical than managers of the small enterprises and none of them indicated that the knowledge of graduates with a bachelor’s qualification degree very well met the needs of a company. Such replies may be explained by the specific

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requirements that the companies of the manufacturing sector and the major companies set for highly qualified specialists: in many cases the operation of manufacturing companies is characterised by more specialised technological and organisational features than that of the companies of the services sector and organisation of work in the major companies is also more specialised and differentiated than that of small and medium-sized enterprises. Therefore companies of the industry sector, especially major ones, are rather looking for highly qualified specialists trained for particular jobs and are less inclined to hire employees of wide education and provide them with a possibility to acquire the lacking competencies at the workplace. While small and mediumsized enterprises, especially in the services sector, usually need employees who are more universal and of wider education. The results of the study of the knowledge, skills and general competencies of graduates of master’s programmes are as follows: the representatives of the manufacturing sector gave the worst assessment of their practical skills with only 1 per cent of the representatives of the manufacturing sector and 24 per cent of the representatives of the services sector saying that their practical skills fully met the needs of a company. Graduates usually have enough theoretical knowledge but they often lack practical skills and experience in the application of that knowledge. This is a result of the lack of a closer dialogue between business and science. New models of development of practical skills can not be realised only in the environment of higher education, master’s students should develop their practical competence while conducting research in a real business environment, however, to

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achieve that, business, science and higher schools communities need to be consolidated and the Government needs to put more effort in promoting this process.

Attitude of business towards the significance of a diploma, the name of a higher education establishment and the graduates’ experience upon taking up employment Table 3 Upon hiring employees respondents find important the following (in per cent) Very important

Important

Not important

Not important at all

Difficult to say

A candidate should have a bachelor’s, master’s or PhD diploma awarded by a higher school of Lithuania

A candidate should have a bachelor’s, master’s or PhD diploma awarded by a higher school of a European Union country

A candidate should have a bachelor’s, master’s or PhD diploma awarded by a higher school of both Lithuania and another EU country

A candidate should have professional experience in Lithuanian companies

A candidate should have professional experience in foreign companies

A candidate should have good references from other employers

A candidate should have good social skills

Statements

Assessment

Survey “Employers’ approach to changes in higher education taking place in Lithuania and Europe”, 2010.

The study has confirmed that the main requirements for candidates for hire are higher education, work experience, good references and social skills: 63 per cent of respondents note that a

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diploma of a bachelor’s, master’s or PhD qualification awarded in Lithuania is an essential condition in order to get a job, however, it is difficult to know which level of education – bachelor’s, master’s or PhD – is preferred by employers. Students of higher schools and higher schools themselves need to know whether graduates of master’s studies may expect jobs which would allow them to work in an independent and responsible manner, to propose initiatives and create innovations. The results of the study show that respondents prefer work experience gained in foreign companies to a qualification degree (61 per cent of surveyed employers indicated that they would not prefer a qualification acquired abroad). It should be noted that the study did not distinguish between a qualification degree acquired abroad by citizens of Lithuania and that acquired abroad by all EU citizens looking for employment opportunities in this country. The comparison of the assessment given in the table according to demographic variables shows that a bachelor’s, master’s or PhD diploma awarded by a higher school of Lithuania is preferred by employers of the manufacturing sector – 37 per cent have chosen the reply very important while only 7 per cent of employers from the services sector have chosen that reply. Though employers appreciate experience and even 66 per cent of respondents have indicated that experience is important upon hire, achievements of studies in a higher school also tell quite a lot about the individual’s personality. Ability to learn, responsibility, accuracy and diligence are always appreciated

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in the labour market. The study has shown that representatives of the major companies, more seldom than those of small enterprises (4 per cent and 17 per cent respectively), have indicated that experience is important. The major companies more highly appreciate personal qualities and are prepared to train young specialists or they do not want the specialists to bring ‘old’ experience which does not correspond with the company’s culture, values and attitudes. Figure 4 In the process of selection for a job, do you attach importance to the name of an educational establishment where the candidate received a diploma of higher education (the rating of a higher school)? (in per cent) 8.7

Not important at all Not important

32.6 25.9

Difficult to say Important

27.6

Very important

5.2 0

Survey “Employers’ approach to changes in higher education taking place in Lithuania and Europe”, 2010.

Though is has been more than a decade since the start of the practice of rating of Lithuanian higher schools, the results of the study have shown that more than a quarter of the respondents do not have an opinion regarding the importance of the rating and the name of a higher education establishment in the selection of employees. More than 41 per cent of respondents have noted that

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they do not link the quality of studies with the place of a higher school on a rating table, however, 33 per cent of the surveyed employers consider this information important.

Cooperation between business enterprises and higher education establishments and the potential impact thereof on the reform of the higher education system and business development The Communication from the European Commission, ‘Delivering on the Modernisation Agenda for Universities: Education, Research and Innovation’ (COM, 2006) of May 2006, highlights the establishment of structural partnership between universities and business enterprises in order to ensure that universities become important players of economy able to better and more rapidly adapt to the market requirements and develop the partnership promoting scientific and technological knowledge. As the number of students decreases due to demographical factors, continuous education could become one of most important areas of activity of higher schools, however, to achieve that, closer cooperation with business needs to be pursued in order to be able to establish and meet a need for new skills. It is important that the lifelong learning concept is comprehensively integrated into the strategy and mission of higher schools and is developed in cooperation with business organisations – universities will not manage to create and implement it on their own. However, today higher schools make up only a very small share of the market of continuous education in Lithuania. Successful involvement of business requires

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various support structures, and most importantly – a change in the institutional culture of a higher school: the system is geared towards a student of sequential studies who has just graduated from secondary school, the academic year and the schedule are strictly regulated. The process of studies of higher schools does not suit business in terms of business requirements for the content, form and results of the programmes of studies while personal initiatives of academic staff in the development of partnership with business are not sufficiently acknowledged and appreciated, there is a lack of flexibility and entrepreneurship even though we hear a lot about the student-centred teaching. Learning results acquired informally and through experience are still seldom recognised today. Currently, there are various EU partnership programmes (mobility between educational institutions and business) which could help reduce cultural differences between the areas of higher education and continuous education while developed partnership between the higher school and business may become a strategic advantage and exceptional feature of a higher school and a business company. The results of the study demonstrate that today a more popular format of cooperation of business and higher schools is ‘passive’ which may be characterised in terms of a ‘buy–sell’ relationship: more than a half business companies are buying teaching services and only 4 per cent actively participate in the development and improvement of the programmes of study and conduct joint scientific, research and project activities (see Table 4). It is these activities which are directly related to the improvement of the quality of studies.

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Table 4 Nature of the cooperation of the companies represented by respondents and the higher school (in per cent) Forms of cooperation

Yes

Employees of a company upgrade their professional qualifications in higher schools

Employees of a company share their professional experience with students of higher schools

Employees of a company work as lecturers in higher schools

Joint scientific / research / project activity is conducted

Students of higher schools carry out traineeships in a company

Approach a higher school looking for the necessary specialists

Run presentations of one’s company in a higher school, organise guided tours for students in one’s company

Participate in the development and improvement of the programmes of studies

Participate in the management of a higher school (activities of councils)

Survey “Employers’ approach to changes in higher education taking place in Lithuania and Europe”, 2010.

Traineeships are an integral part of the process of studies; during traineeships, students of higher schools may acquire practical skills in a real business environment and strengthen their understanding about the future professional activities. Students also find out what theoretical knowledge and practical skills are expected by their future employers, which motivates them to continue their studies in a higher school and pursue professional development. As was expected, students more often carry out traineeships in large companies (71 per cent) and, respectively, in medium-sized – 64 per cent, small – 41 per cent and micro – 23 per cent. An interesting point here is that 51 per cent of representatives of private companies note that students of higher schools carry out traineeships in their companies while in public sector such companies comprise 37 per cent.

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Manufacturing companies are much more active in pursuing relations with higher schools: 43 per cent of respondents of this group state that they conduct presentations of their company in higher schools and organise guided tours for students in their companies. Only 11 per cent of employers in the trade sector and 5 per cent of employers in the services sector participate in such activities. Stronger interest of companies of the manufacturing sector in such cooperation is determined by a growing need for highly qualified specialists (especially in the areas of technologies and engineering) and a comparatively low popularity, among students, of certain specialities that are on demand (e.g. in the area of engineering and science).

CONCLUSIONS The development of the system of studies and business is closely related. This interaction is determined by business competition strategies and their impact on the human resources development trends of companies, on measures of the state education and human resources policy and on quantitative and qualitative conformity of qualifications and competencies of higher school graduates to business needs. A major trend in changes in the demand and supply of specialists with higher education in Lithuania is quite considerable and stable surplus of the supply of these specialists which is determined by popularity of higher education and quantitative domination of higher school students in comparison with students of vocational education establishments. This increases competition

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of graduates of higher schools in the labour market and the level of their unemployment and re-training. The results of the study show that the knowledge of graduates meets the needs of jobs quite well, certain problems, however, are caused by non-conformity of these needs with practical skills and general competencies. The lack of graduates’ practical skills, competencies and experience highlighted by employers should encourage higher schools and employers to cooperate more actively in the process of studies, from the preparation of regulations and programmes of studies to the organisation of traineeships for students. Comparatively high flows of graduates of higher schools to the labour market and quite great freedom of choice for employers enabled the raising of the requirements of hire related to a higher school diploma. However, the economic situation, the non-conformity of the qualification held by graduates of higher schools to the needs of jobs have determined the fact that work experience is becoming an increasingly more important criterion for the hire of graduates. The business of Lithuania so far is not playing ‘a game’ of creation and maintenance of prestige with higher schools, therefore, the rating of the schools is not a particularly significant criterion of hire. Today the dominant format of cooperation between business and higher schools is ‘passive’ which may be described as a ‘buy–sell’ relationship. The interest of business in cooperation in the process of studies is mostly determined by a lack of highly qualified specialists in certain sectors.

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Bibliography 1. A report by the Expert Group on New Skills for New Jobs prepared for the European Commission, Brussels, 2010. Access http://ec.europa.eu/social/main.jsp?catId=88&langId =lt&eventsId=232&furtherEvents=yes 2. Brown, P., Ashton, D., Lauder, H., Tholen, G. (2008) Towards a High-Skilled, Low-Waged Workforce? A Review of Global Trends in Education, Employment and the Labour Market. Monograph No.10. ESRC funded Centre on Skills, Knowledge and Organisational Performance 3. Cardiff and Oxford Universities. 4. Brown, P., Hesketh, A. (2004) The Mismanagement of Talent. Oxford University Press. Oxford. 5. Brown, P., Lauder, H., Green, A. (2001) High Skills. Oxford University Press. Oxford. 6. Communication from the Commission to the Council and the European Parliament. Delivering on the Modernisation Agenda for Universities: Education, Research and Innovation, Brussels, 10.5.2006 Com(2006) 208 final. 7. Masson, J.R. (2009) Vocational education and training and higher education in the transition countries / European Journal of Vocational Training, No. 46 (2009-1), Cedefop, Thessaloniki, pp. 89-113. 8. Zarifian, P. (2004) Le modĂ¨le de la compĂŠtence. Trajectoire historique, enjeux actuels et propositions, Editions Liaisons, Rueil-Malmaison.

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Arūnas Mark President of National Union of Student Representations of Lithuania

Analysis of results of the Survey “Employers’ approach to changes in higher education taking place in Lithuania and Europe” and their comparison with the opinion of students and graduates

The analysis of the data of the survey “Employers’ approach to changes in higher education taking place in Lithuania and Europe” and the comparison thereof with the students’ opinion allows to identify clearly several key problems due to which, in Lithuania, there is a certain attitude of the labour market to higher education and students. Quite often employers’ opinion about Lithuania’s higher education or graduates of higher education is negative and/or not positive exactly due to a lack of information and real cooperation with the establishments of education and studies or with students. The attitude towards students and educational establishments is rather based on stereotypes because employers, in fact, seldom meet the participants of the higher education system in their business – only 4 per cent of respondents indicate that they conduct joint scientific, research or project activities together with higher education institutions and only 47 per cent of employers state that students carry out traineeships in their enterprises. This indicator is particularly important for students. It reiterates the results of the survey of students showing that there is a general lack of practical sessions

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during their studies and, in particular, a lack of scientific, research and project activities conducted together with companies. Lithuanian higher education institutions of seldom provide conditions for business entities to contribute to the research activities they conduct and the supply of such activities is very specific and not suitable for many Lithuanian companies. Such practice does not promote cooperation between the labour market and the sector of higher education, therefore, it causes problems which are relevant to all the society such as a lack of entrepreneurship and innovative business ideas, limited possibilities of development of business entities, increasing investment into the upgrading of competence of human resources of companies, etc. The consequences of a lack of wider cooperation between the sectors of business and higher education are growing unemployment, emigration and decreasing social welfare in the state. The attitude of employers towards the system of education and students, as potential future employees, is especially important for students. The studentsâ&#x20AC;&#x2122; future and their job depend on that attitude. Moreover, according to the survey of businessmen of Vilnius city and Vilnius county carried out by Macroscope Ltd. upon assignment of the employersâ&#x20AC;&#x2122; confederation, only 3 in 10 graduates believe that entrepreneurship is a positive feature and that they will try to start a business, which makes it possible to state that the attitude of employers and investment of time and resources into students become an ever important factor with regard to career of young people and the development of the

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country. Wider opportunities to carry out traineeships according to the speciality in business companies would give a chance to students to start practical application of their knowledge before they finish their studies. At the same time, students would acquire more experience, would learn to be entrepreneurial and would improve their social skills. The assessment of the attitude of employers towards the knowledge and skills acquired by graduates of higher education institutions makes it possible to note that due to a lack of information employers know too little about foreign higher education institutions and the knowledge and skills gained there, therefore, they have more confidence in the knowledge acquired in Lithuania. Such a situation is the result of a lack of information about the development of the European higher education area as well as the qualification frameworks, qualitative achievements and indicators of the quality of higher education in various countries. This information is easily found by students wishing to study abroad. Thus such information is available, therefore, we need to look for solutions as to how to disseminate it more widely to employers so that they are able to become familiar with the quality of education acquired abroad and have a more objective view of the knowledge of candidates to a certain position. Analysing the attitude of employers to the education of graduates it can be stated that employers mostly lack information to assess graduates of PhD (3rd cycle of studies). The reason has been multiple times mentioned in the SurveyÂ â&#x20AC;&#x201C; the lack of co-operation of business and science institutions in research, project and other

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activities. Employers, lacking real information and/or having no contacts with the activities of PhD students, cannot assess their knowledge or the quality of their skills as well. Comparing the opinion of employers as to the assessment of knowledge and skills of students of all three cycles with the opinion of the students themselves it can often be seen that the opinions are identical – students themselves would emphasise in the course of the survey that they especially lack practical knowledge, that the knowledge and skills gained in Lithuanian higher education institutions often mismatch the needs of the time and the labour market, that information on state-of-the-art technologies and trends is lacking. The survey results that show that only a smaller part of employees consider education of the highest level possible to be very important for the effectiveness of the performance of the company are at variance with the general trend predominant in the country when graduate job-seekers are faced with excessively high requirements as to their education even when they seek jobs where such education will not be necessary in reality. Such results also are inconsistent with the data of Table 2.1.2 (Survey “Employers’ approach to changes in higher education taking place in Lithuania and Europe”, 2010) that show that 62 per cent of the respondents find it important for the candidate to have a BA, MA or PhD diploma issued by a Lithuanian higher education institution and additional 13 percent believe it to be very important. The opinion of employees that the highest possible education is not of particular importance to the performance of companies would be extremely favourable

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to students, as they expect in the course of studies that their future employer will look at their knowledge and practical skills rather than their diploma (or the number of diplomas). In order to ensure the clarity of employment criteria, employers should more often emphasise that their major criteria are, indeed, skills, knowledge and general competencies when employing a young employee rather than a diploma of the higher education institution (cycle, number of diplomas). Transparency in this situation would help in tackling a large degree of miscommunication and eradicating stereotypes that in order to find a good job in Lithuania at least the Master’s degree and several higher education qualifications are necessary. On the other hand, it is surprising that as much as 56 per cent of employers claim that they find it irrelevant whether the candidate is a holder of a bachelor’s, master’s or doctor’s diploma issued by both a Lithuanian higher education institution and a higher education institution of another EU Member State. Such an attitude shows that, possibly, the advantages of broader education are underestimated. Although each case is particularly special; however, individuals having acquired education in several countries often possess broader skills, knowledge, general competencies and entrepreneurship features. An adverse attitude of employers towards education obtained outside Lithuania is revealed by the results of the study showing that 54.7 per cent of respondents find that mobility is positive, when students and/or graduates leave to study, to engage in traineeships or internships to foreign higher education institutions and companies. Such differences in attitudes are likely to arise due to lack of information about knowledge and

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skills acquired at foreign establishments of research and education and also due to the fact that information about opportunities to engage in exchange programmes is easily accessible to the public, but students have far more opportunities to engage in exchange programmes than undertake foreign studies. Students should be concerned about the fact that 87 per cent of employers consider that the most important thing is professional experience of an applicant for a certain position working in Lithuanian companies (66 per cent - important, 21 per cent very important), and for 71 per cent of respondents the most important thing is references from other employers. Given the existing level of youth unemployment in Lithuania, inefficiency of the systems of internship and deficiencies in coordination of employment and studies, such an attitude and requirements may only deepen youth unemployment problems because only a minor part of graduates have actual and quality practical job experience in their profession. The attitudes of employers and students mostly coincide when it comes to evaluating the name or ranking position of the higher education institution. Such an evaluation is natural as the rankings of Lithuanian higher education institutions are not yet sufficiently objective and reliable, and qualitative information about individual higher education institutions is not accessible to the public. Such an evaluation is also affected by the fact that there is no definition of quality of studies in place and no quality requirements for higher education institutions meeting European standards have been adopted in Lithuania.

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When analysing the attitude of business sector representatives to the Bologna process as a whole or parts of it, the results that are most representative of the opinion of students show that 38 per cent of employers consider that improvement of the studies of higher education and developing them to meet the needs of the employment market is very relevant and necessary for all types of business in Lithuania, and that study programmes should be responsive to market needs (39 per cent of respondents). Such results suggest that both students and employers perceive major gaps in the Lithuanian system of higher education, i.e. the quality of studies that requires improvement and a break from market needs and those of the time caused by the lack of analyses of the need for specialists and economy of the state, as well as lack of cooperation among employers, higher education institutions and social partners. The factor of insularity of the business sector is also obvious. The majority of employers note in the survey that business does attach importance to the attraction of foreign students and to the integration into the EU culture and its labour market, to the training of highly skilled specialists for the European labour market and the promotion of the mobility of teachers and students. Such approach limits the development of the labour market and the formation of the knowledge society, leading business sector becoming local and less attractive to EU member states in terms of investments and export. The â&#x20AC;&#x153;brain drainâ&#x20AC;?, which is in particular relevant in Lithuania, has no leverages to attract brain and this can lead to problems in the future related to the search for qualified employees and the development of business itself.

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Students most often inform the public about their attitude to the changes taking place in the system of higher education using the instruments of human resources and the media. Most of the employers also find out the news related to higher education from the media, nevertheless, the data of this survey show that targeted specific knowledge is lacking to allow forming a personal opinion or take a stand in respect of higher education. It can be a result of insufficient interest or of too complicated presentation of information (in particular, about the Bologna process), when specific knowledge is necessary to fully understand a piece of news. Such presentation of news on higher education complicates the understanding and dissemination of information, in this case – between employers and students. For students, as for employers as well, it would be easier to access news on the Bologna process on one specialised internet portal. Rather “fragmented” opinion of employers on the impact of the reform of higher education implemented in Lithuania on business development supports the concerns of students about the lack of strategic direction of the undertaken reform, unclear objectives and inconsistency with the needs of the state. Such approach to the reform results from unduly closed decisionmaking, intolerance to discussions and failure to identify the real needs of the state and business (economy). Higher involvement of employers in the processes of planning reforms in the state by organising discussions, making suggestions and expressing constructive criticism would help state authorities to make better quality decisions and would strengthen the role of social partners in public governance.

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Review of the results of the surveys Eurostudent III (2007) and Eurostudent IV (2009) and their comparison with the attitude of employers to young employees and to the entire system of higher education makes it possible to conclude that the overall labour market situation does not change in the state also due to the fact that developments are lacking in individual segments of the market. While studying, students most often work in the public sector and the objective of work is to earn funds for their studies. Since employers often treat a working student only as cheap labour, business partnership with higher education or involvement of individual students into the development of enterprises or institutions is, in principle, impossible. Students lack motivation to work in a quality manner and seek enterprise development or the future of the state for the sake of knowledge, because the assessment of their work and/or contribution does not match their expectations. It can be seen from the overview of the survey results and the opinions of different interests that the lack of co-operation is the major gap in the evolution of the state and business in the implementation of the Bologna process in Lithuania. Insufficient co-operation of employers and participants of the system of higher education is detrimental to both employers themselves and the state. It would be expedient for research contractors to publish information about the co-operation of these different sides, collected in the course of carrying out this survey, and take initiative in holding round table discussions in order to improve the co-operation of employers and participants of the system of higher education.

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V. Annexes

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5.1. Significance of higher education qualification: respondent views Table 5.1.1 Assessing the shortage of specialists with higher education Statements

Yes, there is a great shortage of speccialists with higher university and nonuniversity (college) education

17.5

There is a shortage of specialists only with higher university education

8.1

There is a shortage of specialists with professional Bachelorâ&#x20AC;&#x2DC;s degree (college graduates)

4.7

There is no shortage of specialists with higher education at present

68.4

Other

1.2

Figure 5.1.1 Distribution of responses assessing the shortage of higher education specialists by the type of activity of represented companies 90.0 80.7

80.0 In percentage

70.0 59.3

60.0

51.4

50.0

44.6

40.0 30.0 20.0 10.0

35.2

32.1

21.4 12.4 9.3

17.1

14.3

3.6 1.9

0.0

1.8

Yes, there is a There is only great shortage of a shortage specialists with of specialists higher university with higher education and university non-univereducation sity (college) education Manufacturing

Trade

2.6 4.8

There is a shortage of specialists with professional Bachelorâ&#x20AC;&#x2DC;s degree (college graduates)

Services

Currently there is no shortage of specialists with higher education

Mixed activities (manufacturing and trade)

127

Figure 5.1.2 Distribution of response on the shortage of higher education specialists by company size

In percentage

100.0 90.0 80.0 70.0 60.0 50.0 40.0 30.0 20.0 10.0 0.0

88.7 54.7 66.3 46.8 27.7 11.8 6.0

31.4 22.4

9.9 1.3

Yes, there is a great shortage of specialists with higher university education and non-university (college) education Micro (1-10 employees)

16.0 1.0

There is only a shortage of specialists with higher university education

Medium (51-250 employees)

3.7

1.5

5.8

There is a shortage of specialists with professional Bachelorâ&#x20AC;&#x2DC;s degree (college graduates) Medium (51250 employees)

Currently there is no shortage of specialists with higher education Large (>250 employees)

Figure 5.1.3 Distribution of response on the shortage of higher education specialists by the represented sector 80.0

75.2

In percentage

70.0

56.0

60.0 50.0 40.0

25.9

30.0 20.0 10.0

13.1

5.0

13.5

0.0 Yes, there is a There is only great shortage of a shortage specialists with of specialists higher university with higher education and university non-univereducation sity (college) education Private

128

5.4

3.5

There is a Currently there shortage of is no shortage of specialists with specialists with professional higher education Bachelorâ&#x20AC;&#x2DC;s degree (college graduates) Public

Table 5.1.2 In your views, is the level of Company employee diplomas certifying the completion of higher education studies and acquisition of a profession (Bachelor‘s, Master‘s or Doctoral degree) relevant to Company performance results? Statements

Extremely relevant – higher level education has a direct impact on a successful Company performance

15.2

Quite relevant, though this is not the factor determining effective performance

30.5

Likely to be irrelevant – most often it is not a diploma but the competencies and professional experience of an employee that exert impact on the efficiency of their work at the Company

25.9

Totally irrelevant, it has no impact on Company performance whatsoever

7.2

No opinion

21.3

Figure 5.1.4 Assessing the match between the knowledge possessed by graduates of Lithuanian higher educational institutions and/ or having work experience in domestic labour market and Company requirements 70.0

In percentage

65.0

55.8

60.0

59.8

50.0 40.0 30.0 20.0 10.0 0.0

22.5

19.5 13.2 7.8

12.1 3.7

Bachelor’s

13.4

13.6 5.7 3.7 Master’s

Completely satisfies

Largely satisfies

Satisfies only partially

Does not satisfy at all

4.4 Doctoral No opinion

129

Figure 5.1.5 Assessing the match between the knowledge possessed by graduates of foreign higher educational institutions and/or the knowledge of graduates having work experience in foreign labour markets and Company requirements 70.0

62.9

In percentage

60.0

40.0

10.0

34.0

32.3

30.0 20.0

53.4

45.0

50.0

16.2 11.4

11.6

7.1 4.1

0.0

3.9

4.2 5.1

4.1 4.6 Master’s

Doctoral

Completely satisfies

Largely satisfies

No opinion

Satisfies only partially

Does not satisfy at all

Bachelor’s

Figure 5.1.6 Assessing the match between the practical skills possessed by the graduates of Lithuanian higher education institutions and / or having work experience in the domestic labour market and Company requirements 70.0

60.5

In percentage

60.0 50.0 40.0

38.3

33.0

30.0 17.3

20.0 10.0 0.0

130

51.3

2.4

6.3

16.3

22.0

15.9 6.1

6.9

5.9

10.4 7.4

Master’s

Doctoral

Completely satisfies

Largely satisfies

No opinion

Satisfies only partially

Does not satisfy at all

Bachelor’s

Figure 5.1.7 Assessing the match between practical skills possessed by graduates of foreign higher educational institutions and/or having work experience in foreign labour markets and Company requirements 80.0

70.2

In percentage

70.0

59.9

60.0

45.7

50.0 40.0

27.0

30.0 20.0 10.0

25.5 17.5

5.6

0.0

4.1

4.9

5.1

4.6

5.9 10.6

8.2 5.1

Master’s

Doctoral

Completely satisfies

Largely satisfies

No opinion

Satisfies only partially

Does not satisfy at all

Bachelor’s

Figure 5.1.8 Assessing the match between general competencies possessed by graduates of Lithuanian higher education institutions and/ or having work experience in domestic labour market and Company requirements 80.0

71.3

In percentage

70.0

62.6

61.8

60.0 50.0 40.0

25.8

30.0 20.0 10.0 0.0

19.9

15.6 9.1

10.0 2.4 Bachelor’s

9.5

8.9

0.7

0.3 Master’s

Completely satisfies

Satisfies to a large extent

Satisfies only partially

Does not satisfy at all

1.7 0.3 Doctoral No opinion

131

Figure 5.1.9 Assessing the match between the general competencies possessed by graduates of foreign higher education institutions and/or having work experience in foreign labour markets and Company requirements 80.0

71.0

In percentage

70.0

57.1

60.0

52.6

50.0 40.0 30.0 20.0 10.0 0.0

24.3

23.2

15.3

16.7 5.9 11.0

7.8

11.6

0.3

2.7 Bachelor’s

Master’s

Completely satisfies

Largely satisfies

Satisfies only partially

Does not satisfy at all

0.4 Doctoral No opinion

Figure 5.1.10 Upon employing a person, it is important for the candidate to have a Bachelor‘s, Master‘s or Doctoral degree/diploma awarded by a Lithuanian higher education institution Important 63 %

Not important 19 % Totally unimportant 2% No opinion 3% Very important 13 %

132

Figure 5.1.11 Upon employing a person, it is important for the candidate to possess a Bachelor‘s, Master‘s or Doctoral degree/diploma awarded by a higher education institution in one of the European Union member states Totally unimportant 11%

No opinion 8% Very important 1%

Important 19 % Not important 61 %

Figure 5.1.12 Upon employing a person, it is important for the candidate to have a Bachelor‘s, Master‘s or Doctoral degree/diploma awarded both by a Lithuanian higher education institution and a higher education institution of the EU member state Not important 56 % Important 10 % Very important 3% No opinion 9%

Totally unimportant 22 %

133

Figure 5.1.13 Upon employing a person, it is important for the candidate to have experience in the professional field gained in Lithuanian companies Important 67 %

Not important 6% Totally unimportant 4% No opinion 2% Very important 21 %

Figure 5.1.14 Upon employing a person, it is important for the candidate to have experience in the professional field gained in foreign companies

Important 28 %

Not important 33 % Totally unimportant 10 %

Very important 5%

134

No opinion 24 %

Figure 5.1.15 Upon employing a person, it is important for the candidate to provide good references from other employers Not important 13 %

Important 55 %

Totally unimportant 7% No opinion 9% Very important 16 %

Figure 5.1.16 Upon employing a person, it is important for the candidate to possess good social skills Not important 6% Important 41 %

Totally unimportant 6% No opinion 6%

Very important 41 %

135

Figure 5.1.17 Is the prestige of a higher education institution (the rating of a higher education institution) in which the candidate was awarded a higher education diploma relevant during the selection procedure?

8.7

Totally irrelevant Not relevant No opinion

25.9

32.6

Relevant 27.6

Extremely relevant

5.2 0.0

5.0

10.0

15.0

20.0

25.0

30.0

35.0

5.2. Assessment of the Bologna process Figure 5.2.1 Assessing the mobility of higher education students and graduates 60. 0

54.7

In percentage

50.0 41.0

40.0 30.0 20.0 10.0 0.0

136

4.3 Positively

Negatively

No opinion

Table 5.2.1 Assessing the mobility of higher education students and graduates (in percentage) – distribution by the type of activity of represented companies Type of company activity Assessment

Manufacturing/ production

Trade

Service provision

Mixed activity (both trade and manufacturing/ production)

Positive

64.8%

56.3%

51.7%

57.1%

Negative

14.3%

1.6%

3.2%

3.8%

No opinion

20.9%

42.1%

45.0%

39.0%

Table 5.2.2 Assessing the mobility of higher education students and graduates (in percentage) – distribution by the size of represented companies Company size Assessment

Micro (1-10 employees)

Small (11-50 employees)

Medium (51-250 employees)

Large (>250 employees)

Positive

32.2 %

56.6 %

78.7 %

65.2 %

Negative

6.3 %

10.1 %

No opinion

61.5 %

33.3 %

21.3 %

34.8 %

Table 5.2.3 Assessing the mobility of higher education students and graduates (in percentage) – distribution by the represented sector Assessment

Sector Private

Public

Positive

52.5 %

57.8 %

Negative

6.4 %

0.7 %

No opinion

41.1 %

41.5 %

137

Figure 5.2.2 Do employers arrange practice placements for students? Yes 82 %

No 18 %

Table 5.2.4 Do employers arrange practice placements for students? (in percentage) distribution by the type of activity of represented companies Type of company activity Statements

Manufacturing/ production

Trade

Service provision

Mixed activity (both trade and manufacturing/ production)

Yes

97.3%

65.3%

85.3%

71.4%

2.7%

34.7%

14.7%

28.6%

Table 5.2.5 Do employers arrange practice placements for students? (in percentage) distribution by Company size Company size

138

Statements

Micro (1-10 employees)

Small (11-50 employees)

Medium (51-250 employees)

Large (>250 employees)

Yes

72.5%

71.6%

92.6%

96.2%

27.5%

28.4%

7.4%

3.8%

Table 5.2.6 Do employers arrange practice placements for students? (in percentage) distribution by the represented sector Sector

Statements

Private

Public

Yes

84.3%

77.7%

15.7%

22.3%

Figure 5.2.3 Do employers arrange practice placement for students from other EU member states? No 69 %

Yes 31 %

Table 5.2.7 Do employers arrange practice placement for students from other EU member states? (in percentage) distribution by the type of activity of represented companies Type of company activity Statements

Manufacturing/ production

Trade

Service provision

Mixed activity (both trade and manufacturing/ production)

Yes

32.1%

18.8%

39.0%

8.6%

67.9%

81.2%

61.0%

91.4%

139

Table 5.2.8 Do employers arrange practice placement for students from other EU member states? (in percentage) distribution by Company size Company size Statements

Micro (1-10 employees)

Small (11-50 employees)

Medium (51-250 employees)

Large (>250 employees)

Yes

28.9%

17.4%

42.0%

32.7%

71.1%

82.6%

58.0%

67.3%

Table 5.2.9 Do employers arrange practice placement for students from other EU member states? (in percentage) distribution by the represented sector Sector

Statements

Private

Public

Yes

27.1%

37.7%

72.9%

62.3%

Figure 5.2.4 Are the employers aware of the Confederation of European Business (BUSINESS EUROPE) and its main directions of activity? (in percentage) I do not know this organization

58.0

Yes, I am involved in its activities and events

6.2

Yes, I am interested in its activities

8.6

Yes, I have heard of its existence

27.1 0.0

140

10.0 20.0 30.0 40.0 50.0 60.0 70.0

Figure 5.2.5 Employer views on the recognition of acquired higher education qualification (a diploma/degree) all over Europe 45.0 40.0 35.0 30.0 25.0 20.0 15.0 10.0 5.0 0.0

40.8 30.0 18.1

5.3 It is very It is probably relevant and relevant for necessary some busifor business ness sectors in Lithuania, in Lithuania, including but not for the business the business sector that I sector that I represent represent

It is probably more relevant for students, scientific and educational institutions, but not to business

5.9

In my No opinion, opinion, not these are nice interested words, but so far there are no tangible results

Figure 5.2.6 Employer views on the improvement of the quality of higher education studies and a match with the needs of the labour market (in percentage) 40.0 35.0 30.0 25.0 20.0 15.0 10.0 5.0 0.0

38.1 33.1

18.4 6.5 It is very It is probably relevant and relevant for necessary some busifor business ness sectors in Lithuania, in Lithuania, including but not for the business the business sector that I sector that I represent represent

It is probably more relevant for students, scientific and educational institutions, but not to business

In my opinion, these are nice words, but so far there are no tangible results

4.0 No opinion, not interested

141

Figure 5.2.7 Employer views on the international student recruitment and integration into the EU culture and labour market (in percentage) 50.0 45.0 40.0 35.0 30.0 25.0 20.0 15.0 10.0 5.0 0.0

44.6

21.3

19.1 7.4

It is very It is probably relevant and relevant for necessary some busifor business ness sectors in Lithuania, in Lithuania, including but not for the business the business sector that I sector that I represent represent

It is probably more relevant for students, scientific and educational institutions, but not to business

In my opinion, these are nice words, but so far there are no tangible results

7.5

No opinion, not interested

Figure 5.2.8 Employer views on training highly qualified specialists for the European labour market (in percentage) 50.0 45.0 40.0 35.0 30.0 25.0 20.0 15.0 10.0 5.0 0.0

142

46.7

18.7

17.8 9.0

It is extremely relevant and necessary for business in Lithuania, including the business sector that I represent

It is probably relevant for some business sectors in Lithuania, but not for the business sector that I represent

It is probably more relevant for students, scientific and educational institutions, but not to business

In my opinion, these are nice words, but so far there are no tangible results

7.8

No opinion, not interested

Figure 5.2.9 Employer views on promoting teacher and student mobility (in percentage) 60.0 55.0 50.0 45.0 40.0 35.0 30.0 25.0 20.0 15.0 10.0 5.0 0.0

49.1

26.5 12.8 4.1 It is very It is probably relevant and relevant for necessary some busifor business ness sectors in Lithuania, in Lithuania, including but not for the business the business sector that I sector that I represent represent

It is probably more relevant for students, scientific and educational institutions, but not to business

7.5

In my opi- No opinion, nion, these not are nice interested words, but so far there are no tangible results

Figure 5.2.10 Employer views on designing the programmes matching the needs of the labour market (following the latest Bologna documents) (in percentage) 45.0 40.0 35.0 30.0 25.0 20.0 15.0 10.0 5.0 0.0

38.8 30.2

12.4

13.0 5.6 It is very It is probably relevant and relevant for necessary some busifor business ness sectors in Lithuania, in Lithuania, including but not for the business the business sector that I sector that I represent represent

It is probably more relevant for students, scientific and educational institutions, but not to business

In my opi- No opinion, nion, these not are nice interested words, but so far there are no tangible results

143

5.3. Communication and information awareness Figure 5.3.1 Do Company Managers follow the information about the reforms of higher education in Lithuania and Europe? (in percentage) 60.0 55.0 50.0 45.0 40.0 35.0 30.0 25.0 20.0 15.0 10.0 5.0 0.0

50.4

29.2

5.9 Yes, I follow the news and I am interested in higher education reform in Lithuania

Yes, I follow the news and I am interested in higher education reform in Europe

14.5

Yes, I follow the news and I am interested in higher education reform in both Lithuania and Europe

I have no interest whatsoever in these issues

Table 5.3.1 Do Company Managers follow the information about the reforms of higher education in Lithuania and Europe? (in percentage) distribution by the type of activity of the represented Company Type of Company activity Manufacturing/ production

Trade

Service provision

Mixed activity (both trade and manufacturing/ production)

Yes, I follow the news and am interested in the reform of higher education in Lithuania

85.6%

33.3%

18.9%

13.3%

Yes, I follow the news and am interested in the reform of higher education in Europe

2.9%

29.7%

.6%

1.0%

Yes, I follow the news and am interested in the reform of higher education both in Lithuania and Europe

2.9%

12.3%

13.9%

31.4%

I take no interest in these issues

8.7%

24.6%

66.5%

54.3%

Statements

144

Table 5.3.2 Do Company Managers follow the information about the reforms of higher education in Lithuania and Europe? (in percentage) distribution by the size of the represented Company Company size Statements

Micro (1-10 employees)

Small (11-50 employees)

Medium (51250 employees)

Large (>250 employees)

Yes, I follow the news and am interested in the reform of higher education in Lithuania

22.7%

32.5%

40.8%

23.6%

Yes, I follow the news and am interested in the reform of higher education in Europe

1.0%

26.3%

Yes, I follow the news and am interested in the reform of higher education both in Lithuania and Europe

12.0%

3.8%

35.3%

2.7%

I take no interest in these issues

64.3%

37.5%

23.9%

71.6%

2.0%

Table 5.3.3 Do Company Managers follow the information about the reforms of higher education in Lithuania and Europe? (in percentage) - distribution by the represented sector Statements

Sector Private

Public

Yes, I follow the news and am interested in the reform of higher education in Lithuania

38.1%

12.8%

Yes, I follow the news and am interested in the reform of higher education in Europe

1.3%

14.5%

Yes, I follow the news and am interested in the reform of higher education both in Lithuania and Europe

8.0%

26.6%

I take no interest in these issues

52.6%

46.1%

145

Figure 5.3.2 The channels of information identified by employers as the most convenient ways of providing information about higher education reforms Other

1.4 %

Conversations with colleagues, family members and the like Other websites (unrelated to science or education)

4.9 % 7.1 %

Internet websites of scientific and educational institutions Presentations in conferences, seminars

20.9 % 12.2 %

Leaflets, posters

5.7 %

Special publications (brochures, books and the like)

14.9 %

Radio, television, press

32.9 %

0.0 5.0 10.0 15.0 20.0 25.0 30.0 35.0

Figure 5.3.3 Are the employers personally familiar with the Bologna process (its goals, documents, achievements and the like) and to what extent (in percentage)? Other 0.2 I have exhaustive information about the Bologna process I have a sufficiently good understanding about the whole Bologna process I am well aware of certain issues, but do not have any knowledge of other issues I have heard about it, but not much I do not know anything

3.6 3.9 8.2 26.3 57.8

0.0 10.0 20.0 30.0 40.0 50.0 60.0 70.0

146

Figure 5.3.4 Where did the employers get the information related to the Bologna process from? Other

0.2

Hearsay information Conversations with colleagues, family members and the like Involvement in practice placement of students from Lithuanian and other EU higher education graduates Job interviews with candidates who are graduates of higher education institutions

15.7 8.7 1.9 9.3

Other websites (unrelated to science or education)

5.8

Websites of scientific and educational institutions

6.0 21.7

Presentations in conferences, seminars Leaflets, posters Special publications on the Bologna process

1.7 2.7

Radio, television, press

0.0

26.4 5.0 10.0 15.0 20.0 25.0 30.0

Figure 5.3.5 Would the employers like to find out more about the Bologna process?

Probably not 12 % No opinion 34 %

Definitely not 6% Definitely, yes 18 %

Probably, yes 30 %

147

Figure 5.3.6 What ways would be the most convenient and useful for employers to receive information on the Bologna process? (%) Other 0.2 % Specialized radio, television broadcasts

11.2 %

Specialized press issues, for example, brochures

20.1 % 8.8 %

Information meetings, seminars One comprehensive webpage on the Bologna process

43.8 %

Links sent by e-mail, publications and the like

15.9 % 0.0

10.0

20.0

30.0

40.0

A List of Companies in which the Survey was Conducted Private company Plastmasės fabrikas UAB (Vilnius) Public company Achema AB (Jonava) Public company Ukmergės gelžbetonis AB (Ukmergė) Public company Klaipėdos baldai AB (Klaipėda) Public company Utenos trikotažas AB (Vilnius, Utena) Public company Nordic sugar AB (Kėdainiai) Cooperative Padegsnys (Molėtai) Consumer cooperative of the Ukmergė region

148

50.0

Private company Saustos prekyba UAB (Šiauliai) Private company USS ENTERPRISES UAB Individual enterprise Intelektualios technologijos IĮ (IIntellectual Technologies II) Private company Informatikos ir ryšių technologijų centras (Center for Computer and Telecommunication Technologies) UAB Private company ELSIS UAB Private company AAA Wrislit UAB Private company Baltic clipper UAB (subdivisions in Vilnius, Panevėžys, Mažeikiai, Kaunas, Klaipėda, Šiauliai, Alytus) Private company Tez tour UAB (subdivisions in Vilnius, Panevėžys, Mažeikiai, Kaunas, Klaipėda, Šiauliai, Alytus) Private company Novaturas UAB (subdivisions in Vilnius, Panevėžys, Mažeikiai, Kaunas, Klaipėda, Šiauliai, Alytus) Public company RST – Rytų skirstomieji tinklai (Eastern Distribution Networks) (Vilnius, Kaunas, Klaipėda, Alytus) Public company Lietuvos energija AB (Vilnius, Kaunas, Klaipėda, Panevėžys, Kaišiadorys) Private company Vilniaus energija UAB (Vilnius) Private company Čili holdingas – matinimo paslaugos UAB (Chili holding - catering services) (Vilnius, Kaunas, Klaipėda, Druskininkai)

149

Private company G4S (Group 4 Securicor) Countryside tourism homestead Medžiotojų sostinė (Kėdainiai) Individual enterprise Senamiesčio dental clinic (Vilnius) Private company Infomedia UAB Private company Bitė Lietuva UAB (subdivisions in Vilnius, Panevėžys, Mažeikiai, Kaunas, Klaipėda, Šiauliai, Alytus) Private company Eugesta UAB Public company Klaipėda Stavedoring Company AB (KLASCO) Private company Baltic Clean – cleaning services UAB Lithuanian National Road Carriers’ Association LINAVA Private company STA Logistics UAB Public company TEO LT AB (subdivisions in Vilnius, Panevėžys, Mažeikiai, Kaunas, Klaipėda, Šiauliai, Alytus) Individual enterprise G.Kašinskos PĮ Private company Kemi (subdivisions in Vilnius, Panevėžys, Marijampolė) Private company Transimeksa UAB (Šiauliai, Vilnius) Organic cattle breeding farm of D.Vaitelis (village of Žostautai) Private company RIVI Logistics UAB Private company Oldvila UAB

150

Public company Ūkio bankas AB Private company IRONGE UAB Budgetary institution Social services center (Vilnius, Kaunas, Panevėžys) Private company Naujos inžinierinės technologijos (New Engineering Technologies) UAB (Vilnius, Kaunas) Private company Palink (IKI) UAB (subdivisions in Vilnius, Panevėžys, Mažeikiai, Kaunas, Klaipėda, Šiauliai, Alytus and other) Private company RIMI Lietuva UAB (subdivisions in Vilnius, Panevėžys, Mažeikiai, Kaunas, Klaipėda, Šiauliai, Alytus and other) Private company Lietuva Statoil UAB (subdivisions in Vilnius, Panevėžys, Mažeikiai, Kaunas, Klaipėda, Šiauliai, Alytus and other) Private company Echo stamp UAB (Vilnius) Private company SBA baldai UAB Private company Lindab UAB (Vilnius) Private company FILTER UAB (Kaunas) Private company ADR 8 UAB Individual enterprise Vosinta IĮ Private company Draginta UAB Private company SMC PNEUMATICS UAB Private company Geo Systems Baltija UAB

151

5.4. Questionnaire to company representatives related to human resource management and organization development Dear colleagues, A group of sociologists from the Agency for Social Information and Training is conducting a sociological research on Employersâ&#x20AC;&#x2122; approach to changes in higher education taking place in Lithuania and Europe. The research was commissioned by the Education Exchanges Support Foundation. The reforms in the sphere of education, undertaken in Lithuania and the European Union, are aimed at creating a common Area for Higher Education, which could ensure training of highly qualified specialists for the jobs market and a close cooperation between the representatives of the labour sector (employers, professional associations and trade unions) and higher education establishments. Even though significant attention was given to address these problems, they have not yet been solved in the country. Therefore, it is of utmost importance to identify any obstacles hindering the pursuit of effectice results in the development of higher education and to highlight all the factors contributing towards achieving more effective results. It is of great value to us to know what you think. Your answers will help us identify the problems encountered in order to achieve the above mentioned objectives.

152

There are no right or wrong answers. You are requested to provide your answer or indicate the version of the answer which best reflects yout attitude. It is of utmost importance that you answer ALL questions listed in the questionnaire. The questionnaire is anonymous, therefore you do not have to provide your name and contacts while completing it. WE extend our thanks for taking time and effort to be part of this study and providing us with your views and insights. Thank you in advance for your cooperation and genuine answers! RECOGNITION OF QUALIFICATION 1. Is there a shortage of higher education specialists in the business sector represented by you? 1. Yes, there is a great shortage of specialists with higher university and non-university (college) education 2. There is a shortage of specialists only with higher university education 3. There is a shortage of specialists with professional Bachelorâ&#x20AC;&#x2DC;s degree (college graduates) 4. There is no shortage of specialists with higher education presently

153

5. Other (please provide your comments)......................................... .............................................................................................................. .............................................................................................................. 2. Is the level of company employee diplomas certifying the completion of higher education studies and acquisition of a profession (Bachelor‘s, Master‘s or Doctoral degree) relevant to Company performance results? 1. Extremely relevant – higher level education has a direct impact on a successful company performance 2. Quite relevant, though it is not the factor determining effective performance 3. Likely to be irrelevant – most often it is not a diploma but the competencies and professional experience of an employee that exert impact on the efficiency of their work at the company 4. Totally irrelevant, has no impact on company performance whatsoever 5. No opinion 6. Any other answer (please provide comments)............................ .............................................................................................................. ..............................................................................................................

154

3. Please assess the match between the knowledge, practical and general competencies possessed by higher education graduates and the requirements of your company. Short clarification: 1. Knowledge in this particular case means knowledge in the professional field and theoretical knowledge in general education as well as its practical application while dealing with specific tasks at work. 2. Practical competencies are well mastered practical skills relevant for the performance of specific work-related tasks (e.g., various technical competencies). 3. General competencies are relevant skills, ethical values or personal characteristics and can be applied at work.

155

Table 2.1.1 Conformity between the knowledge, practical skills and general competences acquired by graduates of higher educational institutions and the requirements set by the enterprise represented by the respondents (in percentage) Graduates from Lithuanian Graduated from foreign higher higher educational institueducational institutions and/ tions and/or with work experi- or with work experience in the ence in the local labour market foreign labour markets

Bachelor

Masterâ&#x20AC;&#x2122;s

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Knowledge

Practical skills

General competences

Knowledge

Practical skills

General competences

Full conformity

Basic conformity

Difficult to say

Partial conformity

Total nonconformity

Full conformity

Basic conformity

Difficult to say

Partial conformity

Total conformity

Doctoral

Full conformity

Basic conformity

Difficult to say

Partial conformity

Total conformity

4. Upon employing a person you attach importance to the following factors (in percentage): (Please tick the answer in every row) Very important

Important

Unimportant

Absolutely unimportant

Difficult to say

A candidate should have a BA, MA, PhD diploma issued by a Lithuanian higher educational institution

A candidate should have a BA, MA, PhD diploma issued by a higher educational institution of the country of the European Union

A candidate should have a BA, MA, PhD diploma issued by both a Lithuanian higher educational institution and a higher educational institution of another EU country

A candidate should have experience in the professional sphere acquired in Lithuanian enterprises

A candidate should have experience in the professional sphere acquired in foreign companies

A candidate should have good references from other employers

A candidate should have good social skills

Statements

Assessments

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5. Is the prestige (rating) of a higher education institution in which the candidate was awarded a higher education diploma important to you during the candidate selection process? 1. Extremely important 2. Important 3. No opinion 4. Not important 5. Totally irrelevant TRANSNATIONALITY 6. How do you assess higher education student and graduate mobility when young people go to study, leave for a study visit or for pratice placement in foreign higher education institutions or companies getting the support from various EU programmes or by other means? 1 Positively, because (please specify): ...................................................................................................................... ...................................................................................................................... ...................................................................................................................... ...................................................................................................................... ...................................................................................................................... ......................................................................................................................

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2 . Negatively, because (please specify): ...................................................................................................................... ...................................................................................................................... ...................................................................................................................... ...................................................................................................................... ...................................................................................................................... ...................................................................................................................... 3. No opinion 7. Do you arrange practice placement for students at your Company? 1.

Yes

8. Do you arrange practice placement at your Company for students from other EU member states? 1.

Yes

9. Are you aware of the Confederation of European Business (BUSINESS EUROPE) and the main directions of its activity? 1. Yes, I have heard of its existence

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2. Yes, I am interested in the activities of this organization (please provide more comment specifying the type of activities): ...................................................................................................................... ...................................................................................................................... ...................................................................................................................... ...................................................................................................................... ...................................................................................................................... 3. Yes, I am involved in the activities of this organization and take part in the events organized by it 4. I am not familiar with this organization 10. A list of the key goals related to the Bologna process is provided. Please express your view by simply ticking the answer that fits most closely in every row.

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Goals of the Bologna process

This is most topical and relevant to all business in Lithuania, including the type of business I represent

This could probably be relevant and topical for other types of business in Lithuania but not for the type of business I represent

Recognition of higher education qualifications (diploma/degree) all over Europe

Conformity between improvement of higher education studies and labour market needs

This is pro- I personalbably more ly think relevant for these are I have no students, just nice opinion, scientific words, I am not and study specific interested institutions results are in that rather than not visible for business as yet

International student recruitment and integration into EU culture and labour market

Training highly qualified specialists for the European labour market

Enhancing teacher and student mobility

Developing programs to better match labour market needs (following the latest Bologna documents)

COMMUNICATION 11. Do you follow the news on higher education reforms in Lithuania and Europe? Please choose one answer and provide your comments. 1. Yes, I follow the news and am interested in higher education reform in Lithuania Please list the main sources of information ...................................................................................................................... ...................................................................................................................... ......................................................................................................................

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2. Yes, I follow the news and am interested in higher education reform in Europe Please list the main sources of information ...................................................................................................................... ...................................................................................................................... ...................................................................................................................... 3. Yes, I follow the news and am interested in the reform of higher education both in Lithuania and Europe Please list the main sources of information ...................................................................................................................... ...................................................................................................................... ...................................................................................................................... 4. I take no interest in theses issues 12. What is the most convenient form for you to be informed about the reforms in higher education? (Please tick all the answers that apply) 1. Radio, television, press 2. Specialized publications (brochures, books, etc.) 3. Leaflets, posters

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4. Presentations in conferences and seminars 5. Web pages of educational and scientific institutions (for example, the Ministry of Education and Science, institutions of higher education, etc.) 6. Other web pages (not related to education and science) 7. Conversations with colleagues, family members, etc. 8. Other (please specify) ...................................................................................................................... ...................................................................................................................... ...................................................................................................................... 13. Are you personally familiar with the Bologna process (its goals, documents, achievements, etc.), and to what extent? • I have not heard anything about it (skip question No 14) • I have heard just something about it • I am quite well aware of some issues/activities/fields related to the Bologna process but not familiar with some other aspects • I have a rather comprehensive view on the Bologna process

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â&#x20AC;˘ I am very familiar with the Bologna process â&#x20AC;˘ Other (please provide comments) ...................................................................................................................... ...................................................................................................................... ...................................................................................................................... 14. Where did you get the information about the Bologna process from? (Please tick all the answers which apply) 1. Radio, television, press 2. Specialized publication about the Bologna process (brochures, books, etc.) 3. Leaflets, posters 4. Presentations during conferences and seminars 5. Web pages of educational and scientific institutions (for example, the Ministry of Education and Science, institutions of higher education and the like) 6. Other web pages (not related to education and science) 7. Interviews with higher education graduates upon employing them

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8. Engagement in practice placement for graduates from Lithuanian higher educational institutions and other EU higher educational institutions 9. Conversations with colleagues, family members, etc. 10. Hearsay information 11. Other (please provide comment) ...................................................................................................................... ...................................................................................................................... ...................................................................................................................... 15. Would you like to find out more about the Bologna process? 1. Definitely, yes 2. Probably, yes 3. No opinion 4. Probably not 5. Definitely not (skip question No 16)

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16. What forms are the most convenient and beneficial for you to get information anout the Bologna process? 1. Links sent via e-mail, publications and the like 2. A comprehensive web page on the Bologna process 3. Informative meetings and seminars 4. Specialized press publications, for example, brochures 5. Specialized radio and television broadcasts 6. Other (please provide comments) ...................................................................................................................... ...................................................................................................................... ......................................................................................................................

COOPERATION WITH HIGHER EDUCATION INSTITUTIONS 17. What is the nature of cooperation between your company and a higher education institution? (Tick all the answers that apply) 1. Company employees upgrade their qualification in higher education establishments

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2. Company employees share their professional experience with students from higher educational institutions 3. Company employees work as lecturers in higher education institutions 4. Joint scientific/research/project-based activities are implemented 5. Students from higher education institutions have practice placements at the Company 6. Address a higher education institution in the hunt for relevant specialists 7. Hold Company presentations in a higher education institution, arrange Company visits for students 8. Participation in designing and upgrading study programmes 9. Participation in the management bodies a higher education institution (related to the activities of the Council) 10. Other (please specify) ...................................................................................................................... ...................................................................................................................... ......................................................................................................................

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18. How do you assess the impact of higher education reforms implemented in Lithuania on business and its development? (please tick the answer that fits most closely in each row) Statements Assessment

Fully agree

Agree

I do not agree

Totally disagree

It is difficult to say

Higher education reforms implemented in Lithuania have a positive impact on business development, because they help to ensure the availability of highly qualified specialists for business development, encourage the cooperation between companies and higher education institutions in the field of research, technological development and other fields. Higher education reforms in Lithuania have a rather negligible impact on business development, because these reforms are implemented in isolation from business needs, are restricted to internal restructuring of higher education system and basically do not contribute towards opening up higher education system for cooperation with business Due to lack of strategic orientation and changes in goals, higher education reforms implemented in Lithuania exert a more negative than positive influence on business development. These reforms do not allow higher education institutions (and do not provide an impetus for them) to focus more on the quality of studies, to promote the cooperation with business enterprises in designing the curricula, enrolling students, arranging student practice placement as well as assessing the competencies acquired by the students.

Please specify your comments on this issue (if you consider that a certain aspect of the problem which you regard as important

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and which has not been touched upon in the above mentioned statements) 19. According to the type of activity your Company is involved in: 1. Manufacturing/production 2. Trade 3. Service provision 4. Mixed activity (both trade and manufacturing/production) 20. According to the number of employees your Company is: 1. Micro (1-10 employees) 2. Small (11-50 employees ) 3. Medium (51-250 employees) 4. Large (>250 employees) 21. The sector represented by your Company: 1. Private 2. Public

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22. The legal status represented by your Company: 1. Individual enterprise 2. Public company (AB) 3. Private company (UAB) 4. Agricultural company 5. Cooperative company 6. General partnership 7. Insurance company 8. Public institution 9. Foundation 10. Budgetary institution 11. Subsidiary 12. Other (please specify ...................................................................................................................... ...................................................................................................................... ...................................................................................................................... If you have any other additional comments, please specify ...................................................................................................................... ...................................................................................................................... ...................................................................................................................... ......................................................................................................................

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