Knowledge Alliance 'Human Resources and Organizational Development '(KA4HR) E-Book

Jürgen Hogeforster

• Herausgeber: Books on Demand
• Kategorie: Fachliteratur
• Sprache: Englisch
• Veröffentlichungsjahr: 2022

Seitenzahl: 448

Beschreibung

To remain competitive in the Baltic Sea Region (BSR), small and medium-sized enterprises (SMEs) must increase their innovation capacity and close the gap between qualification requirements and demands. Human capital is the most important resource for increasing productivity and innovation. As a result, the "Knowledge Alliance for Human Resources and Organizational Development" project was launched and ran from 2017 to 2021. The project of eleven partners from four countries placed a high value on increased collaboration between universities and businesses in order to promote education and innovation. The most important findings are included in this publication. First, through R&D work at universities, SME-specific methods, instruments, and projects are developed, tested, and implemented, resulting in workplace innovations in areas such as employee recruitment, motivation, and digitization, a more innovative working environment, and more efficient use of human capital. Second, through qualifications, small and medium-sized enterprises in the Baltic Sea Region's awareness and competencies in this new area of innovation promotion was strengthened.

Leseprobe

Content

Introduction

Knowledge Alliance and Center of Competence “Human Ressources for Small and Medium-sized enterprises” (HR4SMEs)

2.1 | Overview: Knowledge Alliance

2.2 | Extension of the Knowledge Alliance

2.3 | Survey on the Development of Centers of Competence

2.3.1 |Cooperation between Universities and Chambers/SMEs

2.3.2 |First Cooperation Concepts for Universities and Chambers/SMEs

2.3.3 |Study of the needs and conditions

2.4 | Concept for Center of Competence “HR for SMEs”

2.5 | Work and Business Plan for the Center of Competence

2.5.1 | Continuation of Project Activities

2.5.2 | Further Development and Expanding the Center of Competence

2.5.3 | Business Model for Future Work

2.5.4 | Best Practices and Outlook

2.5.5 | Vote

Train the Trainer Program

3.1 | Concept and Curriculum of a Train the Trainer Program (TTT)

3.2 | Implementation of the Train the Trainer Program

3.3 | Evaluation concept, results and application notes

3.3.1 | Evaluation concept

3.3.2 | Evaluation report

Management Tools and new Practices

4.1 | Identification of SME conditions and qualification needs

4.1.1 | Introduction and Overview of Contents

4.1.2 | Identification of SME Conditions and Qualification Needs

4.1.3 | Exploration of Qualification and Competence Needs – Identification of Requirements for Professional Further Training and a Dual Bachelor's Degree Programme

4.1.4 | Hints for the Dual Bachelor’s Study Program

4.1.5 | Conclusions and Recommendations

4.2 | Best Practices of Workplace Innovations

4.2.1 | Baltic Sea wide Analysis of Workplace Innovation Best Practices

4.2.2 | Implementation of Workplace Innovation

4.3 | Development of new Methods and Tools for Workplace Innovation

Further vocational Trainings

5.1 | KAIN Method

5.2 | Training “Employees on the way to Co-Entrepreneur”

5.2.1 | Curriculum innovative Workplace – satisfying Place to Work

5.2.2 | Experiences with the Implementation

5.3 | Training "Digitization and Human Capital"

5.3.1 | Curriculum “Digitalization and Human Capital”

5.3.2 | Experiences with the Implementation

5.4 | Training "Innovation Processes”

5.4.1 | Curriculum

5.4.2 | Experiences with the Implementation

5.5 | Examination Regulations and international Recognition

5.5.1 | Examination Regulations

5.5.2 | Evaluation in the Qualification Framework and international recognition

5.6 | Evaluation of the three Trainings

5.6.1 | Evaluation Concept

5.6.2 | Evaluation Report

Higher education and R&D

6.1 | Module handbook „Human Resources and Business Administration"

6.2 | Testing of study program „Human Resources & Business Administration"

6.3 | Evaluation of the study program „Human Resources and Business Administration"

6.3.1 | Evaluation Concept

6.3.2 | Evaluation Report

6.4 | SME specific R&D tasks on Workplace Innovations

6.4.1 | Process for the exchange of technology and experience

6.4.2 | Results of the R&D Work

Dissemination of project results

Other Publications by the Baltic Sea Academy

Members of the Hanse-Parlament

Members of the Baltic Sea Academy

1 | Introduction

For small and medium sized enterprises (SMEs) in the Baltic Sea Region (BSR) to remain competitive in the long term, it is necessary to increase their innovation capacity and reduce the gap between qualification requirements and demands. For this reason, the Knowledge Alliance "Human Resources and Organizational Development", consisting of eleven partners from four countries, relies on increased cooperation between universities and companies in order to realize education and innovation promotion. To reach as many SMEs as possible, chambers strengthen the partnership between universities and companies.

Human capital is the most important resource for strengthening innovation and productivity. Hence, the project focuses on the comprehensive promotion of Workplace Innovations. While there is great need for further development in this area in the countries south of the Baltic Sea, Workplace Innovations are already more advanced in the Scandinavian countries. Therefore, the project involves countries from both regions.

The alliance, which will be extended to 70 partners from 13 countries and permanently continued, focuses on cooperation in two areas. First, the development, testing, and implementation of SME-specific methods, instruments, and projects through R&D work at universities, that create workplace innovations in areas such as employee recruitment, motivation and digitization, a more innovative working environment and more efficient use of human capital. Second, the strengthening of awareness and competences in this new area of innovation promotion for small and medium-sized enterprises in the Baltic Sea Region through qualifications. The project will develop and implement:

a) three comprehensive further vocational education programs:

Digitization & Cooperation,

Employees on the way to Co-entrepreneurs and

Innovation Processes.

b) a dual bachelor's degree course “Corporate Management 4.0”

All results will be transferred to 70 actors in 13 countries for further implementation.

This publication summarizes important results of the project. Further results and materials can be found on the project website https://ka4hr.eu/.

The project was carried out from 01. November 2018 to 31. January 2022 by eleven partners from four countries. The following list clearly shows the participating institutions and their representatives within this project:

Baltic Sea Academy (Lead Partner), Hamburg, Germany

Dr. Jürgen Hogeforster

Mira Alexander

Christian Wildt

Work and Future, Hamburg, Germany

Alexander Frevel

Satakunta University of Applied Sciences, Pori, Finland

Dr. Sirpa Sandelin

Dr. Kari Lilja

The Baltic Institute of Finland, Tampere, Finland

Johanna Vannes

Tasowheel Group Oy, Tampere, Finland

Jarmo Kuikka

Petri Keski-Korpela

University of Latvia, Riga, Latvia

Zane Zeibote

Denize Ponomarjova

Dr. Romans Putans

Latvian Chamber of Commerce and Industry, Riga, Latvia

Līga Sičeva

Jānis Tilibs

Elīna Valdmane

Vides Dizains, Riga, Latvia

Jānis Balodis

Gdansk University of Technology, Gdansk, Poland

Dr. Marzena Grzesiak

Dr. Anita Richert-Kaźmierska

Pomeranian Chamber of Handicrafts for SMEs, Gdansk, Poland

Małgorzata Wokacz-Zaborowska

Maria Muszyńska

Hydromechanika Sp. z o.o. Sp.K., Ostaszewo, Poland

Anna Jsnopek

Jaroslaw Cieslak

We thank all our partners for their great commitment and the excellent cooperation.

2 | Knowledge Alliance and Center of Competence “Human Ressources for Small and Medium-sized enterprises” (HR4SMEs)

2.1 | Overview: Knowledge Alliance

The establishment of the Knowledge Alliance "Human Resources for SMEs” (HR4SMEs) with the eleven project partners from Finland, Germany, Latvia and Poland and with relevant actors like economic chambers, vocational education and training institutions, universities, public institutions, and further stakeholders is part of the project KAforHR. The alliance is founded during the project, expanded to include other relevant institutions, systematically built up and further developed.

The Lead Partner - Baltic Sea Academy - develops and coordinates the alliance in cooperation with the project partners. Additionally, it also develops and implements rules for collaboration, instruments of cooperation and the provision of information, etc. The alliance meets on a regular basis, accompanies the entire project implementation by providing advice. The individual members take part in project workshops and during international consultation and transfer conference. Different members of the alliance are involved in certain project tasks.

The Lead Partner develops and ensures cross-border exchange of experience and information as well as cooperation as well as involves and informs the 70 transfer recipients and implementation partners from 13 countries who participate as associated partners in the project.

Towards the end of the project, a Baltic Sea Region wide competence center "Human Resources for SMEs" was established, into which the work of the Knowledge Alliance has been incorporated and continued. For this, the following activities were carried out:

development & coordination of concept for a Centre of Competence (CoC),

attracting universities as CoC partners,

development and coordination of organizational and working forms of the CoC with cooperation of chambers and vocational training providers,

development & coordination of a management and business plan for the CoC,

establishment & launch of operations of CoC.

For the work of the Knowledge Alliance, the following have been developed and implemented:

a) information, communication and cooperation instruments and procedures,

b) a platform "Information & Cooperation Workplace Innovations".

This platform includes:

the website

www.KA4HR.eu

,

dialogue and cooperation forum for Knowledge Alliance and Centre of Competence,

service pages for the various target groups (SMEs, SME employees, students, lecturers) with all target group-specific offers of the project;

service pages for third-party institutions of vocational education and training, further education and higher education with all cooperation and funding offers;

information and promotion pages of the Centre of Competence "Human Resources for SMEs”.

All these results can be found on the project website www.KA4HR.eu.

2.2 | Extension of the Knowledge Alliance

The Knowledge Alliance, which began its work in the first months of the project, focuses on collaboration in two areas. First, through R&D work at universities, SME-specific methods and tools are being developed, tested and implemented to create innovations in areas such as recruitment, motivation and digitalization, a more innovative working environment in SMEs and more efficient use of human capital through workplace innovation. On the other hand, further training and a dual study program will increase awareness and competence in this new area of innovation support for current and future SMEs in the Baltic Sea Region.

The Alliance was founded by eleven project partners involved from four Baltic Sea Region countries (Finland, Germany, Latvia and Poland). Since the goal is to expand the Knowledge Alliance to all countries in the Baltic Sea Region, additional potential Alliance partners from the countries in the Baltic Sea Region need to be acquired:

a) Higher Education Institution:

They are key partners of the Alliance, cooperating with each other across the Baltic Sea Region, sharing experiences, implementing joint development projects and doing the following work at the local and regional level:

Promotion of innovation and realization of R&D tasks with and for SMEs.

Development of curricula and continuous further training of owners, managers and specialists of SMEs based on these curricula.

Development of curricula for the permanent implementation of further training for SMEs by other training providers and SME promoters.

Development and permanent implementation of Train the Trainer programs for

Teachers and counsellors of chambers and other VET providers.

Managers of SMEs who are involved in dual study programs as training partners and also teach at the university.

Own lecturers for the realization of educational tasks in the field of Workplace Innovations.

In this way, a sufficient number of qualified teachers will be provided at all participating institutions in all Baltic Sea countries. Providing instructors to conduct educational and outreach programs through chambers and other educational institutions.

b) SME promoters, chambers and other educational institutions:

The large and colorful diversity of SMEs is contrasted by only a few higher education institutions concentrated in a few central locations. The higher education institutions have only limited opportunities to establish contacts with SMEs and exchange information with them. In addition, their work processes do not match the conditions of SMEs, which have little management capacity. There is fear of contact, speechlessness and a lack of understanding on both sides. The Alliance must therefore involve supporters of SMEs (chambers and SME associations) who establish contacts with SMEs on a needs-oriented basis, advise SMEs, provide SMEs with targeted advice and further training, encourage SMEs to participate in dual study programs and participate in the implementation of teaching and development tasks.

Through the participation of the SME promoters, SMEs - also from rural regions - are involved in a large scale and connected to the higher education institutions. Also, the chambers are officially represented in political bodies at the regional and national level, so that they can achieve reform processes very well.

The chambers carry out the following work at the local and regional level:

mediation between SMEs and universities

advice and support for SMEs in the implementation of dual study pro-grams

participation in R&D tasks in SMEs

organization of initial vocational training and conducting courses on new technologies

implementation of further vocational training for SMEs and their employees

acceptance of all examinations in vocational education and training

advising and supporting SMEs on all relevant issues

representing the interests of SMEs vis-à-vis all social groups

To cover all sub-regions, the Knowledge Alliance is to be expanded to include

a) 50 economic chambers, SME associations, VET providers and other SME supporters (four of them are involved as project partners),

b) 20 higher education institutions (three of them are involved as project partners) and

c) 3 SMEs, who are involved as project partners from 12 Baltic Sea countries.

The members of the extended Knowledge Alliance are involved in the project work as associated partners and participate in individual project activities (e. g. participation in workshops, train the trainer programs, etc.). They receive all project results and individual implementation advice.

The expansion of the Knowledge Alliance is completed by formal resolutions of the 50 chambers and 20 higher education institutions. The 73 partners from 13 countries manage the extended Knowledge Alliance and jointly establish a Baltic Sea-wide Center of Competence "Human Resources for SME", which will continue the work of the Knowledge Alliance permanently after the end of the project.

2.3 | Survey on the Development of Centers of Competence

For the development and expansion of the Knowledge Alliance, the cooperation between higher education institutions, SMEs and chambers was explored. As the Center of Competence will be established in the project, which the members of the knowledge alliance will join, a study on competence centers is included in this document.1

2.3.1 |Cooperation between Universities and Chambers/SMEs

SMEs often lag large enterprises regarding innovation. Large enterprises generally have their own research departments while SMEs are often too small to finance their own and suffer from limited access to research institutions (financial and non-financial barriers). Although there are a lot of activities and programs provided by the EU aiming at improving the cooperation between SMEs and universities, the success is still low. The application procedures for many programs are too complicated and time-intensive for the enterprises. And often, entrepreneurs do not even know about these programs.

A successful way of improving the cooperation between universities and SMEs is to start at the bottom, i. e. at the level of the SMEs and universities. The present study follows this approach. First, the current situation, including the problems and best practices of cooperation between SMEs and universities, has been evaluated. Second, the aims and the next steps are elaborated.

This study does not only consider the cooperation between SMEs and universities but also between economic chambers and universities. Since the capacities are deficient in SMEs for communication and building up business contacts to universities, first contacts between universities and SMEs via chambers, which closely work together with SMEs in their daily work, are more practical. However, it must be taken into account that membership in chambers is not mandatory in most of the BSR countries. Therefore, the role of the chambers differs accordingly.

What are the current problems of the collaboration between universities and chambers/SMEs?

There are major differences in collaboration between universities, SMEs and chambers. The level of engagement varies greatly, even within the same group. When it comes to improving collaboration between these institutions, the focus should be on the engaged organizations rather than trying to get every institution on board.

Cooperation depends highly on the persons involved and is rarely institutionalized. Often, one very committed and motivated person in each institution keeps cooperation going. If this person leaves the organization (for example a professor retires), the partnership needs to be redefined by the successor. Furthermore, the cooperation between a university and an SME/chamber is highly related to one topic or research area. Therefore, several people in one organization might be involved in different forms of cooperation. But there is hardly one person or one department, which is responsible for the coordination of all existing cooperation of the organization and, thus, no single contact person is responsible for cooperation in general. This lack of structure creates a problematic situation, especially for outsiders who want to initiate collaboration with an organization but do not know who to contact. Some universities are establishing project coordination departments, which are responsible for gathering information about new research programs and share this information with the different depart-ments. However, even those structures are missing in most chambers and SMEs.

The financial structure differs among universities, chambers and SMEs, and so does the wish to start cooperation. While universities mainly try to get funding for existing or new researchers, SMEs are interested in new products or outcomes, which increase the profit of the enterprise. These differences are also reflected in the preferred duration of projects. While universities try to get funding for projects with a longer duration, SMEs favor shorter projects with a fast delivery of results and outputs, which can then be capitalized. SMEs and even chambers have little experience and resources for complex project applications.

Universities, on the one hand, and SMEs and chambers, on the other hand, often talk in different “languages”. In the world of universities, project results are measured in number and quality of research papers published in various scientific journals. These research papers include a description of the theoretical background and the chosen approach as well as a detailed analysis. In contrast, SMEs and chambers need the results to be written in an understandable language. They prefer short reports instead of theoretical research papers. It must be possible to easily transfer the written results into action (improved processes, new products, etc.).

Both universities and chambers, offer seminars and other courses for SMEs. There is no coordination between the institutions so that it might happen that a university and a chamber in the same town offer very similar seminars. In doing so, they compete.

There is little communication between universities, chambers and SMEs. There are few possibilities where representatives of universities, chambers and SMEs meet by chance. Few universities take part in vision-processes of SMEs. Then again, SMEs and chambers also hardly take part in curriculum development of new study programs at universities. The interaction between universities and SMEs is low even though both institutions could contribute to the success of the respective other. Due to a lack of possibilities for representatives of the different institutions to meet each other and thus to come in contact, it is increasingly difficult to start cooperation as meetings, and face-to-face communications are essential for it.

Future Aims

The future objective is to share responsibilities among chambers and universities, to overcome the overlapping offers of universities and chambers, particularly seminars for SMEs but also consultation services. The two institutions should agree in advance on their offers for SMEs. That way offers become more attractive which is especially beneficial for chambers without mandatory membership. One possibility might be a division of the offers for SMEs according to the target group: universities provide seminars for the management level, chambers for the skilled workers. Another possi-bility is that the seminar offers can be divided according to content (management skills by chambers, technical skills by universities) or according to the degree/certifi-cate that will be obtained.

It is desired that every institution has one post (or department) who is responsible for external communication, particularly for the cooperation with other institutions and SMEs. This does not only enable coordination of responsibilities between universities and chambers but also provides external institutions or SMEs with a central contact person to turn to. That way communication processes are institutionalized. This primary contact person can then pass on information internally. The name and contact details of this person must be available publicly, e.g. on the institution’s website or newsletter. Internally, all employees need to support the communication manager, i.e. sharing cooperation activities of staff, relationships and contacts with other institutions and SMEs, as well as thematic orientation.

A second aim is aligning the interests of chambers, universities and SMEs to receive funding and make a profit. Currently, universities are looking for funding for research projects to finance present and additional employees. SMEs are looking for solutions which quickly result in additional profits. While universities generally look for longer research projects, SMEs prefer to have shorter projects with fast delivery of results.

Finally, research should be adapted better to work on the ground. This includes practice-oriented research topics. One way to better understand the problems of SMEs and to detect possible gaps for research is to send students in the enterprises (e.g. via an internship or for a bachelor’s or master thesis). Besides the main task of getting practical training, the students can act as intermediary between the enterprise and the university. This has already been carried out successfully by German univer-sities, which provide dual study programs. Students are employed in an enterprise and concurrently study at a university. In doing so, they can apply their practical experience at the university and their theoretical knowledge to the company.

The face-to-face communication between universities, chambers and SMEs should be improved and institutionalized. Only face-to-face contacts can create a basis for sustainable cooperation. Conferences, workshops, fairs, etc. are places where universi-ties, chambers and SMEs meet. However, it must be secured, that different institutions talk to each other instead of only being in the same room (e.g. round tables at confer-ences, etc.). Therefore, special side-events during larger events must be organized for craftsmen and professionals. Special forums are another possibility to bring together universities, chambers and SMEs. In these forums, the different institutions can ex-change ideas, problems and experiences.

As mentioned before students can act as an intermediary in enterprises to transfer experiences from one institution to the other. However, it must also be possible for SME employees to gain experience at universities, e. g. through practical training or an internship at a university lab.

Especially cross-border cooperation requires good language skills, which is often a problem, particularly for smaller SMEs. It must be possible that SMEs can ask questions in their native language and not in English.

There are some excellent examples universities supporting SMEs, e. g. when students work on specific tasks for the companies. The opposite, SMEs and chambers supporting universities, is rather uncommon. Since most students end on working in a company, the qualification needs and needs of companies must be considered in the curricula of the higher education. SMEs could, therefore, work on the development of new or the adaption of existing curricula.

2.3.2 |First Cooperation Concepts for Universities and Chambers/SMEs

The most important vision is close cooperation between universities and SMEs including

Research that is more oriented towards the practice and needs of SMEs,

SMEs influencing activities of universities, e. g. development of curricula.

Particularly in Eastern European countries, systematic and closer cooperation between higher education institutions and SMEs must be initiated from the top, e. g. through political decisions or lobbying. Good PR could sensitize the relevant institutions to rapprochement and cooperation. In addition, round tables must be organized with representatives from all three institutions to elaborate on curricula or other studyrelevant topics.

As mentioned above, joint events can bring together representatives from universities, chambers, and SMEs. In order to make them talk to each other. Such events should include sessions with smaller working groups where the representatives of different institutions can exchange knowledge and experiences, and they can start to get to know each other.

Since there are some good examples for fruitful cooperation between universities, chambers and SMEs, an international exchange of these good practices is required. This exchange must not only be on the level of institutions (universities exchange with universities, chambers with chambers, etc.) but must go beyond. However, it is important to remember that smaller SMEs in particular have difficulty releasing employees (for hands-on training or even for knowledge transfer events) because they need every single employee to do their daily work. Last but not least, universities need to transfer scientific results in a more practical format for the enterprises (results written in an easy language on 1 to 2 pages maximum).

To improve the cooperation between universities, chambers and SMEs, every institution needs one key contact person.

First, information about the main contact person must be available to outsiders. This requires that there is initially a central contact person or department at each institution. Once an institution has agreed on a central point of contact, it must create awareness of it within the institution. All staff should know about this position and be required to use it. An organizational chart must be created with relevant information about the positions, the names of the contact persons, and their responsibilities. This organizational chart can be used for both internal and external parties.

Round tables can be organized for persons with the same tasks or working area. These round tables can improve the cooperation between universities, chambers and SMEs on working level.

In order to intensify the cooperation between universities and SMEs, students must be more involved in the practical work of enterprises.

A stronger inclusion of practical work into the curricula must fit in the overall legal framework of the countries. For example, in Germany, dual study courses are permitted by law, which allows students to work and study concurrently. Another good example is the Satakunta University of Applied Sciences: here, the curricula include practical work in enterprises as part of the study courses.

4) Particularly in cross-border-cooperation, command of English is essential - not only for students but also for teachers.

In order to improve the knowledge of English of employees, English courses must be offered. At universities, participation in English courses should be accredited with credit points. In addition, it is not only necessary to talk about language courses, but also professional courses can be taught in English. Another possibility to improve English skills at university level is an exchange of teachers and the employment of foreign, English-speaking teachers in the courses.

Conclusion

Although cooperation between universities and SMEs is a major concern of the EU, it still lacks behind set goals. A successful way of improving the collaboration between universities and SMEs is to start at the basis, i. e. at the level of the SMEs and universities. The present study followed this approach. A small group of representatives of universities and chambers from countries around the Baltic Sea elaborated in a workshop (future workshop) existing problem of the cooperation between universities, chambers and SMEs, future aims (how would the cooperation look like) and first action concepts for the realization of the most critical objectives. In continuation of this work, the Hanse Parlament, which has been successfully promoting SMEs in the entire Baltic Sea Region for many years, founded the Baltic Sea Academy, which currently comprises 20 higher education institutions from 9 Baltic Sea Regioin countries.

The Baltic Sea Academy promotes cooperation between universities, chambers and SMEs. The main issues that need to be addressed have been identified:

lack of a central person/department, who/which is responsible for the coopera-tion with other institutions,

different financial structures in universities, chambers, and SMEs,

different aims of the institutions (research papers versus increasing profit),

same offers for SMEs by universities and chambers without coordination between the institutions,

little communication between universities, chambers and SMEs,

little interaction between universities and SMEs,

few possibilities for representatives of the different institutions to meet each other (little face-to-face-contact.)

Future aims for cooperation between universities, chambers, and SMEs:

sharing responsibilities among chambers and universities (reduction of overlapping offers for SMEs),

central contact person for external communication and the development of cooperation,

mutual interest to get funding and profit,

research should be adapted better to practice,

improved face-to-face-communication between universities, chambers and SMEs,

exchange of students and staff among universities and SMEs (in both directions),

no language barriers (particularly for cross-border-cooperation),

participation of SMEs in the development of curricula.

Initial activities have been developed for the four main visions. The cooperation between universities, chambers, and SMEs through practical research and SME influence on university activities can be reached by:

political decisions and lobbying,

round tables for representatives of all three institutions to draw up curricula,

joint conferences with smaller working groups,

international exchange of good practice,

scientific results in a short, understandable written form.

As mentioned before, there should be one person in each institution, who is responsible for cooperation and external communication. This person (or department) must be visible for staff members as well as for external parties (e.g. through an organigram). Round tables for persons in different institutions with the same working areas can improve the collaboration on working level.

Staff of colleges and universities should specify their competences and areas of interest in dealing with SMEs. This information should be entered into a central database (e. g. a knowledge bridge) so that SMEs have the opportunity to find a potential partner quickly and in a targeted manner. This would increase the efficiency of communication.

In order to intensify the cooperation between universities and SMEs, students must be more involved in the practical work of enterprises, e.g. through a stronger inclusion of practical work in the curricula.

2.3.3 |Study of the needs and conditions2

Starting from the '90s in Europe, many Centers of Excellence (CoE)3, practically in all areas and disciplines, have been created. Although the concept of a Center of Excellence is often used, it is still somewhat ambiguous. Intuitively, each organization may be recognized as a "Center of Excellence", when it comprises and attracts excellent actors (ex. researchers, companies or others), earning a reputation as a significant resource for the progress of science and technology and the spread of innovation. In literature, the most basic definition of Centers of Excellence is “CoE is a team of people that promote collaboration and use best practices around a specific focus area to drive business result”4. A Center of Excellence is defined more broadly as “a premier or-ganization providing an exceptional product or service in an assigned sphere of exper-tise and within a specific field of technology, business, or government, consistent) with the unique requirements and capabilities of the CoE organization”.

In literature, we can find a list of some key features which are part of the CoE concept. Each Center of Excellence should be characterized by:5

a "critical mass" of high-level scientists and/or technology developers,

a well-identified structure (mostly based on existing structures) with its own research agenda,

an ability to integrate related disciplines or complementary skills, necessary to achieve strategic goals

a capability of maintaining a high rate of exchange of qualified human resources

a dynamic role in the surrounding innovation system (adding value to knowledge)

high levels of international visibility and scientific and/or industrial connectivity,

adequate stability of financing and operating conditions over time (the basis for investing in people and building partnerships) and, eventually, sources of fi-nance that are not dependent on public funding over time.

CoE’s activities include mainly conducting basic and applied research, implementation of projects and research programs and conducting educational activities, service and training.

Depending on the scope of activities, there are different types of Centers of Excellence: i. e. conducting research in a specific area, conducting broad interdisciplinary cooperation, engaged in research, based on research infrastructures, involving academic-in-dustrial collaboration or developing the industrial implementation of R&D.

A written survey of all project and associated partners was conducted. As far as the organizations that responded to the Center of Excellence’s survey are concerned, there have been three main groups. Almost 45% of the respondents classified them-selves as Chambers of Crafts, and only 9% as Chambers of Commerce and Industry. Slightly more than one-third of respondents were Higher Education Institutions. As a result, the opinions and interest in participation in different forms of CoEs are mainly based on the Chamber of Crafts and Higher Education Institutions.

Respondents were asked what kind of CoE they would be interested and able to participate in. In the survey, they had a choice between five categories of CoE’s:

“Environment”,

“Energy”,

“Personnel and organizational development”,

“Construction”

as well as “Other”.

Figure 1. Answers to the question: What kind of CoE could you participate in? Percentage of answers

The option “Personnel and organizational development” is represented in 50% of all answers given to this question. “Energy” is the second most frequent answer – 38% of all responses. “Environment” just like “construction” constitutes 23% of all answers. “Other” includes “vocational training (for SMEs)”, “SME management and financing”, “promotion of craft sector and entrepreneurship”, “service quality management”.

Almost 60% of all respondents are interested in the participation in “Personnel and Organizational Development”. As for “Energy” – 45% of them choose it, and 27% of organizations can participate in “Construction”, as well as “Environment” CoEs.

We also asked what type of innovation support respondents’ institutions/organizations could be involved in. Almost seventy percent of respondents (68%), indicate that they can be involved in support of further vocational training for SMEs whereas 64% of organizations can be involved in support of networking and cooperation be-tween actors. Almost 60% of the surveyed institutions can be involved in support of raising awareness and information on support possibilities and in support of collabora-tion between SMEs and universities. Around 45% can do so in terms of supporting the identification of innovation potential. It is interesting to see that 27% can be involved in support of cluster development and innovation management issues, including IP man-agement and design. Respondents display relatively high interest (36%) in their or-ganizations supporting the creation of specific skills.

Similarly, the most frequent option chosen by respondents is the interest in “support for vocational training for SMEs” (15%), and “support for cooperation and networking between actors” (14%). Thirteen percent of all answers refer to “support for cooperation between SMEs and universities” and also “support for raising awareness and information on support possibilities”.

Respondents were asked what benefits they expect from CoE participation. It is interesting to see that 77% of them expect participation in joints projects (e. g. R&D, other EU projects). Also, a little more than 70% expect the development of innovation support for SMEs. Almost 60% look forward to benefiting from the development of further vocational training for SMEs. Approximately 40% of surveyed institutions expect ben-efits such as cooperation in technology and knowledge transfer, whereas 36% of them would expect benefits in terms of cooperation with research experts. Only 23% would envision a benefit from the development of dual bachelor’s study courses.

Figure 2. Answers to the question: In the Center of Excellence, what type of innovation support could be your institution/organization involved in? Percentage of respondents

Similarly, the most frequent option, chosen as a benefit out of CoE is participation in joint projects (27% of responses), development of innovation support for SMEs (25%), development of further educational training (20%). Some respondents mention the exchange of contacts as well as international networking opportunities for cooperation in other markets.

Respondents prompted about actions that should be taken by members of CoE for their development acknowledge that “development of the base of cooperators” and also “development of cooperation with SMEs” is required (by more than 70% of organ-izations). 45% of organizations believe that CoE members should “develop innovation support for SMEs” as part of CoE activity. A little more than 40% of organizations be-lieve that CoE members should “develop cooperation with research institutions” and “promote CoE on the European/World market”.

Figure 3. Answers to the question: What actions should be taken by the members for the development of Centers of Excellence? Percentage of respondents

Likewise, 36% of answers given to this question, stand for “developing a base of cooperators” and “development of cooperation with SMEs”.

One respondent indicates that members should make attempts at acquiring funds for CoE operation and promotion of CoEs.

For the surveyed institutions and organizations, “further vocational training” as a meas-ure for promotion of innovations in SMEs is especially important – almost 70% of re-spondents acknowledge this. Nearly 60% find “cooperation between SMEs and uni-versities” as important, and between 50-55% of them regard “technology and knowledge transfer”, “training and provision of management and professionals”, “information and exchange of experiences” together with “R&D for SMEs” as especially important.

Figure 4. Responses to the question: What measures to promote innovations in SMEs, that should be realized by Centers of Excellence, are especially important? Percentage of respondents

Similarly, the most frequent answer signifies the importance of “further vo-cational training” (18% of all answers), “cooperation between SMEs and universities” (25% of all answers), “technology and knowledge transfer” (14% of all answers) and “training and provision of management and professionals” for CoEs’ tasks and activi-ties. One organization recognizes the importance of starting contacts between actors from different systems – there should be a body/person responsible for networking and cooperation for finding business partners and investors for universities. There should also be a larger emphasis on making bodies responsible for sustainable relationships between business and universities more visible and recognizable.

2.4 | Concept for Center of Competence “HR for SMEs”

The Center of Competence should be the approach to bring together science (teaching, research and development) and local/regional actors (e. g. chambers, SME associations, economic and regional development, etc.) as well as SMEs on a common topic in order to exchange experiences, carry out qualifications and design joint developments (product and process innovations).

Such a group (innovation incubator) meets at regular intervals. The group has a coordinating person who moderates the meetings and also ensures that topic-specific expertise (e. g. from a college/university) is called in. The demands on persons and institutions involved are above all, according to the underlying understanding of dialogues:

Partners of the Center of Competence are different kind of higher education institutions, chambers and other SME supporters and educational institutions. Local/regional politics including public funding institutions are to be involved for political support as well as for financial funding; further national and international funding is to be acquired, e. g. for investment funds, but also for the development of a personnel infrastructure including start-up financing for the coordinating institution as well as material resources and travel expenses. Potential companies must be acquired in good time and involved in the conceptual development.

It should be started rather small, which also means accept normality with regard to demand, but create excellence in supply. In any case, this means using the existing networks, tackling rather low-threshold topics, not wanting to integrate all disciplines, not involving too many companies - but starting and testing are desirable and promising.

The international organisation Hanse Parlament embodies:

Baltic Sea Chambers: An association of fifty chambers of commerce, SME association and VET institutions from thirteen countries, dedicated to promoting SME implementation of dual vocational training and further edu-cation and strengthening of innovations.

Baltic Sea Academy: An association of twenty colleges and universities from nine countries, implementing dual Bachelor’s degree programs and promoting vocational training and innovation in SME.

With an experience of more than twenty years, the Hanse Parlament suggests that measures on innovation promotion in SME should be broadly defined, covering and including all relevant areas, such as,

implementation of research and development projects

knowledge and technology transfer

qualification measures for management and employees

internal, inter-company, and international cooperation

group and individual business advice

It is key for SMEs to receive funding and services from a single source, tailored and just in time. A pivotal task of chambers is to secure these parameters, as the chambers are or should be the first and regular contact partner for businesses. They establish networks promoting SME, bundling their forces for sharpening their focus on SME. In such networks, chambers undertake a lead initiative, they coordinate tasks and they are the central point of contact, also involving further funding institutions, especially universities and colleges. Having such a single point of contact, SME can draw upon the potential of an entire region.

In such networks, the task of chambers is also to ongoingly advocate SME-specific interests vis-à-vis policy makers, administrations, universities, colleges, etc.

Being a supportive network structure for the BSR, chambers, and by carrying out the mentioned essential promotional tasks for SME, the “Baltic Sea Chambers” of the Han-seatic Parliament is assuming central development work, promoting innovation and attracting also other institutions, mainly colleges and universities for a cooperative pro-vision of funding.

Higher education institutions are indispensable institutions for qualification measures and the promotion of innovations in SMEs. Therefore, together with eighteen higher education institutions, a second Baltic Sea Region-wide network for the promotion of SMEs was founded, the Baltic Sea Academy.

This established system of innovation support has made the chambers associated in the "Baltic Sea Chambers" a first point of contact for companies. Now they cooperate with higher education institutions associated with the Baltic Sea Academy and involve them in development and promotion tasks to enable SMEs under the auspices of the Hanse Parlament,

a) to use funding of their local chambers via Baltic Sea Chambers, as well as to draw upon best practice, expertise and on potential of all further chambers across the BSR.

b) to secure via the Baltic Sea Academy knowledge, capacities, etc. of all involved colleges and universities across the entire BSR.

Thanks to an extensive network of chambers, colleges and universities, collaborating with the Hanse Parlament, businesses in all countries and in most regions of the Baltic Sea Region can be reached, giving SME tools, via their respective regional chambers, and regardless of their location, to exploit knowledge and funding capacities of the entire Baltic Sea Region.

For the establishment of the Baltic Sea Region-wide competence center "Human Resources for SME", a driving force and hub for the qualification and innovation development of SMEs in the field of workplace qualification, the development of educational measures, the implementation of knowledge and technology transfer and the performance of R&D tasks, will become the existing SME support network, which has been successful for many years.

The Baltic Sea Region-wide competence center "HR for SME" is strengthened by cooperation with higher education institutions from various Baltic Sea Region countries, which are united in the association of the Baltic Sea Academy. The participating higher education institutions agree on a division of tasks, which enables the individual partners of the center to specialize in certain task areas while covering all relevant topics and issues related to innovation in the workplace. The Baltic Sea Academy is the coordinating party in this center of competencies (CoC). As a command center, it ensures the cooperation of the process participants and acts as an impulse generator, coordinator, think tank and service provider for the continuous implementation of qualification and innovation strategies for SMEs. In this context, the Baltic Sea Academy will also take over the ongoing operation of the "Information & Cooperation Work-place Innovations" platform developed in the project and ensure regular updates and further developments.

Fifty chambers of commerce, industry and crafts, SME associations and other vocational and education (VET) institutions, united in Baltic Sea Chambers, are associated partners of the CoC, acting as a hub between SME and the CoC. They are advocating concerns and needs of SME towards colleges and universities on an ongoing basis. They also transfer the results to SMEs, advising them on implementations, participating in development tasks, and continuously performing qualification tasks for SME, and participating in implementation of dual bachelor’s degree courses. Joint work in the Hanse Parlament ensures smooth cooperation among chambers and colleges/universities.

Individual CoC higher education institutions work directly for SMEs across the entire Baltic Sea Region. They also carry out R&D tasks, e. g. by developing curricula or innovation-enhancing instruments. Furthermore, they support implementation of their results via train-the-trainer programs or via individual implementation advice. All CoC services, funding, results, etc. are available free of charge to all members of the Hanse Parlament, thus enabling them for implementing result-based inno-vation funding for SME across the BSR. In close collaboration among the partners and chambers, the CoC can propose ready offers from a single source, including transfer, advice, R&D, further education etc., providing all services required by SME.

The work concept of the CoC “HR for SME”

promotes an excellence-driven center of competence for individual SME, covering education, R&D and development, and promoting workplace innovation for SME in the BSR;

enables the establishment of an effective one-stop innovation support center for SMEs in all countries and almost all BSR regions, coordinated by the Hanse Parlament, always in close cooperation with its dense network of SME promoters;

involves SMEs in innovation funding across the board, regardless of their location, thus ensuring access to innovation promotion in peripheral regions.

The Center of Competence “HR for SMEs” is developing under the project “Innovative Entrepreneurs and Innovation Support for SME: Knowledge Alliance - Human Resources and Organisational Development” as a network for the BSR. It will commence its activities after the completion of the project and will continue the project activities by continuously implementing and developing the following measures developed in the project:

maintaining the platform “Information & Cooperation on Workplace Innovations" by Baltic Sea Academy;

Train-the-trainer program for qualification of teachers and advisors of chambers and colleges/universities to generate a pool of always-available well-qualified staff for carrying out the support measures across all regions of the Baltic Sea;

Implementation of best practices in workplace innovation and new methods and tools for SME on workplace innovation by transfer to SME, advising them on implementation;

Continuous training for SME and their employees carried out by chambers

a) employees on the way to co-entrepreneurs

b) digitilisation and human capital

c) innovation processes

Implementation of the dual bachelor’s degree program “Human Resources and Business Administration” by individual universities, with the support from respective local chambers.

In addition to continuing the project activities, the Competence Center “Human Resources for SME” will assume lighthouse functions for the entire BSR, implementing joint development projects. In this context, the universities will take over the following tasks:

carrying out complex research and development tasks

ensuring the transfer of best practice, knowledge and technology

staff of colleges and universities should specify their competences and areas of interest in dealing with SMEs. This information should be entered into a central database (e. g. a knowledge bridge) so that SMEs could find a potential partner quickly and in a targeted manner. This would increase the efficiency of communication.

carrying out R&D tasks for individual SME or SME groups, e. g. industryrelated projects

drafting curricula for related dual bachelor’s courses and implementations

developing further training courses and support of implementations by provision of lecturers

implementing advice and train-the-trainer seminars for all HP members

developing related capacities and provision of experts and lecturers for tasks of chambers and involved colleges and universities

carrying out development tasks for individual chambers, as well as for colleges and universities

As As associated cooperation partners of the CoC, chambers, SME organisations and other vocational training institutions take on the following tasks, in particular:

communication between SMEs and higher education institutions

transfer of best practice, new technologies, etc. to SME, and implementation support

participation in R&D tasks in SME

advise and support of SMEs as training partners in implementation of dual study programs

organisation of initial VET and implementation of courses on new technologies

carrying out continuing VET for SMEs and their employees

organising all VET examinations

advising and supporting SMEs in all relevant matters

representation of SMEs interests vis-à-vis any social groups

Based on the above concept, work and business plans for commencing activities and on implementation of complex tasks upon completion of the project will be developed, coordinated and adopted for the Center of Competence “HR for SME” during the project.

2.5 | Work and Business Plan for the Center of Competence

2.5.1 | Continuation of Project Activities

According to the concept, the Center of Competence "Human Recourse for SME" started its work on December 31, 2021. The following activities are carried out in continuation of the project “Innovative Entrepreneurs and Innovation Support for SME - Knowledge Alliance “Human Resources and Organisational Development””.

a) Baltic Sea Academy

coordination of all operations

supporting partners in implementations

ongoing operation, updating and further development of the “Information & Cooperation Workplace Innovations” platform

b) Colleges and universities

further development of curricula for further trainings, and support in implementations by provision of lecturers

carrying out of the train-the- trainer program for teachers and advisors of chambers and universities

carrying out of the dual bachelor’s study program “Human Resources and Business Administration”

c) Chambers and SME associations

carrying out three training programs for SME and their employees

participation in development projects in SME

best practice transfer, support in implementations and advising SME

2.5.2 | Further Development and Expanding the Center of Competence

Within the scope of further development and expansion of Baltic Sea Region-wide Center of Competence “Human Recourse for SME”, four main goals are pursued:

enhancing international cooperation and a regular, profound exchange of experience, as well as an open information transfer to third parties (e. g. to companies, administrations, interested public etc.)

implementation of new forms of cooperation between universities and SME. Implementation of R&D tasks for and together with SME, and comprehensive promotion of workplace innovations.

development and implementation of innovative qualifications in vocational training, further education and higher education based on the work-based-learning approach, as well as tailored securing of the future generation of entrepreneurs.

implementation of R&D work and further relevant funding projects for the development and implementation of new qualification and innovation promotion measures.

For achieving the goals described above, the following activities in the field of workplace innovations are planned:

a) Hanse Parlament, Baltic Sea Chambers and Baltic Sea Academy

management and coordination of the CoC by the Baltic Sea Academy,

ensuring cooperation with chambers and coordinating cooperation with Baltic Sea Chambers,

joint consultations, regular information exchange and mutual experience exchange at general member meetings and working sessions of the Hanse Parlament,

providing information as part of day-to-day business; advising and providing documents dedicated to various target groups, e. g. companies, educational institutions, politics, public administrations etc.,

transfer of ready funding concepts and curricula, including best practice examples, to relevant funding institutions and educational institutions

demand-oriented implementation of process advice and support during implementations,

profound experience exchange, promotion and broad communication of details on needs, concepts and the implementation options of dual vocational and higher education.

At all general meetings and working sessions of the Hanse Parlament, consultations, feedback, further development of existing and new additional educational and promotional measures are the subject of exchange. For the accomplishment of these extensive tasks further appropriate promotion projects are accomplished.

b) Higher education institutions

carrying out of complex research and development tasks

ensuring the transfer of best practices, knowledge and technology

implementing R&D tasks for individual SME or SME groups, e.g. industryrelated projects

development of curricula for relevant dual bachelor’s courses and implementations

development of further training courses and support in implementations by provision of lecturers

implementation advice and train-the-trainer seminars for all HP members

c) Chambers, other SME sponsors and VET institutions

communication between SME and colleges/universities

transfer of best practice, new technologies, etc. to SME and implementation support

participation in R&D tasks in SME

advising and support for SME as training partners in the implementation of dual study programs

organisation of initial VET and implementation of courses on new technologies

implementation of professional development for SME and their employees

advising and supporting SME in all relevant matters

2.5.3 | Business Model for Future Work

The ongoing implementation of the above work is coordinated by the Baltic Sea Academy and the Hanse Parlament as part of their day-to-day business. This work comprises joint consultations, regular information exchange and mutual sharing of experiences. As a result of these consultations, a decision is made, guided by the Hanse Parlament, on further development of existing and new complementary measures, including the division of tasks between the partners.

A regular exchange of information and experience, as well as manageable works are financed by the Hanse Parlament and its members. More complex projects and development tasks are carried out within the framework of existing or new funded projects.

The ongoing implementation of educational measures is financed from various sources:

a) VET

As it is the case with all other recognised professional training courses, all measures are financed from national funds.

b) Continuing VET

Cost-covering fees are charged to participants to cover the ongoing implementation of the professional development measures. Where possible, existing financial subsidies are used to reduce the participation fees, e. g. from the employment service or other regional/national funding programs.

c) Higher education study courses

Dual bachelor's degree programs are financed by public higher education institutions from national funds. In the case of private universities, participation fees are charged. Usually, the participating companies cover the fees, or they are split in equal proportions, among students and the participating companies.

Innovation funding and development projects are carried out in connection with advanced trainings and university degree programs and, accordingly, they are fi-nanced from sources described under b) and c).

For more complex projects, such as in-depth development work or R&D tasks, projects are developed with funding from national and EU funds, which are applied for and implemented by the Hanse Parlament together with individual colleges/universities and chambers of commerce from different countries.

Based on past experience and the available results, it was decided at an early stage that larger interrelated funding projects should be developed and applied for under the auspices of the Hanse Parlament, in particular:

three-level centres of professional excellence: qualification, entrepreneurship and innovation in Green Economy

recruiting the Young Generation Workforce: innovative HR management

customer-oriented innovations in SME

All three projects have been developed, submitted for EU funding and already approved. They are carried out over the next three to four years, starting in autumn 2020, and will also significantly stimulate and shape the work of the Centre of Competence "Eco Innovation".

2.5.4 | Best Practices and Outlook

The structure, organisation, working and cooperation forms of the Center of Competence "Human Recourses for SME" use instruments, experiences and procedures from two best practice models from Sweden. Lund University, which is a founding member of the Baltic Sea Academy, has developed two models which have been operated very successfully for many years.

The Full Scale Lab is

a) a concept to specify the needs and interests of companies with the option of access to various knowledge disciplines and to arrive at a systemic solution