Common use of Further work Clause in Contracts

Further work. Considering future comparative surveys on similarities and differences among a larger group of countries Among other factors, the similarities and differences among countries are rooted in historical traditions of relations between education and employers, including established human resources and training practices and general qualification and legal frameworks. The EMCOSU project has given most attention to four EU transition countries – Bulgaria, Hungary, Poland and Slovenia – and Spain (“EMCOSU countries”) but has also considered other EU countries, particularly Croatia, Germany, France, Czech Republic, Slovakia, Italy, ex-Yugoslav countries, Sweden and Russia. The number of cases in the other countries was significantly lower than with the EMCOSU countries yet the consortium was able to develop a hypothesis on how certain countries can be different from all others. For example, it presumed that in Croatia, and the Czech and Slovak Republics research and development is less developed compared to other UBC factors relative to other countries under observation. Bureaucracy is not such a concern in Scandinavian countries. Italian companies do not consider that their universities need a practical orientation as much as elsewhere. The list of these insights stemming from different EU countries is long and requires further investigation. Employers’ associations have the potential to become stronger promoters of UBC The EMCOSU project shows that employers’ associations in some countries hold relatively limited systematic knowledge regarding UBC. However, at the same time the results indicate that the perspective of employers’ associations on UBC does not vary much from the employers’ side. Employers’ associations also cooperate in the mobility of students and research and development activities. Similarly to employers, they find bureaucracy and different motives and values to be the key barriers to cooperation and also complain that universities have a different perception of time horizons. In general, they believe that UBC should be oriented towards commercialisation and practical application. Based on the outcomes of the EMCOSU project, employers’ associations have good operational potential to become supporters of UBC – particularly in representing the interests of SMEs. If the political idea is that employers are expected to become a driver of UBC that is equal to universities, then special attention and support would have to be provided to support special bodies that would include representatives of universities, employers and associations. The EMCOSU project is an excellent example of raising awareness of university-business cooperation among employers The EMCOSU partners believe the project is an example of a UBC success story. In two and a half years, all of the partners have appreciated working together in a European partnership: although the findings indicate that universities and enterprises are often two separate worlds, the support the consortium received from the European community has enabled the development of team building and strong mutual respect among the members. University representatives have appreciated the excellent responsiveness and on-time delivery of the deliverables and process execution of partners from the world of work, while the employers’ representatives have appreciated the research qualities of their partners. The consortium has learned to understand intercultural and interorganisational diversity, and also the particular expertise of individual members in terms of discipline-specific knowledge, methodological skills and efficiency at meetings and the overall approach. Future challenges First, it would be very valuable to examine how mutual trust among employers and academics is developed: this process contains many other elements that have been investigated in the EMCOSU project such as national legislation, governance, barriers to UBC cooperation, or outcomes. Second, much of the attention has recently been placed on case studies of large multinational companies and very well-known universities, but UBC cooperation with SMEs and NGOs is not so much promoted. It would be especially valuable to establish common bodies and institutions that would facilitate communication among both parties. This is particularly important because the emerging practical orientation of higher education is increasingly leading to the hybridisation of academic roles and the nature of academic certificates. In this respect, the consortium has proposed guidelines for the development and integration of new policy tools. Sources Xxxxxx, X. X. (1988): The System of Professions: An Essay on the Division of Expert Labor. Chicago, London, University of Chicago Press. Xxxxx, X., Xxxxxx, S. and Xxx xxx Xxxxxx, X. (eds.) (2011): Competencies and Early Labour Market Careers of Higher Education Graduates in Europe. University of Ljubljana: Faculty of Social Sciences. Xxxxxx, X. (1989): Academic Tribes and Territories: Intellectual Enquiry and the Culture of Disciplines. Buckingham, Open University Press. Xxxxxx, X. (2002): The Creation and Sharing of Knowledge. In Choo C. W., Xxxxxx N. (eds): The Strategic Management of Intellectual Capital and Organisational Knowledge. Oxforfd–New York, Oxford University Press, 65–78. Xxxxx, X. X. (1998): Creating Entrepreneurial Universities: Organizational Pathways of Transformation. Pergamon, IAU Press : Elsevier Science. Xxxxxxx, X. (1979): The Credential Society: An Historical Sociology of Education and Stratification. New York: Academic Press. Xxxxx, X., Xxxxxx, T., Xxxxx, X. & Xxxxx Xxxxx, V. (eds) (2011a): 30 Good Practice Case Studies in University-Business cooperation. Science to Business Research Centre & European Commission, DG for Education and Culture. Münster. Accessed: xxxx://xx.xxxxxx.xx/education/higher-education/doc/studies/munstercase_en.pdf (15.8.2013) Xxxxx, X., Xxxxxx, T., Xxxxx Xxxxx V. & Xxxxxxx A. (2011b): The State of European University- Business Cooperation. Final Report - Study on the cooperation between Higher Education Institutions and public and private organisations in Europe. Accessed:xxxx://xx.xxxxxx.xx/education/higher-education/doc/studies/munster_en.pdf (15.8.2013) Xxxxx, X. (1986): Research and teaching: symbiosis or conflict Xxxxx, Higher Education, Vol. 15, Issue 3-4, pp. 299-304. Xxxxxxxxx, X., & Xxxxxxxxxxx, L. (2000): The Dynamics of Innovation: From National Systems and ‘Mode 2’ to a Triple Helix of University-Industry-Government Relations, Research Policy, 29, 2, pp. 109-123. Xxxxxxxxx, X. (2008): The Triple Helix: University-Industry-Government Innovation in Action, Routledge. Xxxxxxx, X. X. (2005): Essential Tensions: Identity, Control, and Risk in Research, Social Studies of Science, 35(5), pp. 787–826. HEGESCO (2013-): Project HEGESCO – Higher Education as a Generator of Strategic Competences. Source: xxxx://xxx.xxxxxxx.xxx/. (15.8.2013) Xxxxxx, X. (2007): Shifting Boundaries and the Academic Profession. In Xxxxx M., Xxxxxxxx, U. (eds): Key Challenges to the Academic Profession. Paris and Kassel. UNESCO Forum on Higher Education. pp. 191–204. Xxxx, D. A. (1981): Learning styles and disciplinary differences. in X. X. Xxxxxxxxxx (ed.) The Modern American College, San Francisco: Jossey-Bass. Xxx, X. (2010): From 'Ivory Tower Traditionalists' to 'Entrepreneurial Scientists'? Academic Scientists in Fuzzy University-Industry Boundaries, Social Studies of Science, vol. 40 no. 2, pp. 307-340. Xxxxxxxx, X.-X. (2001): The Learning Economy: Some Implications for the Knowledge Base of Health and Education Systems. In Knowledge Management in the Learning Society. OECD, Paris. Xxxxxx, X and X. Xxxxxx (2012): Employability of Graduates and Higher Education Management Systems (Final report of DEHEMS project). Xxxx-Xxxxxxxx, X. X., Xxxxx-xx-Xxxxxx-Xxxxxx, M., (2009): Improving the effectiveness of academic-business models: an analysis of obstacles in R&D activities in service industries, Service Business, December 2009, Volume 3, Issue 4, pp 395-413. Xxxxxxxx, X. (2009): The market of academics. New York, Routledge. Xxxxxxx, X. (2009): Disciplinarity. In Tight, M., Xxx, X.X., Xxxxxxx, X., and Xxxxxxx X. (eds) The Routledge International Handbook of Higher Education. Routledge, pp. 487- 501. Xxxxxx, X. (ed.) (1993): National innovation systems. A comparative analysis. New York/Oxford: Oxford University Press. Xxxxxx, X. & Xxxxxxxx X. (1995): The Knowledge–Creating Company: How Japanese Companies Create the Dynamics of Innovation. Oxford University Press. OECD (2010): Higher Education in a World Changed Utterly - Doing More with Less, OECD Paris, 13-15 September 2010, available at: xxxx://xxx.xxxx.xxx/site/eduimhe10/ (accessed on 15 April 2013). OECD & EC (2012): A Guiding Framework for Entrepreneurial Universities. Final version 18th December 2012.Source:xxxx://xxx.xxxx.xxx/site/cfecpr/ECOECD%20Entrepreneurial%20Unive rsities%20Framework.pdf (accessed 15.8.2013) Xxxxxx, X. X., Xxxxxx, X. & Xxxxxxxx. M. (2010): The Heart of Higher Education: A Call to Renewal. Xxxx Xxxxx and Sons. Xxxxxx X. (ed), Xxxxxxxxx, X., Xxxxxxx, H. & Xxxxxxx, I. (ed.) (2009): Report on the Qualitative Analysis of Higher Education Institutions and Employers in Five Countries: Development of Competencies in the World of Work and Education. Hegesco Project. Ljubljana: University of Ljubljana. Access: xxxx://xxx.xxxxxx.xxx/static/uploaded/htmlarea/finalreportshegesco/Qualitative_Anal ysis_of_HEIs_and_Employers_in_Five_Countries.pdf (30.8.2013) Xxxxxx, S. & Xxxxxxx, I. (2008): Razvoj profesionalnih kompetenc v slovenskem visokošolskem prostoru : elementi in izhodišča. [Development of professional Competencies in Slovenian Higher Education: Elements and Prigines]. Ljubljana: Fakulteta za družbene vede. Technopolis Organisation (2011): University Business Cooperation – 15 Institutional Case Studies on the Links Between Higher Education Institutions and Business. European Commission, DG for Education and Culture. Accessed: xxxx://xx.xxxxxx.xx/education/highereducation/doc/studies/technopolis_en.pdf (15.8.2013) Xxxxxxxx, X. (2011): Universities between the Expectations to Generate Professionally Relevant Competences and Academic Freedom: Experiences from Europe. In Xxxxx, Xxxxxx und Xx, Xxx (Eds.) The Harmoy of Civilisatons and Prosperity for All. Commitments and Responsibilities for a Better World. Select Papers of Beijing Forum 2010. Beijing: Peking Universitiy Press, pp. 400- 414. Xxxxxxx, X., Xxxxxxx, van X., & Xxxx, xxx X. (2009): Benchmarking university-industry research cooperation worldwide: performance measurements and indicators based on co-authorship data for the world's largest universities, Research Evaluation, 18 (1), pp. 13-24. Xxxxxxxx X., Xxxxxx M., XxXxxxxxx K-B., Xxxx, X. & Xxxxxxx X. X. (2013): Beyond the third mission: Exploring the emerging university function of co-creation for sustainability, Science and Public Policy, (published online August 11). Xxxxxx, X. (2012): A Review of Business–University Collaboration. Higher Education Funding Council for England & University of Hertfordshire. Accessed: xxxxx://xxx.xxx.xx/government/uploads/system/uploads/attachment_data/file/32383/1 2-610-xxxxxx-review-business-university-collaboration.pdf (15.8.2013) Xxxxx, X. (2009): Higher education and citizenship : "the full range of purposes", European educational research journal, 8, 2. Didcot–Oxford, 175–188. Appendix

Further work. Considering future comparative surveys on similarities and differences among a larger group of countries Among other factors, the similarities and differences among countries are rooted in historical traditions of relations between education and employers, including established human resources and training practices and general qualification and legal frameworks. The EMCOSU project has given most attention to four EU transition countries – Bulgaria, Hungary, Poland and Slovenia – and Spain (“EMCOSU countries”) but has also considered other EU countries, particularly Croatia, Germany, France, Czech Republic, Slovakia, Italy, ex-Yugoslav countries, Sweden and Russia. The number of cases in the other countries was significantly lower than with the EMCOSU countries yet the consortium was able to develop a hypothesis on how certain countries can be different from all others. For example, it presumed that in Croatia, and the Czech and Slovak Republics research and development is less developed compared to other UBC factors relative to other countries under observation. Bureaucracy is not such a concern in Scandinavian countries. Italian companies do not consider that their universities need a practical orientation as much as elsewhere. The list of these insights stemming from different EU countries is long and requires further investigation. Employers’ associations have the potential to become stronger promoters of UBC The EMCOSU project shows that employers’ associations in some countries hold relatively limited systematic knowledge regarding UBC. However, at the same time the results indicate that the perspective of employers’ associations on UBC does not vary much from the employers’ side. Employers’ associations also cooperate in the mobility of students and research and development activities. Similarly to employers, they find bureaucracy and different motives and values to be the key barriers to cooperation and also complain that universities have a different perception of time horizons. In general, they believe that UBC should be oriented towards commercialisation and practical application. Based on the outcomes of the EMCOSU project, employers’ associations have good operational potential to become supporters of UBC – particularly in representing the interests of SMEs. If the political idea is that employers are expected to become a driver of UBC that is equal to universities, then special attention and support would have to be provided to support special bodies that would include representatives of universities, employers and associations. The EMCOSU project is an excellent example of raising awareness of university-business cooperation among employers The EMCOSU partners believe the project is an example of a UBC success story. In two and a half years, all of the partners have appreciated working together in a European partnership: although the findings indicate that universities and enterprises are often two separate worlds, the support the consortium received from the European community has enabled the development of team building and strong mutual respect among the members. University representatives have appreciated the excellent responsiveness and on-time delivery of the deliverables and process execution of partners from the world of work, while the employers’ representatives have appreciated the research qualities of their partners. The consortium has learned to understand intercultural and interorganisational diversity, and also the particular expertise of individual members in terms of discipline-specific knowledge, methodological skills and efficiency at meetings and the overall approach. Future challenges First, it would be very valuable to examine how mutual trust among employers and academics is developed: this process contains many other elements that have been investigated in the EMCOSU project such as national legislation, governance, barriers to UBC cooperation, or outcomes. Second, much of the attention has recently been placed on case studies of large multinational companies and very well-known universities, but UBC cooperation with SMEs and NGOs is not so much promoted. It would be especially valuable to establish common bodies and institutions that would facilitate communication among both parties. This is particularly important because the emerging practical orientation of higher education is increasingly leading to the hybridisation of academic roles and the nature of academic certificates. In this respect, the consortium has proposed guidelines for the development and integration of new policy tools. Sources Xxxxxx, X. X. (1988): The System of Professions: An Essay on the Division of Expert Labor. Chicago, London, University of Chicago Press. Xxxxx, X., Xxxxxx, S. and Xxx xxx Xxxxxx, X. R. (eds.) (2011): Competencies and Early Labour Market Careers of Higher Education Graduates in Europe. University of Ljubljana: Faculty of Social Sciences. Xxxxxx, X. (1989): Academic Tribes and Territories: Intellectual Enquiry and the Culture of Disciplines. Buckingham, Open University Press. Xxxxxx, X. (2002): The Creation and Sharing of Knowledge. In Choo C. W., Xxxxxx N. (eds): The Strategic Management of Intellectual Capital and Organisational Knowledge. Oxforfd–New York, Oxford University Press, 65–78. Xxxxx, X. X. (1998): Creating Entrepreneurial Universities: Organizational Pathways of Transformation. Pergamon, IAU Press : Elsevier Science. Xxxxxxx, X. (1979): The Credential Society: An Historical Sociology of Education and Stratification. New York: Academic Press. Xxxxx, X., Xxxxxx, T., Xxxxx, X. M. & Xxxxx Xxxxx, V. X. (eds) (2011a): 30 Good Practice Case Studies in University-Business cooperation. Science to Business Research Centre & European Commission, DG for Education and Culture. Münster. Accessed: xxxx://xx.xxxxxx.xx/education/higher-education/doc/studies/munstercase_en.pdf (15.8.2013) Xxxxx, X.T., Xxxxxx, T., Xxxxx Xxxxx V. & Xxxxxxx Meerman A. (2011b): The State of European University- Business Cooperation. Final Report - Study on the cooperation between Higher Education Institutions and public and private organisations in Europe. Accessed:xxxx://xx.xxxxxx.xx/education/higher-education/doc/studies/munster_en.pdf (15.8.2013) Xxxxx, X. (1986): Research and teaching: symbiosis or conflict Xxxxx, Higher Education, Vol. 15, Issue 3-4, pp. 299-304. Xxxxxxxxx, X., & Xxxxxxxxxxx, L. X. (2000): The Dynamics of Innovation: From National Systems and ‘Mode 2’ to a Triple Helix of University-Industry-Government Relations, Research Policy, 29, 2, pp. 109-123. Xxxxxxxxx, X. (2008): The Triple Helix: University-Industry-Government Innovation in Action, Routledge. Xxxxxxx, X. X. (2005): Essential Tensions: Identity, Control, and Risk in Research, Social Studies of Science, 35(5), pp. 787–826. HEGESCO (2013-): Project HEGESCO – Higher Education as a Generator of Strategic Competences. Source: xxxx://xxx.xxxxxxx.xxx/. (15.8.2013) Xxxxxx, X. (2007): Shifting Boundaries and the Academic Profession. In Xxxxx M., Xxxxxxxx, U. (eds): Key Challenges to the Academic Profession. Paris and Kassel. UNESCO Forum on Higher Education. pp. 191–204. Xxxx, D. A. (1981): Learning styles and disciplinary differences. in X. X. Xxxxxxxxxx (ed.) The Modern American College, San Francisco: Jossey-Bass. Xxx, X. (2010): From 'Ivory Tower Traditionalists' to 'Entrepreneurial Scientists'? Academic Scientists in Fuzzy University-Industry Boundaries, Social Studies of Science, vol. 40 no. 2, pp. 307-340. Xxxxxxxx, X.-X. X.-Å. (2001): The Learning Economy: Some Implications for the Knowledge Base of Health and Education Systems. In Knowledge Management in the Learning Society. OECD, Paris. XxxxxxMelink, X M and X. Xxxxxx (2012): Employability of Graduates and Higher Education Management Systems (Final report of DEHEMS project). Xxxx-Xxxxxxxx, X. X., Xxxxx-xx-Xxxxxx-Xxxxxx, M., (2009): Improving the effectiveness of academic-business models: an analysis of obstacles in R&D activities in service industries, Service Business, December 2009, Volume 3, Issue 4, pp 395-413. Xxxxxxxx, X. (2009): The market of academics. New York, Routledge. Xxxxxxx, X. (2009): Disciplinarity. In Tight, M., Xxx, X.X., Xxxxxxx, X., and Xxxxxxx X. C. (eds) The Routledge International Handbook of Higher Education. Routledge, pp. 487- 501. Xxxxxx, X. (ed.) (1993): National innovation systems. A comparative analysis. New York/Oxford: Oxford University Press. Xxxxxx, X. & Xxxxxxxx X. Hirotaka T. (1995): The Knowledge–Creating Company: How Japanese Companies Create the Dynamics of Innovation. Oxford University Press. OECD (2010): Higher Education in a World Changed Utterly - Doing More with Less, OECD Paris, 13-15 September 2010, available at: xxxx://xxx.xxxx.xxx/site/eduimhe10/ (accessed on 15 April 2013). OECD & EC (2012): A Guiding Framework for Entrepreneurial Universities. Final version 18th December 2012.Source:xxxx://xxx.xxxx.xxx/site/cfecpr/ECOECD%20Entrepreneurial%20Unive rsities%20Framework.pdf (accessed 15.8.2013) Xxxxxx, X. X., Xxxxxx, X. A. & Xxxxxxxx. M. (2010): The Heart of Higher Education: A Call to Renewal. Xxxx Xxxxx and Sons. Xxxxxx X. Pavlin S. (ed), Xxxxxxxxx, X., Xxxxxxx, H. X. & Xxxxxxx, I. (ed.) (2009): Report on the Qualitative Analysis of Higher Education Institutions and Employers in Five Countries: Development of Competencies in the World of Work and Education. Hegesco Project. Ljubljana: University of Ljubljana. Access: xxxx://xxx.xxxxxx.xxx/static/uploaded/htmlarea/finalreportshegesco/Qualitative_Anal ysis_of_HEIs_and_Employers_in_Five_Countries.pdf (30.8.2013) Xxxxxx, S. X. & Xxxxxxx, I. (2008): Razvoj profesionalnih kompetenc v slovenskem visokošolskem prostoru : elementi in izhodišča. [Development of professional Competencies in Slovenian Higher Education: Elements and Prigines]. Ljubljana: Fakulteta za družbene vede. Technopolis Organisation (2011): University Business Cooperation – 15 Institutional Case Studies on the Links Between Higher Education Institutions and Business. European Commission, DG for Education and Culture. Accessed: xxxx://xx.xxxxxx.xx/education/highereducation/doc/studies/technopolis_en.pdf (15.8.2013) Xxxxxxxx, X. (2011): Universities between the Expectations to Generate Professionally Relevant Competences and Academic Freedom: Experiences from Europe. In Xxxxx, Xxxxxx und Xx, Xxx (Eds.) The Harmoy of Civilisatons and Prosperity for All. Commitments and Responsibilities for a Better World. Select Papers of Beijing Forum 2010. Beijing: Peking Universitiy Press, pp. 400- 414. Xxxxxxx, X., Xxxxxxx, van X.T., & Xxxx, xxx X. (2009): Benchmarking university-industry research cooperation worldwide: performance measurements and indicators based on co-authorship data for the world's largest universities, Research Evaluation, 18 (1), pp. 13-24. Xxxxxxxx X.Trencher G., Xxxxxx M., XxXxxxxxx K-B., Xxxx, X. C. & Xxxxxxx X. X. (2013): Beyond the third mission: Exploring the emerging university function of co-creation for sustainability, Science and Public Policy, (published online August 11). Xxxxxx, X. (2012): A Review of Business–University Collaboration. Higher Education Funding Council for England & University of Hertfordshire. Accessed: xxxxx://xxx.xxx.xx/government/uploads/system/uploads/attachment_data/file/32383/1 2-610-xxxxxx-review-business-university-collaboration.pdf (15.8.2013) Xxxxx, X. (2009): Higher education and citizenship : "the full range of purposes", European educational research journal, 8, 2. Didcot–Oxford, 175–188. Appendix

Further work. Considering future comparative surveys on similarities and differences among a larger group of countries Among other factors, the similarities and differences among countries are rooted in historical traditions of relations between education and employers, including established human resources and training practices and general qualification and legal frameworks. The EMCOSU project has given most attention to four EU transition countries – Bulgaria, Hungary, Poland and Slovenia – and Spain (“EMCOSU countries”) but has also considered other EU countries, particularly Croatia, Germany, France, Czech Republic, Slovakia, Italy, ex-Yugoslav countries, Sweden and Russia. The number of cases in the other countries was significantly lower than with the EMCOSU countries yet the consortium was able to develop a hypothesis on how certain countries can be different from all others. For example, it presumed that in Croatia, and the Czech and Slovak Republics research and development is less developed compared to other UBC factors relative to other countries under observation. Bureaucracy is not such a concern in Scandinavian countries. Italian companies do not consider that their universities need a practical orientation as much as elsewhere. The list of these insights stemming from different EU countries is long and requires further investigation. Employers’ associations have the potential to become stronger promoters of UBC The EMCOSU project shows that employers’ associations in some countries hold relatively limited systematic knowledge regarding UBC. However, at the same time the results indicate 8 Xxxxxx, X. (ed.) (2012): Employability of graduates and higher education management systems: Conference proceedings, Vienna and Ljubljana; September 2011 and 2012 [Ljubljana]: Faculty of Social Sciences, cop. 2012. xxxx://xxx.xxxxxx- xxxxxxx.xx/xxxxxx/xxxxxxxx/xxxxx/xxxxx/xxxxxxxxxxxx/Xxxxxxxxxx_Xxxxxxxxxxx_Xxxx_X_-_Xxxxxx.xxx. that the perspective of employers’ associations on UBC does not vary much from the employers’ side. Employers’ associations also cooperate in the mobility of students and research and development activities. Similarly to employers, they find bureaucracy and different motives and values to be the key barriers to cooperation and also complain that universities have a different perception of time horizons. In general, they believe that UBC should be oriented towards commercialisation and practical application. Based on the outcomes of the EMCOSU project, employers’ associations have good operational potential to become supporters of UBC – particularly in representing the interests of SMEs. If the political idea is that employers are expected to become a driver of UBC that is equal to universities, then special attention and support would have to be provided to support special bodies that would include representatives of universities, employers and associations. The EMCOSU project is an excellent example of raising awareness of university-business cooperation among employers The EMCOSU partners believe the project is an example of a UBC success story. In two and a half years, all of the partners have appreciated working together in a European partnership: although the findings indicate that universities and enterprises are often two separate worlds, the support the consortium received from the European community has enabled the development of team building and strong mutual respect among the members. University representatives have appreciated the excellent responsiveness and on-time delivery of the deliverables and process execution of partners from the world of work, while the employers’ representatives have appreciated the research qualities of their partners. The consortium has learned to understand intercultural and interorganisational diversity, and also the particular expertise of individual members in terms of discipline-specific knowledge, methodological skills and efficiency at meetings and the overall approach. Future challenges First, it would be very valuable to examine how mutual trust among employers and academics is developed: this process contains many other elements that have been investigated in the EMCOSU project such as national legislation, governance, barriers to UBC cooperation, or outcomes. Second, much of the attention has recently been placed on case studies of large multinational companies and very well-known universities, but UBC cooperation with SMEs and NGOs is not so much promoted. It would be especially valuable to establish common bodies and institutions that would facilitate communication among both parties. This is particularly important because the emerging practical orientation of higher education is increasingly leading to the hybridisation of academic roles and the nature of academic certificates. In this respect, the consortium has proposed guidelines for the development and integration of new policy tools. Sources Xxxxxx, X. X. (1988): The System of Professions: An Essay on the Division of Expert Labor. Chicago, London, University of Chicago Press. Xxxxx, X., Xxxxxx, S. and Xxx xxx Xxxxxx, X. (eds.) (2011): Competencies and Early Labour Market Careers of Higher Education Graduates in Europe. University of Ljubljana: Faculty of Social Sciences. Xxxxxx, X. (1989): Academic Tribes and Territories: Intellectual Enquiry and the Culture of Disciplines. Buckingham, Open University Press. Xxxxxx, X. (2002): The Creation and Sharing of Knowledge. In Choo C. W., Xxxxxx N. (eds): The Strategic Management of Intellectual Capital and Organisational Knowledge. Oxforfd–New York, Oxford University Press, 65–78. Xxxxx, X. X. (1998): Creating Entrepreneurial Universities: Organizational Pathways of Transformation. Pergamon, IAU Press : Elsevier Science. Xxxxxxx, X. (1979): The Credential Society: An Historical Sociology of Education and Stratification. New York: Academic Press. Xxxxx, X., Xxxxxx, T., Xxxxx, X. & Xxxxx Xxxxx, V. (eds) (2011a): 30 Good Practice Case Studies in University-Business cooperation. Science to Business Research Centre & European Commission, DG for Education and Culture. Münster. Accessed: xxxx://xx.xxxxxx.xx/education/higher-education/doc/studies/munstercase_en.pdf (15.8.2013) Xxxxx, X., Xxxxxx, T., Xxxxx Xxxxx V. & Xxxxxxx A. (2011b): The State of European University- Business Cooperation. Final Report - Study on the cooperation between Higher Education Institutions and public and private organisations in Europe. Accessed:xxxx://xx.xxxxxx.xx/education/higher-education/doc/studies/munster_en.pdf (15.8.2013) Xxxxx, X. (1986): Research and teaching: symbiosis or conflict Xxxxx, Higher Education, Vol. 15, Issue 3-4, pp. 299-304. Xxxxxxxxx, X., & Xxxxxxxxxxx, L. (2000): The Dynamics of Innovation: From National Systems and ‘Mode 2’ to a Triple Helix of University-Industry-Government Relations, Research Policy, 29, 2, pp. 109-123. Xxxxxxxxx, X. (2008): The Triple Helix: University-Industry-Government Innovation in Action, Routledge. Xxxxxxx, X. X. (2005): Essential Tensions: Identity, Control, and Risk in Research, Social Studies of Science, 35(5), pp. 787–826. HEGESCO (2013-): Project HEGESCO – Higher Education as a Generator of Strategic Competences. Source: xxxx://xxx.xxxxxxx.xxx/. (15.8.2013) Xxxxxx, X. (2007): Shifting Boundaries and the Academic Profession. In Xxxxx M., Xxxxxxxx, U. (eds): Key Challenges to the Academic Profession. Paris and Kassel. UNESCO Forum on Higher Education. pp. 191–204. Xxxx, D. A. (1981): Learning styles and disciplinary differences. in X. X. Xxxxxxxxxx (ed.) The Modern American College, San Francisco: Jossey-Bass. Xxx, X. (2010): From 'Ivory Tower Traditionalists' to 'Entrepreneurial Scientists'? Academic Scientists in Fuzzy University-Industry Boundaries, Social Studies of Science, vol. 40 no. 2, pp. 307-340. Xxxxxxxx, X.-X. (2001): The Learning Economy: Some Implications for the Knowledge Base of Health and Education Systems. In Knowledge Management in the Learning Society. OECD, Paris. Xxxxxx, X and X. Xxxxxx (2012): Employability of Graduates and Higher Education Management Systems (Final report of DEHEMS project). Xxxx-Xxxxxxxx, X. X., Xxxxx-xx-Xxxxxx-Xxxxxx, M., (2009): Improving the effectiveness of academic-business models: an analysis of obstacles in R&D activities in service industries, Service Business, December 2009, Volume 3, Issue 4, pp 395-413. Xxxxxxxx, X. (2009): The market of academics. New York, Routledge. Xxxxxxx, X. (2009): Disciplinarity. In Tight, M., Xxx, X.X., Xxxxxxx, X., and Xxxxxxx X. (eds) The Routledge International Handbook of Higher Education. Routledge, pp. 487- 501. Xxxxxx, X. (ed.) (1993): National innovation systems. A comparative analysis. New York/Oxford: Oxford University Press. Xxxxxx, X. & Xxxxxxxx X. (1995): The Knowledge–Creating Company: How Japanese Companies Create the Dynamics of Innovation. Oxford University Press. OECD (2010): Higher Education in a World Changed Utterly - Doing More with Less, OECD Paris, 13-15 September 2010, available at: xxxx://xxx.xxxx.xxx/site/eduimhe10/ (accessed on 15 April 2013). OECD & EC (2012): A Guiding Framework for Entrepreneurial Universities. Final version 18th December 2012.Source:xxxx://xxx.xxxx.xxx/site/cfecpr/ECOECD%20Entrepreneurial%20Unive rsities%20Framework.pdf (accessed 15.8.2013) Xxxxxx, X. X., Xxxxxx, X. & Xxxxxxxx. M. (2010): The Heart of Higher Education: A Call to Renewal. Xxxx Xxxxx and Sons. Xxxxxx X. (ed), Xxxxxxxxx, X., Xxxxxxx, H. & Xxxxxxx, I. (ed.) (2009): Report on the Qualitative Analysis of Higher Education Institutions and Employers in Five Countries: Development of Competencies in the World of Work and Education. Hegesco Project. Ljubljana: University of Ljubljana. Access: xxxx://xxx.xxxxxx.xxx/static/uploaded/htmlarea/finalreportshegesco/Qualitative_Anal ysis_of_HEIs_and_Employers_in_Five_Countries.pdf (30.8.2013) Xxxxxx, S. & Xxxxxxx, I. (2008): Razvoj profesionalnih kompetenc v slovenskem visokošolskem prostoru : elementi in izhodišča. [Development of professional Competencies in Slovenian Higher Education: Elements and Prigines]. Ljubljana: Fakulteta za družbene vede. Technopolis Organisation (2011): University Business Cooperation – 15 Institutional Case Studies on the Links Between Higher Education Institutions and Business. European Commission, DG for Education and Culture. Accessed: xxxx://xx.xxxxxx.xx/education/highereducation/doc/studies/technopolis_en.pdf (15.8.2013) Xxxxxxxx, X. (2011): Universities between the Expectations to Generate Professionally Relevant Competences and Academic Freedom: Experiences from Europe. In Xxxxx, Xxxxxx und Xx, Xxx (Eds.) The Harmoy of Civilisatons and Prosperity for All. 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