Higher education in Romania: Evolution and views from the business community

University and Community: An Essential Partnership for the Future

“…Reisz (2006) apud Iacob (2016, p. 66) refers to four main objectives of the educational reform agenda: '1) developing a coherent framework for education policy; 2) attracting foreign partners to co-finance education reform; 3) enacting new educational legislation and related regulations; and 4) restructuring the higher education system to meet the new economic, social, and political needs'. With regard to the latter function mentioned by Reisz, other scholars argue that in practice there was little attention paid to the newly emerging functions of universities beyond teaching and to a lesser extent research (Nicolescu, 2003).…”

Designing And Evaluating A Personal Skills Development Program For Management Education

“…However, Schaffer and Kelley (1993) indicated that there is increasing evidence that recent graduates of business schools do not possess the basic etiquette skills necessary to succeed in today's business world and that preparedness among college graduates is lacking. Nicolescu (2003), who carried out an empirical study in the business community, found that although employers look for recruits with knowledge, technical know-how and essential personal skills, higher education does not seem to be producing graduates with the required skills and abilities at the level organizations expect.…”

The Bologna Process and private providers

“…Despite efforts by governments to prove that the quality of diplomas issued by the two sectors of education should be guaranteed by the same procedures, in practice quality is evaluated by employers on different grounds. Nicolescu (2003) analysed the evolution and performances of graduates from both private and state universities on the labour market in Romania. One of the conclusions was that 'company's' policies and practices towards graduates from private higher education do not differ from those towards state university graduates, but perceptions of the two categories of graduates are completely different' (Nicolescu, 2003: 92).…”