RESPONSIBLE ENTREPRENEURSHIP VISION DEVELOPMENT AND ETHICS

402 RESPONSIBLE ENTREPRENEURSHIP
trained in a European country frequently develop their activity in another European country,
contributing to that country’s economic development. At the same time, there is a migration
of Indian and Chinese workers onto the European market (Brunello, Garibaldi & Wasmer,
2007, pp. 59-70) The authors have highlighted that the number of people trained outside the
EU has increased from 4.1% of the total workforce in 1992 to 4.9% in the year 1999, this
workforce contributing to a high degree to the economic development of the European space.
Encouraging the migration of well-trained workforce towards Europe is considered an alternative
measure to the investments in the educational system, meant to provide well-trained
workforce on the European market.
The concept of labour market with a European identity needs to be correlated with an efficient
policy to increase productivity in the knowledge-based economy, which also involves
the need to identify and develop new knowledge, qualifications and abilities by employees on
this market. (Rizvi, 2007, pp. 390-402) The concept of knowledge-based economy sees specialized
knowledge as an important added value to the production of goods and services, which
contributes to generating profit in the economy (Novelli & Ferus-Comelo, 2010, p. 49)
European states have something to gain from the experience exchange on good practices
in the field of policies for macro-economic management, workforce employment and social
protection. This form of cooperation, called “Open Method of Coordination”, refers to the
coordination of policies at the level of European states, rather than convergence of current
policies in each member state (Mathers, 2010, p. 157)
Another track investigates the inclusive labour market, highlighting the European policies
in the field, which encourage non-discriminatory conditions for filling in positions based
on professional excellence, advancing the idea of a European identity on the labour market,
as well. (Brooks & Waters, 2011, p. 86) At the same time, there is a lot of talk on the necessity
to diversify programs for developing the competences and attitudes/behaviours of young
graduates in developing their professional activity. Among the students’ programs and activities,
volunteering ranks high. Some studies highlight that because of this type of activity the
students managed to develop abilities that they will use constantly as employees: writing
reports, negotiating contracts or professionally managing information, as well as attitudes such
as trust, patience and empathy, which lead to a change in attitudes and values, resulting in
students becoming more responsible and involved in the life of the community: “…. have
more of a moral kind of culture to carry on to whatever career they may have”. (Matthews,
Green, Hall & Hall, 2009, pp. 162-163).
To conclude, we can highlight that all this data presented in the above-mentioned studies
highlight beyond doubt the connection and the role played by students’ developing abilities
in a successful professional life.
Medium-term European policies and
research programs. Horizon 2020 program
It is well known that medium and long-term development perspectives for various target
audiences are included in various forms in specific European (or international) policies, and
are applied through thematic development programs.
At European level, applying policies in research and development, as well as its impact on
the business environment and the society as a whole, are accomplished through Horizon 2020.