RESPONSIBLE ENTREPRENEURSHIP VISION DEVELOPMENT AND ETHICS

New perspectives in developing the relationship between the university and the business… 407
As to the intention to participate in joint research-development activities with universities,
representatives of the business environment expressed a wish to collaborate. Apart from
the three situations where the specificity of the field did not invite collaboration, all the other
managers agreed (3 have on-going contracts). This data shows the preoccupation for obtaining
highly – qualified expertise from universities, one of the development premises being the
connection between advanced theories in the field and research results applied in businesses.
“Our company wants a strong connection with the universities, both us and our employees
need to learn new things and develop. Joint projects are needed between companies and
universities, both can increase the quality of their services” (Managing Partner, advertising
production company).
One very interesting perspective is cast by the answers of interviewees on the question
regarding the knowledge on European research policies as they appear in Horizon 2020. 9
out of the 10 persons interviewed answered that they were not aware of the European policies
to stimulate research as they are outlined in Horizon 2020. Only one person was aware
of the provisions of the program, but said that in his opinion this information “is not reflected
in the business environment in Romania” (Manager, private company, wood industry).
Surprisingly, there is evident disagreement between the wish to develop research-development
activities with the universities in Romania and the lack of knowledge on European
policies regarding research-development activities.
The second part of the sociological study focused on interviews with specialists in higher
education. The questions focused on correlating the two reference groups (specialists in universities,
managers and recruiting specialists in the business environment, respectively). In
what follows we will present the most significant answers to the main questions addressed
to specialists in the academic field (teaching staff and management).
In what regards the transition of youngsters from secondary to higher education, 7 out of
10 participants showed that this is not quite difficult, and is characterised by several specificities.
3 out of 10 interviewees mentioned expressly that this is a difficult transition.
“The main difficulty that students face is the difference in “the mental turn” of PUPILS
and STUDENTS. Pupils are formed/used to working under DICTATION. The lesson and knowledge
are passed through dictation and the hard-working pupil writes down what is dictated.
In the auditorium, the STUDENT discusses, thinks TOGETHER WITH THE PROFESSOR.
DIALOGUE is the true spirit of universities” (Professor, project manager).
Unlike the managers’ answers about the transition from student to employee status, there
are differences among the two groups, the business environment respondents believing the
transition is more difficult, compared to the respondents in the academic group, who see the
transition as more facile.
Regarding the satisfaction of academic staff and specialists in academia for the involvement
of organisations in internships, in 6 out of 10 cases the interviewees mentioned that the
business people are little involved in such activities.
“Organising the internship and making sure it is supervised by competent tutors supervising
students is a major target. Internship is an efficient way of gaining experience and
knowledge and building competences, if the hosting organisation has the time” (Professor,
ARACIS evaluator, project manager).