Page 15 - Gričar, Sergej, Barbara Rodica and Štefan Bojnec, 2016. Sandwich Management. Koper: University of Primorska Press
P. 15
Academia-Industry Nexus
Management
Higher education institutions are going through turbulent times (Euro-
pean Commission 2014). Never before have the expectations of their po-
tential contributions (Selsky and Parker 2005), conceptualization (Molly,
Ployhart, and Wright 2011), teaching methods and syllabus (Cabantous
and Gond 2014; Myers, Hill, and Harwood 2005) been so high. Simulta-
neously, doubts concerning the quality and execution of higher education
institutions have never been so critically evaluated or universal (Europe-
an Commission 2014; Lee 2014). Three different approaches would be re-
quired to study of the academia management (Bansal et al. 2012; Bartunek
and Rynes 2014; Mawdsley and Somaya 2016; Selsky and Parker 2005).
First, students and academicians can achieve from itself, e.g. from in-
ternationalization (Biloslavo and Panjek 2011) and mobility (Mawdsley
and Somaya 2016; Flander 2011) in academia. In the recent study Gričar
(2016) introduces prospects of students and staff mobility and consequenc-
es of internationalization bases on semi-structured interviews. The results
demonstrated slight differences between student perspectives and mem-
bers of staff. The new paradigm in the European Union (EU) is that stu-
dents who went abroad will be employable and employers in Europe want
them (Li and Lowe 2016). Alternatively, students studying at higher edu-
cation institution in their home country will gain lower skills and may be
forced to search for jobs without the specified skills. Moreover, differences
are also evident between language and culture determinates which gener-
ates the ability to understand the path to broader thinking (Gričar 2016).
Second, academicians should be inter-sectorial mobile (Choi and Tang
2016). As modern science is all about team effort, inter-sectorial collabora-
Management
Higher education institutions are going through turbulent times (Euro-
pean Commission 2014). Never before have the expectations of their po-
tential contributions (Selsky and Parker 2005), conceptualization (Molly,
Ployhart, and Wright 2011), teaching methods and syllabus (Cabantous
and Gond 2014; Myers, Hill, and Harwood 2005) been so high. Simulta-
neously, doubts concerning the quality and execution of higher education
institutions have never been so critically evaluated or universal (Europe-
an Commission 2014; Lee 2014). Three different approaches would be re-
quired to study of the academia management (Bansal et al. 2012; Bartunek
and Rynes 2014; Mawdsley and Somaya 2016; Selsky and Parker 2005).
First, students and academicians can achieve from itself, e.g. from in-
ternationalization (Biloslavo and Panjek 2011) and mobility (Mawdsley
and Somaya 2016; Flander 2011) in academia. In the recent study Gričar
(2016) introduces prospects of students and staff mobility and consequenc-
es of internationalization bases on semi-structured interviews. The results
demonstrated slight differences between student perspectives and mem-
bers of staff. The new paradigm in the European Union (EU) is that stu-
dents who went abroad will be employable and employers in Europe want
them (Li and Lowe 2016). Alternatively, students studying at higher edu-
cation institution in their home country will gain lower skills and may be
forced to search for jobs without the specified skills. Moreover, differences
are also evident between language and culture determinates which gener-
ates the ability to understand the path to broader thinking (Gričar 2016).
Second, academicians should be inter-sectorial mobile (Choi and Tang
2016). As modern science is all about team effort, inter-sectorial collabora-
