RESPONSIBLE ENTREPRENEURSHIP VISION DEVELOPMENT AND ETHICS

New perspectives in developing the relationship between the university and the business… 401
nosis, which has a broad scope and is used at the level of both governments and big industrial
firms (Bãloiu, 1995, p. 150). These considerations involve, on the one hand, that within
new industries or types of services new categories of human resources will be used (as a consequence
of new technological prognosis), which translates into an increasing market. At the
same time, a series of declining industries or services involving important changes in technologization
and in markets will have less employees (Wolff, 2006, pp. 56-67) These effects
can be felt in the educational system, and their mechanism is similar to any market’s, where
the request and offer dictate the future development track. An educational system under the
influence of policies and the market offers educational opportunities for development through
an increase in knowledge, abilities and competencies, which lead to an increase in the trust
among individuals and the society as a whole in the system’s functioning (Winch & Gingell,
2004, pp. 125-127) Thus, the main preoccupation lies in identifying the adequate knowledge
to answer future employment requests; the responsibility for the way this system works lies
with the three main actors involved in economic development: the state, through the policies
it promotes, the educational institutions, through the development of adequate programs for
training the workforce, and the employees, through their active involvement in forming the
labour market and developing their various sectors.
The educational system seen as a link between the state’s development directions and productivity
in companies is perceived in terms of economic development efficiency, rather than
in terms of personal development, which is considered a characteristic of community development,
though the individuals’ input. (Rizvi, 2007, pp. 398-399)
On the other hand, all these aspects concerning new challenges of a global market need
to be placed in the context of educational system adaptation to new conditions brought about
by post-crisis economy, with a direct consequence on the social field (Moeglin, 2003, p. 46).
This adaptive concept of the education system needs to be equally correlated with the efficiency
of learning, directly influenced by: the time given to assimilating information, learning
opportunities, the quality of the educational process, as well as the influence of specific
factors (Gherguþ, 2003, p. 154). For the impact of the educational process on the labour market
to be significant, the universities need to offer the graduates those qualifications which
are demanded by the economy, correlated with the competences and abilities which are necessary
to new employees and demanded by the employer. (Avis, 2007, p. 121) At the same
time, some authors highlight that the increase of employment opportunities as a result of economic
development increases the graduates’ qualifications, as the result of a natural relationship
between the workforce market and educational institutions (Muller & Wolbers, 2003,
pp. 61-62) The authors also highlight that there are chances to integrate graduates in the countries
where there is low request for unskilled employees and there is very high graduate integration
in those countries where there is a high percentage of vocational qualifications or higher
education qualifications.
The European workforce market in the context of productivity increase
Although it is difficult to identify a European workforce market in the current context of
market globalisation, there are some distinctive traits of the European market.
In the first place, the European workforce market is focused on well-trained, highly -skilled
workforce. Secondly, there is a redistribution of human capital among EU countries. People