Summaries on University-Business Cooperation Best Practices (Conclusion) Sample Clauses

Summaries on University-Business Cooperation Best Practices (Conclusion). There are a substantial number of university-business cooperation best practices and modes, presented in the reports. Most of them are similar (career centres, internship programmes, joint curriculum development, quality standards of practical placement in enterprises, entrepreneurial courses in the university study programmes, collaborative research, support to 111 Source: xxxx://xxx.xxxxxxxxx.xxx/csgs/Satellite?appID=santander.wc.CFWCSancomQP01&c=GSInfor macion&canal=CSCORP&cid=1278677946279&empr=CFWCSancomQP01&leng=es_es&pagename=CFWC SancomQP01%2FGSInformacion%2FCFQP01_GSInformacionDetalleAgrupacion_PT15 112 Source: Renault Spain and University of Valladolid. 2012. Renault Experience. start-up enterprises, project consortia; alumni centres and job fairs) and relevant not only to all project partners but also for the EU as a whole. There has been made a selection of the most relevant, most efficient and most attractive modes of cooperation, based on the following criteria:  Relevance to university-business cooperation  Topics discussed (focus on RTD policy, HE policy, enterprise)  The interpreted results of the cooperation The most relevant identified modes of cooperation in this project are:  collaborative research, including project consortia (all partners, EU level)  technology transfer and support to start-ups (all partners, EU level)  internship programmes, including practical placements in enterprises (skilled workforce, capable of contributing and adjusting to technological change and new patterns of work organisation)  career centres (university and enterprises), including tracking graduates’ career program” (Hungarian good practice). These modes of cooperation show concrete and often quick results; a fact well accepted by enterprises. Nevertheless, the need for implementation other measures (like curriculum development, entrepreneurial courses, appropriate HE and RTD policy and its’ implementation) are “condicio sine qua non”. The partners should focus on measures, aiming at better functioning of labour market (flexicurity policies, tailoring learning to needs of and abilities of individual learners is particularly beneficial for those who require additional support, easing the transition of young people from education and training to the labour market, including tracking the students after graduation), better job quality and working condition (improving quality of workplaces, transition options between various employment relationships; ...
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