1. Academia & Employer Cooperation
On the road to quality of higher education
Gregory Rayter,
RAYTER INC., Dallas TX, USA

2. Structure of the presentation
Joint Curriculum Development
Dual Education
Employer & University Governance
Q & A

3. Quality of curriculum development (from the employer view)
Educational programs are not inline with the employer demands and not up to date
Not practice oriented
No flexibility in program updates
Different levels of quality of educational programs created in different universities:
HEI in Kiev versus regional HEI
HEI – leaders in specialty versus regular HEI

4. Organizational issues in curriculum development
Stated university autonomy – HEI are on their own in curriculum development
Shortage of educators related to practice
Financial limitations of HEI
Conservation of current curriculum
Loss in competition with foreign universities for the local student
Difficulties in attracting foreign students

5. Major steps in practice oriented curriculum development
Getting a clear answer to the question “what jobs we will fill with our graduates”
Getting a set of generalized job functions from generalized job descriptions (internet search)
Research of qualifications frameworks of professional associations in the field – getting subject domain listings
Decide on what body of knowledge goes to bachelors and masters degree (masters professional & masters scientific)
Comparison of job functions and domain listings in qualification frameworks – getting the list of applied subjects

6. Major steps in practice oriented curriculum development
Detailing each applied subject with correlation of domain structure of the association certificate exam and job functions
Defining list of fundamental subjects (prerequisites for applied subjects) and topics (direct linkage of topics to job functions)
Introduction to the profession
Foreign language (target level B2)
Bibliography, communication, team work subjects
Other general subjects are included on a leftover (residual) principle in regards to specialty

7. Example: N 1 - Cybersecurity
Applied subjects – How we got them?
List of domains from international certificate
1. Security and Risk Management
2. Asset Security
3. Security Engineering
4. Communication and Network Security
5. Identity and Access Management
6. Security Assessment and Testing
7. Security Operations
8. Software Development Security

8. Examples: N 1 - Cybersecurity
Obligatory subjects for the 1 & 2 year for bachelors degree (all related to job descriptions)
Introduction to the profession
English language (B2 or TOEFL =80)
Math
Networks
Hardware
Software
Physics
Bibliographical search
Ukrainian written & oral business communication
Building teams & team work
Courses of choice – another story
Prerequisites for applied subjects

9. Example: N 2 - Human resource management
Professional Subjects (min.) – answer to the question whom do we prepare?
Introduction to the career of human resource management & human resource management system
Human resource planning
Recruitment & selection
Performance appraisal
Career planning
Training & development
Personal record keeping, HRIS
Compensation & Benefits
Labor law & labor relations
Health, safety & security

10. Example: N 2 - Human resource management
Professional Subjects (max.)
Human resource management strategy
Organizational change
Leadership
Diversity in human resource management
International human resource management
Human value management
Corporate governance
Big data in human resource management

11. Dual education General principles of the program Conditions of launch
Advantages to the parties
Responsibilities of the parties
Organizational structure of HIE in regards to dual education
Preparations for launch
Types of dual educational programs
Human resources for managing dual education programs, job functions
Information system for dual education
Dual education program marketing
Operational activities (from launch to graduation)
Budgeting of dual education program
* Employer participation is obligatory

12. Concept of governance in HE
The concept of governance in higher education predominantly refers to the internal structure, organization and management of autonomous institutions.
The internal governance organization typically consists of a governing board (board of regents, board of directors), the university president (executive head, CEO) with a team of administrative chancellors and staff, faculty senates, academic deans, department chairs, and usually some form of organization for student representation.

13. University governance