Reflection of higher education aspects in the conception of national competitiveness

Abstract

Purpose -The purpose of this paper is to synthesize higher education (HE) elements as expressed in competitiveness literature and provide a comprehensive list of HE aspects found in the conception of competitiveness. In order to achieve this goal, the most acknowledged conceptions, including definitions and measurements, of competitiveness are overviewed and HE components reflected in them are depicted. Design/methodology/approach -In order to achieve the article goal, the most acknowledged conceptions, including definitions and measurements, of competitiveness are overviewed and HE components reflected in them are depicted. Findings -The reviewed measurements of competitiveness have provided a comprehensive list of HE elements. After reviewing a combination of literature on national competitiveness, it is stated that the following HE elements appear in the conception of national competitiveness -preparation for the HE (as reflected in quantity and quality of secondary education), tertiary education quantity and quality, funding of HE system, quality of scientific research institutions and links of the HE system with the labor and business sectors. Practical implications -The article has a practical value for HE policy makers since it detects key HE factors that are included in the most acknowledged competitiveness measurements which means that these factors have been identified to be the most influential for the growth of a country's prosperity. It is important for HE reformers to understand the underlying dynamics of the competitiveness process and factors that drive it so that they can contribute in the most effective ways. Originality/value -The article provides a comprehensive list of HE aspects found in competitiveness definitions and measurements. This can be useful for researchers in comparative HE research field. They are constantly seeking for common grounds of comparison of HE systems. The article provides the list of HE characteristics that can serve as basis of comparison. It is a complicated task to study similarities and differences between HE systems because it is difficult to find a joining point. In the article, this joining point has become national competitiveness. Thus, the article contributes to the quest for adequate theoretical approaches for HE system analysis, putting forward a list tailored to the study of HE systems in the context of national competitiveness.

Developing a university classification model from performance indicators

“…These pillars are necessary to drive the economy progressively. This view is consistent with Hedin et al (2005); Lee et al (2007); Deem et al (2008): Burke et al (2009); Cullen and Chawner (2010); Norzaidi et al (2011), and Ramoniene and Lanskoronskis (2011), who stated that university and quality of research were vital to any country's productivity and long-term competitiveness. In addition, Romer (1990); Grossman and Helpman (1991); and Aghion and Howitt (1992) stated that the standard of living -in the long-run -could be improved by innovation.…”

“…In addition, Romer (1990); Grossman and Helpman (1991); and Aghion and Howitt (1992) stated that the standard of living -in the long-run -could be improved by innovation. Ramoniene and Lanskoronskis (2011) further added that innovation is derived mainly from university education and university-industrial partnerships. For these reasons, organizations and researchers from the USA, Australia, Asia, Europe and the UK have continuously developed research university classification models and ranking systems, and also the "Research Excellence Framework" or (REF) to evaluate the quality of research universities, especially in terms of research dimensions (Liu and Liu, 2005;Deem et al, 2008;Salmi and Saroyan, 2007;Mathews and Sangster, 2009;Raddon, 2011;Smith et al, 2011).…”

The Relationship between the Knowledge Economy and Global Competitiveness in the European Union

“…The better quality of human capital endowments would allow countries to gain high skill-intensive export competitiveness. The study of Ramoniene and Lanskoronskis [28] define higher education elements to be relevant to competitiveness: quantity and quality of both secondary education and tertiary education, funding of higher education, quality of research institutions and the higher education system link to labor and business sectors. The limitation of the study is finding similarities among higher education systems in order to find differences and similarities.…”

Human Capital in the Smart Manufacturing and Industry 4.0 Revolution

“…This requires the higher education system's collaboration with the labour market, private, public and secondary education among others. In order for higher education system to contribute successfully to a country's competitiveness, it needs to work hand in hand with all of them [12]. In particular, developing countries' national innovation policy should focus on an education system that is able to develop basic analytical and problem-solving skills, creativity, imagination, resourcefulness and flexibility of its people…”