Lavinia Cornelia Butum

For the last two years the COVID-19 pandemic has changed the main activities in higher education institutions (HEIs), including teaching activities and internationalization activities, activities that are directly involved in the development of student graduates’ competences. The present study analyzes the perceptions of students on the results of a university’s internationalization activities, in terms of competences they develop at two different moments in time: before the pandemic and during the pandemic. The research started in 2019, before the pandemic, having as objective to identify how various types of competences are associated with HEIs’ internationalization activities. Once the pandemic started and given the changes in the activities of HEIs, it was of interest to see what the perceptions of students were of the contribution of different HEIs’ internationalization activities to the development of their competences in the new conditions. Therefore, the present research has the purpose of investigating if the perceptions of students on the types of competences the university develops through its internationalization activities before the pandemic are different from their perceptions on the development of the same competences during the COVID-19 pandemic in the conditions of modified international activities. This can help universities to decide on possible changes needed in their activities (given the fast-changing environment) in order to support the development of competences for their students. Two quantitative studies were organized in Romania. The first was conducted in 2019 with 148 students in the terminal year of bachelor studies at a particular business faculty in Bucharest. In order to see if there were shifts in the opinions of students about how the university contributes to the development of their competences in the new COVID-19 context and the new forms in which higher education took place, the research was replicated at the beginning of 2022 with 179 students in the terminal year at the same business faculty. The results show both different and common opinions of the two analyzed groups of students (before and during the pandemic) regarding the role of the business university’s activities in providing specific, generic and global competencies that are demanded in the national and international labor markets. The paper contributes theoretically by extending the HE literature on the developments of skills and competences for students and graduates and also by extending the literature on changes determined in HE by the COVID-19 crisis. The research also has practical implications for universities willing to offer sustainable education by better adapting their strategies for the development of various competences for their students in the continuously changing environment and uncertain situations determined by the COVID-19 crisis, for example, the need for universities to offer special course content, new courses and events focused on the most recent international events in all spheres of activity.

One of the most important challenges for our society is to keep a properly balanced insight of the relevant triangle of: Quality, functionality, and productivity. Regarding this, the most important challenge for universities now is to understand which are the main global competencies needed in the market, and to put them into practice in the educational process. Our main purpose in this paper is to identify the perception of students of the international competences, the personal competences, theoretical competences, practical competences, and others necessary competences needed for the national and international labor markets. For this purpose, a quantitative study was conducted, based on a survey addressed to 310 bachelor students, coming from two Romanian universities specialized in two domains: In social and in economic fields. The results present common and different views of the two groups of students, regarding specific competencies developed during studies and perceived to be needed on the labor market.

Academic literature recognizes that knowledge is universal and higher education, as the main provider of knowledge and competences, is all the more not constrained by borders. In this regard, meeting the demand for competences is also challenging especially for the graduates of the 21st century who are confronted with the rapid changes of fourth industrial era economies. We propose a systematic literature review on increasing the employability of HE graduates by selecting relevant studies that analyze the employers, graduates and educators’ perceptions of the employability skills for graduates. Also our investigation includes an analysis of existing graduates’ employability models and proposes a comprehensive extension of these models considering the factors that have implication in increasing the employability. Thus, starting from reviewing the literature on employability on three levels of investigation: HE institutions, policy makers and employers and considering the selected employability models that propose a better design for curricula, our study will continue with creating an integrated employability model that takes into account all the factors identified on employability literature on each level (or main actors that have influence on employability and determine new requirements): HE institutions, policy makers and employers. This approach aims to identify on one hand the necessary skills and competences for increasing HE graduates’ employability in order to reduce the gap between demand and supply of competences on labor market and on the other hand to identify and understand the factors of impact on employability of HE graduates in order to find solutions for achieving employability skills by curricula.

Information about the paper titled "CHALLENGES AND RISKS IN THE EDUCATION OF STUDENTS, FOR THE ACQUISITION OF NEW COMPETENCES CORRELATED WITH THE DIGITAL MARKET NEEDS" at IATED Digital Library

The transition from student to employee status has become an important issue for labor market analysts, students and universities. Literature recognizes that the international experience represents a successful factor for future employability. In this regard, a new curricular model should include international competences in order to build the qualifications required by the global labor market. A recent study (Stan, Butum & Zodieru, 2016) highlighted the importance of youngsters’ professional training upon graduation and the crucial role of collaboration between universities, companies and governments (through education policies) in increasing graduates’ accessibility to well - paid jobs and in developing an entrepreneurial career. The same study provides the results of a qualitative research that leads to the conclusion that most Romanian students have the capacity to obtain the desired job if they can swiftly gain the soft skills required by companies. It is also mentioned that the labor market has increased the demand for international competences and practical skills in recent years. The purpose of this article is to analyze the dynamics of Romanian and European students’ feedback on their universities. Beginning with the analysis of soft skills needed for the labor market and their appreciation as perceived by students, the study will examine the dynamics of students’ appreciation on international experience and other work activities that ensure the achievement of international competences and reduce the time for obtaining a job. Afterward, the paper will analyze students’ career priorities and students’ perception of university performance in providing practical and international skills needed for the labor market. The analysis will include 3-year statistic data from Trendence Graduate Barometer regarding Romanian students’ perception. The conclusions will show the dynamic of students’ expectations on provided skills and the connection with their career priorities. Furthermore, the main results of this study will represent a basis for future research in designing a guide for developing the internationalized curriculum, as well as for a future analysis of the international competences needed by students when searching for a well-paid job.

Romanian students′ appreciation towards international experience has been increasing as the number of students involved in international programs has been rising year by year. Also, students′ expectations upon graduation are more related to finding a good job, usually in multinationals. Studies conducted in Romania (Frunzaru et al., 2013) and (Nicolescu and Păun, 2009) showed that students give great attention to the skills they acquire after completing various programs, often their choices being focused on several successful areas and international programs. The joint projects of several universities and governmental authorities in Romania have aimed to develop the international dimension of education (IEMU, 2015). The results of implementing those projects could be revealed by students’ perception of international competences gained by curricula or international exchange programs. The purpose of this paper is to analyze the dynamics of Romanian and European graduates’ satisfaction with international experience and extracurricular resources accessed during university courses. Also, the article will analyze the dynamics of graduates′ career priorities in accordance with the skills provided upon graduation. The data are selected from Trendence Graduate Barometer - Romanian Edition and the analysis establishes relevant conclusions regarding the young Romanian graduates′ need to develop, in comparison with European graduates from 5-year statistic data (2012-2016). The conclusions include a comparison of international exchange programs and career priorities expectations among Romanian and other European graduates. Also, the paper will draw new research directions regarding students′ need for specialization especially in gaining international competences.

New Trends in Workforce Competences Due to the Internationalization of Markets