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THE ROLE OF EMPLOYERS IN ENSURING THE QUALITY OF
EDUCATION
Fayzullayev Sardorbek
Navoi State University, 3rd-year student at "School Management.
E-mail: mr.olimdjon@gmail.com
https://doi.org/10.5281/zenodo.14533520
Abstract.
The aim of the research is to discuss the role of employers in the
educational process of universities in ensuring the quality of education services
and preparing high-quality graduates. In modern conditions, the implementation
of the integration principle of education, science, and production ensures a
balance between the content of educational programs, research outcomes, and
production results. The findings of the article can serve as a guide for potential
managers and practitioners in academia, highlighting the most crucial aspects of
collaboration between universities and employers.
Key words:
Introduction.
Potential employers of higher education institutions play a
crucial role in ensuring the effective functioning of universities. They are
primarily responsible for providing expertise on the main requirements of
society and the labor market, as well as offering technical advice necessary for
research, teaching, and the transmission of knowledge. Additionally, many
employers collaborate with specialists and practitioners in specific fields of
education. In Kazakhstan, the governance model in state higher education
institutions is transitioning to non-profit organizations. As a result, the role of
potential stakeholders has significantly increased, as they have been involved in
shaping the future, and the output of universities has become vital. The growth
of competition, the development and application of new markets, and the use of
innovative technologies create the necessary conditions for integrating industry
and universities.
Today, the issue of graduate employment is a primary concern for all higher
education institutions. University administrators have already recognized the
urgent need to establish cooperation with industry representatives to support
graduate employment after completing their studies and to meet the demands of
the labor market. As a result, interest in collaboration between universities and
industry has been growing among scholars, particularly in delivering quality
education services. Numerous studies have been conducted on this topic, with
researchers believing that different approaches may be applied to ensure
effective university-industry relations. As evidence, D'Este and Patel identify five
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types of organizational approaches to collaboration: meetings and conferences,
consultancy and contract research, physical facilities for cooperation, teaching,
and joint research.
In this regard, other scholars argue that a managed approach and
measurement tools should be developed to foster university-industry alliances.
Similarly, Teixeira and Mota (2012) identified some of the key evaluations of
collaboration, while Osmo Kauppila conducted empirical research to identify the
application of excellence models for collaboration assessment, such as the
European Foundation for Quality Management (EFQM).
Thus, this article discusses one of the best practices and approaches for
ensuring quality education through university-industry collaboration, focusing
on the role of quality managers in developing mutual cooperation with external
stakeholders. In terms of the positive impact of collaboration for both parties,
universities can gain access to funding and technology, receive feedback on the
practical relevance of research, and recognize the current needs of the labor
market, thereby becoming more competitive in education and employment
sectors. For industry, such collaboration provides access to scientific expertise,
facilitates joint project design and development, and helps meet labor demands
by aligning educational programs and developing the professional competencies
of graduates, thereby creating a competitive advantage.
The role of employers in the quality assurance process is critical,
particularly when it comes to revising and defining the content of degree
programs. Their contributions and feedback are essential in shaping the
competencies required of graduates. Today, the effectiveness of the education
system depends not only on equipping students with knowledge and skills but
also on ensuring their employment and adaptability to the labor market's needs.
Therefore, the collaboration between educational institutions and employers is
of great importance in organizing effective education processes and preparing
professionals who meet the labor market's demands.
This article analyzes the importance, forms, challenges, and solutions of
collaboration between educational institutions and employers.
There are numerous studies in the world literature regarding the
importance of university-industry collaboration, examining it from various
perspectives. One study, published in the
Journal of Economic Annals-XXI
,
explores the development of higher education relations and the practical skills
and competencies of graduates from the perspective of foreign industry
representatives. Another article focuses on the role of practical internships in
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preparing qualified and skilled graduates. In this study, the authors examine
employers' attitudes toward providing the best opportunities for students to
acquire necessary labor skills, creating the most favorable conditions for their
learning.
The research highlights employers' understanding of students' acquired
skills and abilities and their satisfaction. It was conducted to identify the
relevance of graduates' competencies, particularly in the fields of economics and
business. A different group of researchers conducted a similar empirical analysis
to determine employers' satisfaction with business graduates' qualifications.
Their conclusion is that graduates' transversal competencies are more
important than those specific to their professions, and university managers are
being provided with opportunities to implement competency-based education
systems.
In a similar vein, a comparative study conducted to analyze employers'
feedback emphasized the importance of graduates' general skills. Basit, Tehmina
N., and others (2015) analyzed employers' participation in education, and in
their research, they recommended a strategic approach from the perspective of
higher education institutions. The authors proposed strengthening university-
industry integration and enhancing workplace learning to meet the interests of
all stakeholders. They argued that this strategy should be considered an integral
part of the university’s operations.
As mentioned above, effective and efficient university-industry
partnerships require a deep understanding of the partner organizations and
their activities. Numerous studies in the literature discuss factors influencing
university-industry collaboration. These factors may include the cultural and
perspective alignment of partners, organizational compatibility, strategic
interests, and identifying key performance indicators for collaboration (Mead et
al., 1999). Other important factors include the geographic location of partners
and effective communication channels for sharing information, which is crucial
for successful collaboration.
Moreover, effective collaboration requires consideration of the diverse
social and economic missions and goals of organizations, taking into account
each party's organizational culture and differences. Intellectual property issues
and technology are also crucial elements in fostering successful partnerships.
Given the many factors that influence university-industry collaboration in the
world literature, each organization can define its critical aspects in terms of
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organizational culture, shared interests, mutual commitments, and the clear
mission of both parties.
As part of the methodology, the article explores the global literature on
identifying the importance of developing university-industry collaboration in
providing quality education. As evidence, the current article examines the work
of a leading university in Uzbekistan, which actively implements advanced
practices in graduate employment within the educational processes.
Without consulting employers’ opinions, educational programs are
developed, and recommendations on the required skills and qualifications for
graduates are formulated. The current agenda for higher education institutions
is focused on the development of mechanisms for involving employers in the
process of creating educational programs and training qualified graduates. This
article discusses Uzbekistan 's national strategy for optimizing communication
between universities and the labor market. In Uzbekistan, the State Education
Development Program was launched, outlining the main tasks for higher
education and postgraduate education from 2011 to 2020, with the goal of
achieving quality education. The main objective of the program is to achieve a
high-quality level of education that meets the needs of the labor market and is
aligned with the country’s industrial and innovative development goals.
Before discussing the implemented mechanisms and improvement
approaches, the article analyzes the effectiveness of employers’ participation in
quality management processes and examines the main trends and employment
indicators of graduates over the past five years. It is recognized that the key
indicators of education quality and efficiency are the successful employment of
graduates. National universities have introduced strategic programs and
mechanisms to address this pressing issue, which are discussed in this article.
The recent two figures show a positive trend in graduate employment, with the
first being 86% and the second 95%. This trend can primarily be explained by
the full responsibility of students for their education and future. Furthermore,
since Navoi State University is defined as a research university, all material and
immaterial resources are allocated to training qualified and competitive
specialists. Researchers and experts focus on increasing the country’s research
competitiveness in both the public and private sectors, as well as promoting
innovations.
After gaining autonomy, national university managers recognized the need
for a different approach in the education and labor markets. Their integration is
one of the best mechanisms for universities to develop educational programs
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that meet quality standards and train qualified graduates. However, currently,
there is a lack of interaction between higher education institutions and the labor
market, and the mechanisms for graduate employment are not regulated. To
address this issue, and considering the following factors, Kazakhstan’s National
University developed a guideline titled “Collaboration Between Universities and
Employers,” which includes the following issues:
Social and economic changes;
The impact and role of new information technologies in the educational process;
Developing the ability of each individual to perceive new information;
Strengthening international cooperation; The evolution of the internal economic
environment from the perspective of the market economy; Business development
that significantly outpaces the education system; Bridging the gap between
employers’ expectations and graduates’ qualifications; Challenges in establishing
links between businesses and universities; Insufficient opportunities for graduate
employment.
The university administration claims that the cooperation between
universities and employers guarantees that the skills and experience acquired
by students remain a priority in the university’s mission. The guideline plays an
essential role in developing national and institutional systems for collaboration
between universities and employers. It is worth noting that engaging employers
in the educational process ensures the quality, transparency, and recognition of
qualifications. A guideline on involving employers in quality management
processes has been developed within the Erasmus project, with five
representatives from different countries participating, including Uzbekistan as
the project coordinator and partners from Russia, India, Turkey, and Malaysia.
The aim of the guideline is to define the structure of practical systems for
collaboration between universities and employers at the national and
institutional levels, to implement the principle of integrating education, science,
and production, and to define the degree of collaboration in developing
educational programs.
One of the primary objectives of the document is to establish mutually
beneficial collaboration between the business sector and universities,
developing methods and systems to support entrepreneurship, and preparing
highly competitive graduates ready to meet the requirements of the labor
market. These graduates should be skilled, responsible, ethically trained, and
meet the standards for international employment. The university’s leadership
currently adheres to the principle of integration between the university and the
industrial sector. This approach is driven primarily by the increasing number of
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industry-oriented and developed educational programs based on sectoral
foundations and professional standards. Secondly, university managers support
the development of educational programs focused on quality and supported by
industry experts, in line with the country’s industrial-innovative development
program and qualification standards. The third reason is that program
coordinators aim to increase the number of interdisciplinary and
transdisciplinary subjects in education, aiming to deepen and expand the scope
of education and enhance the competitiveness of graduates.
During the development of the guideline, all parties agreed on the following
principles:
Ensuring mutual responsibility between universities and employers for
providing quality education and maintaining quality; Studying various
collaboration practices between universities and employers at the national and
institutional levels; Developing qualification foundations for graduates based on
the needs of industrial sectors; Conducting quality assessments of educational
programs.
The practical collaboration guide between higher education institutions and
industry is divided into ten sections, which define the mechanisms of
collaboration between the business sector and universities and ensure their
integration. The key objective of student entrepreneurship is to adapt research
and developments to the requirements of the real economy and ensure their
commercialization. Within the university, student entrepreneurship should be
part of an effective mechanism to stimulate and develop connections between
the economy’s sectors—science, education, and production.
The university administration, in collaboration with employers, coordinates
and plans joint activities, sets strategies for developing cooperation, monitors
planned outcomes, and ensures the introduction of professional standards and
regulations. The national university has been successful in ensuring graduate
employment opportunities in recent years. However, it is essential to continue
to improve the management and measurement of this activity and strengthen
collaboration with external stakeholders. The labor market includes a variety of
employers with diverse needs, which requires in-depth marketing research to
identify opportunities and common interests.
Taking this into account, the university leadership considers the following
characteristics before collaborating with industrial partners:
The size of the
organization (small, medium, large business, or manufacturing); The business
sector and the main activities of the organization (identifying professional skills);
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The regional characteristics of employers (regional or international
requirements); The existing relationship between the university and key
employers; The organization’s willingness to employ university graduates and
provide support; The reputation of the university in the national education field.
It should be recognized that a strategic partner of the university may be
large corporations for long-term collaboration, as they have high-tech
production facilities and can contribute to the joint planning and development of
academic programs. To conclude this article, the university-industry policy is an
effective approach to delivering quality education and training graduates with
qualifications in line with internal and external market demands. Secondly, this
approach strengthens the practical orientation of educational programs and
enhances the quality of educational services. Thirdly, it ensures graduates'
readiness and ability to solve professional problems in line with their academic
program and the expectations of employers, addressing the internal labor
market. This collaboration unlocks the potential for universities and
organizations to produce quality products and create conditions that will help
graduates develop their professional careers.
Conclusion.
The guideline discussed can be implemented by university
leadership across all types of higher education institutions, including
transnational and cross-border institutions. The guideline's goal, objectives,
methodology, and expected outcomes focus on involving employers in the
development of new educational programs and the revision of existing ones to
meet the needs of the labor market. This includes evaluating the quality of
degree programs.
Although universities are responsible for producing and delivering quality
education, it is crucial that employers participate in the process of managing
product and service quality, as they are the final consumers who recognize and
validate the results. Collaboration between employers and universities is a
central issue on the agenda for university leaders. The cooperation between
educational institutions and employers plays a key role in improving the
efficiency of the education system and meeting the needs of the labor market.
This partnership ensures that students and graduates are prepared for
employment, integrates new technologies and innovations, and increases
employment opportunities. Additionally, there is a need to continuously develop
new initiatives and solutions to address existing challenges in collaboration and
create more effective systems for future success.
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