1. EVOLVING INNOVATION PERSPECTIVES ON HIGHER EDUCATION AND ITS ROLE TO COMPETITIVENESS Eva Jelínková, Michaela Krechovská, Petra Taušl Procházková Liberec 16.9.2013

2. CONTENTCONTENT CONTENT  Introduction  Research aims  Current situation on the field of higher education  Empirical research and its results  Evaluation of empirical research results  Possible solutions  Conclusion

3. INTRODUCTION Higher institutions are now in the position of becoming one of the most important drivers of the economic growth. This article deals with:  the issues related to the current situation on the field of higher education,  the role of higher institutions - especially universities,  pointing out their emerging innovative approach in order to contribute as a significant element to business competitiveness.

4. RESEARCH AIMS  Pointing out some crucial facts about the situation at the higher institutions.  Evaluation of the current situation according to the results of the empirical researches made by the authors.  Identification of the innovative approach in the teaching methods based on the needs of business practice.  Results presentation and evaluation.  Suggestion of possible solutions for the improvement of the current situation.

5. CURRENT SITUATION ON THE FIELD OF HIGHER EDUCATION Higher education institutions have the ability to form a personality and knowledge base of a future graduate. A well trained graduate presents one of very important impacts to higher competitiveness of regional businesses. Since 1980s there has been increasing pressure on higher education to contribute to national competitiveness - especially in the way of meeting the needs of the economy. The “new reality” in higher education institutions is about responsiveness, not downgrading education to training. In the Czech republic there is a significant discrepancy between the existing model and model which is necessary. There is just one possibility for higher institutions to make the change and they should not be late.

6. EMPIRICAL RESEARCH  mainly focus on two groups of stakeholders in this situation – students and businesses representatives  is composed of 2 evaluations, both made during March 2013, using an on-line questionnaire form The target groups: - 1st evaluation - students of bachelor study programme Together 740 students were asked, when 165 students (22, 3 %) answered the questionnaire. - 2nd evaluation – businesses Together 50 companies were asked, when 11 companies (22 %) answered the questionnaire.

7. EMPIRICAL RESEARCH – QUESTIONS TARGETING Students of bachelor study programme:  readiness for praxis,  the influence of the education acquired at school on their understanding of business praxis,  teaching method specification and their evaluation. Businesses:  the students´ readiness for praxis,  identification of possible improvements in knowledge and skills of the graduates,  evaluation of teaching methods efficiency regarding the graduate´s praxis.

8. RESULTS OF EMPIRICAL RESEARCH  Readiness for praxis

9. RESULTS OF EMPIRICAL RESEARCH  Efficiency of teaching methods – student´s point of view

10. RESULTS OF EMPIRICAL RESEARCH  Efficiency of teaching methods – comparison students and businesses

11. RESULTS OF EMPIRICAL RESEARCH  χ2-test of independence: Could be there a connection between the year of study and the opinion of the respondents about the readiness for praxis? H0: the variables in the contingent chart are independent, H1: the variables in the contingent chart are dependent Result:  The calculated value χ2 is bigger (8,727) than the chart value (5,9918).  H0 is rejected, there was proved the connection between the examined variables -there exists a connection between the year of study and the students´ opinion about their readiness for praxis. Measured valuesExpected values yearNoYesTotalyearNoYesTotal 1. year2830581. year36,2121,7958 2. year6525902. year56,1833,8290 3. year107173. year10,616,3917 Total10362165Total10362165

12. RESULTS OF EMPIRICAL RESEARCH  the opinion of the businesses about the cooperation with higher education institutions 36,4 % of businesses do not cooperate, 63,6 % of business is in cooperation  giving priority to graduates with praxis 45,5 % of businesses considers the praxis unimportant 54,5 % of businesses prefer graduates with praxis no business chose the possibility of preferring graduates without praxis  the role of level and quality of education and education institutions 45,5 % of businesses consider the acquired higher level education of the economics graduates sufficient for their praxis 54,5 % of businesses as insufficient from which 9,1 % of businesses as definitely insufficient All company respondents agree that higher level of students´ knowledge about the business praxis and processes can mean a particular benefit for the company with regard to the competitiveness when employing this graduate.

13.  Evaluation of empirical research results - importance for higher education institutions of being active in cooperation with private sector. - confirmation of quality lack in teaching methods and approaches in the framework of today’s market demands  Possible solutions - interactive cooperation with representatives of the business praxis within the university activities, case studies or study praxis - wider choice of subject modules should be offered - regular monitoring of students opinions should be conducted - significant importance should be given to developing entrepreneurial capacities and mindsets EMPIRICAL RESEARCH – EVALUATION AND POSSIBLE SOLUTIONS

14. The innovative approach:  Not about more training but more efficiency and creating functional relations with private sector. A crucial finding:  All respondents from private sectors confirmed that higher level of students´ knowledge about business praxis and processes can be a competitive advantage for the companies.  There is no doubt that innovation, higher education and competitiveness must fit together as pieces of one machine. CONCLUSION

15. Thank you for your listening