HRM Strategies of the Universities Sample Clauses

HRM Strategies of the Universities. University of Oxford59 (University of Oxford 2012) The strategy aims to make further significant contributions to society, regionally, nationally and internationally, through the fruits of its research and the skills of its alumni, its academic and educational publishing activities, its entrepreneurial and cultural activities and policy leadership, and its work in continuing education. The strategy emphasizes the promotion of interactions between the university, industry and key local and regional entities. The measures are: collaborative research, consulting, spin-out companies, and commercial ventures and science parks. University of Copenhagen60 (University of Copenhagen 2012) The purpose of the University is to “conduct research and provide further education to the highest academic level’”. The core of the university is independent basic research and research-based education. Research is an essential prerequisite for each of the three focus areas of the strategy:  The university aims to strengthen internal collaboration and a shared identity  The university aims to improve education  The university aims to strengthen external collaboration worldwide.
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HRM Strategies of the Universities. Career Centres in Bulgarian Universities Among the most significant effects of the Internship program was the establishment of career centres in many universities. The idea was introduced by the USAID Labour Market Project. Currently practically all university has a career centre. They cooperate closely with employers - 73 Source: Xxxxx, Xxxx, Xxxxxx Xxxxxx, Xxxxxxx Xxxxx and Xxxxxxxx Xxxxx Muros. 2009. 30 good practice case studies in university-business cooperation (UBC). European commision. announce job and internship opportunities, projects, contests and scholarships, etc.; organize trainings, corporate presentations and career days. The Inter - University Centre for Career Development in the University of National and World Economy74 is known as one of the oldest and most active, which cooperates fruitfully with hundreds of employers and employer organizations. The career centre and the university take part in many projects for cooperation of academy and industry, organizes Career Fair, issues a newsletter to its subscribers, etc. Alumni Centre in the Faculty of Economy and Business Administration (FEBA) of Sofia University75. The Club was awarded in 2012 for their initiative “Career as a model”. They bring together successful graduates (and some of them – already employers) together with current students. FEBA Alumni centre organizes also an Annual ball of the graduates and alumni, Master classes for sharing business lessons, ideas and consultations, as well as job opportunities; they publish a Book of alumni and disseminate it across businesses, etc. AmCham – American Chamber of Commerce in Bulgaria76 The aim of the Strategy: Enhancing long-term development of Bulgaria. Identifying, supporting and promoting sectors in which Bulgaria can develop competitive advantages that will serve as drivers of long-term economic growth. University – Industry Cooperation in the context of Ruse University, Bulgaria77 (Ruse University 2011)  Models of University – Industry Relationships:  Internships and job placement, retaining of employees,  Join Curriculum  Research and Development Cooperation – joint projects, R&D research, students’ diploma project, consulting  Publications, Conferences, Seminars and Fairs  Entrepreneurship – spin-off and start-up companies, incubators,  Equipment and machine sharing  Sharing intellectual property
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HRM Strategies of the Universities. University of Pecs80 (2008) The management of human resources plays more and more important role in the success of HE institutions as well as the conservation and innovation of national and international competitiveness.
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HRM Strategies of the Universities. 86 Source: Gestão Total e Inovação Empresarial - GTIE Consultores S.A., X.
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HRM Strategies of the Universities. Career Centres of the University of Ljubljana101 (UL 2012) Career Centres of the University of Ljubljana promote effective transfer of knowledge from students to their future work placements, they encourage networking between promising students and potential employers.
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HRM Strategies of the Universities. Xxxxxx III University of Madrid109 (2010) Transfer Office of Research Results (OTRI) is the central body for the management of research and transfer activities and for the administration of the funds generated. This office is divided into two units: the Agricultural Research Service and the Science Park. The Research Service mission is to support researchers in foresight, launching, managing and implementing their projects. The mission of the Science Park is oriented to transfer activities. The Science Park has a double mission: firstly, provides a platform to communicate to the University technological demands of the industry, on the other, transfer knowledge, technology and results from University research to industry. The Science Park is also in charge of the Office of Property Protection Intellectual (IPR), which manages and industrial property rights intellectual patents nationally and internationally and records software. The University has developed policies and incentives for this activity involved in the exploitation of patents. Similarly, the Science Park has established a program to create technology-based companies (EBT) and a nursery companies with two levels: pre-incubation and incubation. In recent years, creation of 25 spin-offs and three research centres to transfer knowledge, and have generated over 30 patents. University of Deusto: The Deusto Entrepreneurship Centre110 (2012) This centre can be seen as complementary to the traditional university career guidance service, as its pro-active counterpart. Through its programmes and events (conferences, workshops, presentations, colloquiums, competitions, etc.) the centre aims at promoting students' 108 Source: xxxx://xxx.xxx.xxxxxx.xxx.xx/portal/site/MICINN/menuitem.7eeac5cd345b4f34f09dfd10014 32ea0/?vgnextoid=1c6051f958c92210VgnVCM1000001d04140aRCRD 109 Source: Xxxxxx III University of Madrid. 2010. Strategic plan 2010 – 2015. 110 Source: University of Deusto. 2012. The Deusto Entrepreneurship Centre. entrepreneurial spirit. Support and training is given to students who wish to start their own enterprise or to improve any business practice within an existing enterprise. The Centre also acts as an intermediary between potential entrepreneurs and existing enterprises, which means that if any of the partner companies are interested in any of the ideas proposed by students, the two parties are put in touch. Sin-Off Incubator is the best practice employed in this project. These incubators become ...
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Related to HRM Strategies of the Universities

  • University strategies Our aspirations and key priorities for enhancing teaching and learning quality We aspire to produce flexible and creative thinkers – leaders for Australia and the wider world. To do this, we need to provide an enriching university experience that equips our graduates with enquiring minds and essential life skills in critical thinking and communication. Our students must have excellent opportunities to participate in co-curricular activities if they wish to do so, and have access to high quality infrastructure and support services. To maintain and build on our success in these areas, our short- to medium-term priorities will focus on three complementary areas. Our plans Renewing our curriculum and learning environments We will continue to implement our curriculum renewal strategy by pursuing a coordinated University-wide process of reform of our courses. At the heart of this strategy lies a commitment to providing an 'engaged enquiry' learning experience for our students, in order to strengthen the development of our graduate attributes. Such learning experiences reflect the University’s reputation for both research and community engagement. They are consistent with our students' expectations as learners and our staff as teachers. 'Engaged enquiry’ provides the vehicle by which we will focus on further enhancing the research and inquiry learning outcomes that are central to our graduate attributes. We are currently mapping students’ reports of research- enriched learning experiences, and working with our Engaged Enquiry Scholars networks to identify and disseminate examples of approaches that xxxxxx effectively the development of research skills by our undergraduate students. The second aspect of our ‘engaged enquiry' curriculum strategy is the embedding of community- engaged learning, including work-integrated learning (WIL), in our curricula. This commitment will involve professional disciplines in particular, in further strengthening the engagement of employers in our teaching and curriculum development, and in further developing our pedagogical expertise in this area to inform curriculum renewal. One example of how we are pursuing this agenda is seen in the establishment of a new WIL research group in the Faculty of Health Sciences. Our approach to curriculum renewal will continue to be both holistic and sustainable. We will use University-wide agreed principles to link our faculties’ curriculum renewal work explicitly to the need for responsiveness to external drivers. These include employer needs, accreditation and regulatory accountabilities, changes in student and employment market needs, and the renewal of our physical and virtual teaching infrastructure outlined in Section 4.4.2 (Teaching and Learning Infrastructure) of this compact. Building on the findings of recent Office for Learning and Teaching (OLT) projects we will seek, through implementation of our new assessment policy, to develop our assessment practices to provide better direct evidence of student achievement of our graduate attributes. Our unit and course evaluation processes will provide clear accountability mechanisms to assist in monitoring students’ development of graduate attributes, including generic skills. During the next phase of reform we will implement a systematic process of faculty-led curriculum reviews, and support faculties to refine their understanding of how research-enriched and community-engaged pedagogies can deliver an engaged enquiry experience for students in different disciplines. This pedagogical work will build on the substantial body of excellent practice already in place in many parts of the University. It will also respond to the outcomes of relevant OLT projects, and will be supported by the development of new institutional datasets on our students’ experiences of the development of graduate attributes through engaged enquiry. There will also be new support for enhanced curriculum governance and review through our central teaching and curriculum committees. We will initiate new strategic curriculum projects and establish additional Teaching Scholars Networks to develop agreed curriculum benchmark standards and xxxxxx curriculum and teaching expertise across the faculties. Through collaboration between disciplines and faculties, our curriculum renewal projects will generate new resources and benchmark standards for use in future curriculum reviews and professional development for our staff. Enhancing teaching quality, support and recognition Alongside and supporting the process of curriculum reform is our work on enhancing and further valuing the high quality of teaching and curriculum across the institution. Following consistent improvements over the past five years in our performance against measures of student experience of their courses (Student Course Experience Questionnaires) we recently developed and introduced the first stage of a new University-wide strategy to enhance the quality of our students' experiences in all units of study. Through compacts on faculty teaching standards, we will continue to use a University-agreed teaching standards framework to help faculties address teaching quality issues. This process will be supported by new institutional data reporting processes. Each year, faculties will be required to negotiate improvement targets aligned to University-agreed standards and their own strategic priorities, and will be supported to identify and address quality issues. Longer term, we will embed these compacts in an annual cycle of planning, reporting and monitoring. We will extend the scope of our faculty teaching compacts to draw on a broader range of data than that relating to units of study, and will include additional institutional standards in relation to other institutional teaching priorities, such as engaged enquiry. During the life of our 2014-16 compact, we will extend this support to individual teachers through the rollout of the new Academic Planning and Development process for teaching, as well as through research and ongoing enhancements to our range of professional development opportunities for University teachers and research higher degree supervisors. This will complement the University’s enhancement and support for the career opportunities for teachers through the University’s new academic promotion process. It will also allow us to develop further the University and faculty teaching award and grants schemes. We will build institutional recognition for our talented teachers by engaging them in our curriculum renewal process, connecting them with each other through the establishment of additional Teaching Scholars Networks and by providing opportunities for their further professional development. Recognition of the importance of excellence in teaching will also be supported by the annual Sydney Teaching Colloquium, a successful initiative launched in 2011, which brings together the university teaching community to celebrate their achievements, critically debate key educational initiatives and share their expertise and exemplary practice. Improving the student experience Our Teaching and Learning strategies recognise that student wellbeing and the general quality of their experience while at university must underpin our efforts to improve teaching and learning. During the timeframe of our 2014-16 compact, we will deliver a greater coherence across all aspects of the student experience. This will include improvements in priority areas such as: enhancing the student enrolment and ongoing administration process by completing the Sydney Student project providing specialist services and resources to support the emotional and mental wellbeing of students, such as personal counselling and psychological resilience resources establishing early identification systems for students, particularly those from underrepresented groups and international students, who may be struggling in the early phase of their studies developing and expanding existing formal and informal support networks through consistent mentor training and staff development programs collaborating with our student representative organisations, to ensure that income from the Student Services and Amenities Fee (SSAF) is used effectively to enhance access to amenities such as sports and cultural activities, the social dimensions of clubs and societies, and also to improve the quality and affordability of food and beverages available on campus endeavouring to maintain the high ratings we have received from the National Union of Students for our approach to involving students in decisions about the allocation of SSAF funds expanding affordable accommodation options around our campuses. Note: All calendar year references below relate to projects and awards in that calendar year. Principal Performance Indicators Baseline 2012 Progressive Target 2013 Progressive Target 2014 Progressive Target 2015 Target 2016

  • RESPONSIBILITIES OF THE UNIVERSITY 1. The UNIVERSITY shall designate in writing a faculty member to coordinate with a designee of the FIELDWORK SITE.

  • TEACHERS AND RESEARCHERS 1. An individual who is a resident of a Contracting State immediately before making a visit to the other Contracting State, and who, at the invitation of any university, college, school or other similar educational institution, visits that other State for a period not exceeding two years solely for the purpose of teaching or research or both at such educational institution shall be exempt from tax in that other State on any remuneration for such teaching or research.

  • Research Support opioid abatement research that may include, but is not limited to, the following:

  • Commercial Opportunities 1. The airlines of each Party shall have the right to establish offices in the territory of the other Party for the promotion and sale of air transportation.

  • Clinical Management for Behavioral Health Services (CMBHS) System The CMBHS is the official record of documentation by System Agency. Grantee shall:

  • Professional Development Funds 23.1.1 Two Professional Development Funds, a Professional Development Support Fund and an Education Leave Fund, shall be established to support professional development activities as defined in 23.2. On April 1st of each year, the College will allocate an amount equal to no less than 0.9% of total faculty salary (exclusive of severance payments) to the Professional Development Support Fund, and an amount equal to no less than 0.6% of total faculty salary to the Educational Leave Fund. Any unused balances in these funds shall carry over to the next budget year.

  • Professional Development Fund A budget item equal to one-half (½) of one (1) percent of employees' salaries shall be set aside annually to be used to:

  • PROFESSORS, TEACHERS AND RESEARCHERS 1. An individual who is a resident of a Contracting State immediately before making a visit to the other Contracting State, and who, at the invitation of any university, college, school or other similar educational institution which is recognized by the competent authority in that other Contracting State, visits that other Contracting State for a period not exceeding two years solely for the purpose of teaching or research or both at such educational institution shall be exempt from tax in that other Contracting State on any remuneration for such teaching or research.

  • SPECIALIST SERVICES Medical care in specialties other than family practice, general practice, internal medicine [or pediatrics][or obstetrics/gynecology (for routine pre and post-natal care, birth and treatment of the diseases and hygiene of females)].

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