HIGHER EDUCATION IN CROSS-BORDER ALTERNATION BETWEEN FRANCE AND SPAIN
DOI:
https://doi.org/10.5944/educxx1.17786Keywords:
Educational Innovation, Higher Education, Crossborder Education, Alternating Training, Triple Helix Model.Abstract
In this study, our aim is to prove that education alternatively stimulatesthe creation of employment and encourages innovation according to the
current technological revolution, according to the current necessities in
the cross-border territory. For this reason, four experiences are analyzed
in this cross-border area, based on higher education in alternation to both
sides of the Pyrenees as experiences in tune with the triple helix model. The institutions of higher education involved are Universidad de Mondragon, Universidad de Vic-Universidad Central de Catalunya (Spain), la Escuela Universitaria de management de la Université de Pau (France) and École Superieure des Technologies Industrielles Avancées (ESTIA). Our findings suggest the elements that should have an alternating cross-border education model considering the common and diverging issues of the analysis of the four experiences and the relevance of using this educative innovation to improve employability and promote the market entry of the students along with the regional, social and economic development of the areas under study.
Downloads
References
Abdala, E. (2004). Formación por alternancia. Un esbozo de la experiencia internacional. En E. Abdala, J. Díaz Zamúz, J. Lasidam, S. Latorre, S. Santos & M. Suanes. Formación de jóvenes en alternancia. Una propuesta pedagógica innovadora (pp. 11-28). Montevideo: CINTERFOR/OIT, CEPAP, El Abrojo.
Almeida, M. (2005). The evolution of the incubator movement in Brazil. International Journal of Technology and Globalisation, 1(2), 258-277.
Bagherimoghadam, N., Hosseini, SH. & SahafZadeh, M. (2012). An analysis of the industry–government–university relationships in Iran’s power sector: A benchmarking approach. Technology in Society, 34(4), 284-294.
Balzer, H. & Askonas, J. (2016). The Triple Helix after communism: Russia and China compared. Triple Helix 3(1). 10.1186/s40604-015-0031-4
Barnett, R. (1993). Knowledge, Higher Education and Society: a Postmodern Problem. Oxford Review of Education, 19(1), 33-46.
Bektaş, Ç. & Tayauova, G. (2014). A Model Suggestion for Improving the Efficiency of Higher Education: University–Industry Cooperation. Procedia - Social and Behavioral Sciences, 116, 2270-2274.
Benner, M. & Sandström, U. (2000). Institutionalizing the triple helix: research funding and norms in the academic system. Research Policy, 29 (2000), 291-301.
Betz, F., Carayannis, E., Jetter, A., Min, W., Phillips F. & Shin, DW. (2016). Modeling an Innovation Intermediary System Within a Helix. Journal of the Knowledge Economy, 7(2), 587-599.
Banal-Estañol, A. & Macho-Stadler, I. & Pérez-Castrillo, D. (2013). Research output from university–industry collaborative projects. Economic Development Quarterly, 27 (1), 71-81.
Brännback, M. & Carsrud, A. & Kruege, N. & Elfving, J. (2008). Challenging the triple hélix model of regional innovation systems: A venturecentric model. International Journal Technoentrepreneurship, 1(3), 257-278.
Cai, Y. & Liu, C. (2015). The roles of universities in fostering knowledgeintensive clusters in Chinese regional innovation systems. Science and Public Policy, 42(1), 15-29. 10.1093/scipol/scu018
Castillo, L. y Reyes, S. (2015). Los modelos de relación universidad-empresa. Revista Caribeña de Ciencias Sociales. Recuperado de https://goo.gl/xLGJ9Y
Coiduras, JL. (2013). Universidad y empleo: escenarios complementarios en educación superior. Formación XXI. Revista de Formación y Empleo, 22. Monográfico.
Coiduras, J., Isus, S. y Del Arco, I. (2015). Formación inicial de docentes en alternancia. Análisis desde las percepciones de los actores en una experiencia de integración de aprendizajes. Educar, 51(2), 277-297.
Comisión Europea (2012). Un nuevo concepto de educación: invertir en las competencias para lograr mejores resultados socioeconómicos. Estrasburgo: Comisión Europea. Recuperado de https://goo.gl/JfdSWH
Cooke, P. & Leydesdorff, L. (2006). Regional Development in the Knowledge-Based Economy: The Construction of Advantages. Journal of Technology Transfer, 31(1), 5-15.
De Miguel, M. (2006). Metodologías de enseñanza y aprendizaje para el desarrollo de competencias. Orientaciones para el profesorado universitario ante el Espacio Europeo de Educación Superior. Madrid: Alianza
Dezhina, I.G. (2014). Technology platforms in Russia: a catalyst for connecting government, science, and business? Triple Helix, 1(1), 1-10.
Doh, S. & Kim, B. (2014). Government support for SME innovations in the regional industries: The case of government financial support program in South Korea. Research Policy, 43(9), 1557-1569.
Etzkowitz, H. (2010). The Triple Helix. University-Industry-Government. Innovation in action. Monograph. Tomsk.
Eurostat (2014): Base de datos de estadísticas regionals. Recuperado de https://goo.gl/SD2z9s
Ferrary, M. & Granovetter, M. (2009). The role of venture capital firms in Silicom Valley’s complex innovation network. Economy and Society, 38(2), 326-359.
Hincapié, M., Moreno, G., Prada, A., Valencia, J. y Arango, D. (2015): Panorama de la innovación en el modelo de Triple Hélice: Universidad-Empresa-Estado. Espacios, 36 (24), 22-42.
Huerta Amezola, J.J., Pérez García, I.S. y Castellanos Castellanos, A.R. (2000). Desarrollo curricular por competencias profesionales integrales. Revista Educar, 87-96.
Inzelt, A. (2004). The evolution of university–industry–government relationships during transition. Research Policy, 33(6), 975-995.
Jacob, M. (2006). Utilization of social science knowledge in science policy: Systems of Innovation, Triple Helix and VINNOVA. Social Science Information, 45(3), 431-462.
Kolb, D.A. (1984). Experiential learning: Experience as the source of learning and development. New Jersey: Prentice-Hall.
Lawton-Smith, H. & Leydesdorff, L. (2014). The Triple Helix in the context of global change: dynamics and challenges. Prometheus, 32 (4), 321-336.
Levi-Leboyer, C. (1997). La gestión de las competencias. Barcelona: Ediciones Gestión 2000.
Luzón Trujillo, A., Sevilla, D. y Torres, M. (2009). El Proceso de Bolonia: significado, objetivos y controversias. Revista de la Asociación de Inspectores de Educación en España, 10, 1-11.
Marques, JPC., Caraça, JMG. & Diz, H. (2006). How can university–industry–government interactions change the innovation scenario in Portugal?— the case of the University of Coimbra. Technovation, 26(4), 534-542.
Mourshed, M & Farrell, D. & Barton, D. (2016). Education to Employment: Designing a system that works. Recuperado de https://goo.gl/mmoGqD
Pereira, C. y Solé, J. (2013). La cualificación profesional en educación social. El papel de prácticum. Pedagogía Social. Revista Interuniversitaria, 21, 237-258.
Ranga, M. y Etzkowitz, H. (2013). Triple Helix systems: an analytical framework for innovation policy and practice in the Knowledge Society. Industry and Higher Education, 27(4), 237-262.
Saad, M., Zawdie, G. & Malairaja, C. (2008). The triple helix strategy for universities in developing countries: the experiences in Malaysia and Algeria. Science and Public Policy, 35(6), 431-443.
Salimi, N., Bekkers R. & Frenken, K. (2015). Does working with industry come at a price? A study of doctoral candidates’ performance in collaborativa vs. non-collaborativa PhD projects. Technovation, 41(1), 51-56.
Sarceda, M.C. y Rial, A. (2011). De las prácticas en alternancia a la inserción laboral: resultados de una investigación. Revista de Docencia Universitaria, 9(2), 231-252.
Sarpong, D. & Abdrazak, A. & Alexander, E. & Meissner, D. (2015). Organizing practices of university, industry and government that facilitate or impede) the transition to a hybrid triple helix model of innovation. Technological Forecasting and Social Change.
Su, Y. & Hung, L. (2009). Spontaneous vs. policy-driven: The origin and evolution of the biotechnology cluster. Technological Forecasting and Social Change, 76(5), 608-619.
Van der Hofstadt, C. & Gómez, J.M. (2006). Competencias y habilidades profesionales para universitarios. Madrid: Díaz de Santos.
World Economic Forum (2016). The Future of Jobs Employment, Skills and Workforce Strategy for the Fourth Industrial Revolution. Recuperado de https://goo.gl/yhKr9j
Downloads
Published
How to Cite
Issue
Section
License
Educación XX1 is published under a Creative Commons Attribution-NonCommercial 4.0 (CC BY-NC 4.0)
