We collaborate with everyone, but with some more than others: evidence of stakeholder collaboration among internal security professional higher education institutions

Abstract

The aim of this article is to identify the main stakeholders of institutions of professional higher education in the field of internal security in selected countries, and the most important collaboration practices, and the factors that affect collaboration. Within the framework of a qualitative phenomenographic study, interviews were conducted with representatives of Estonian, German, Finnish, and Norwegian institutions of professional education in the field of internal security. The results showed that institutions of professional higher education differ from traditional universities in prioritizing their main stakeholders, putting employers first, and not students. In addition, the ministries under whose government they operate, and other higher education institutions were named as the main stakeholders. Collaboration with stakeholders is mostly based on common interests and personal relationships (e.g., mediation, networking, joint reputation building, collaboration councils), on some kind of formal basis (e.g., feedback system, collaboration councils) or subordination (e.g., execution of orders and instructions, trading). The aspects most influencing collaboration were considered to be the aspects related to trust and professionalism, and in particular informal collaboration was valued. The results of this study enabled the author to supplement a framework from a previous study, which originally described the theoretical collaboration of the stakeholders of an institution of higher education in the field of internal security; this was supplemented by adding the dimension of collaboration diversity.

Professional Competencies of Specialists in Economic Security Degree Programme

“…Commons by the Authors is licenced under CC-BY Нельзя исключить, что кроме специалистов по экономической безопасности, для обеспечения безопасности компаний необходима вовлечённость в эту деятельность и других специалистов экономического профиля в качестве субъектов, профессиональная деятельность которых также направлена на снижение уровня финансовых угроз и рисков. Это затрагивает еще одну проблему -распределения функций по обеспечению безопасности и включению соответствующих трудовых функций в состав, как профессиональных стандартов, так и профессиональных компетенций в ФГОС ВО по иным специальностям (Valk & Kratovitš, 2021;Vivchar, 2016). Этот аспект может являться темой дальнейшего самостоятельного исследования, поскольку, вероятно, затронет уже утвержденные профессиональные стандарты различных специалистов, которые должны быть предположительно дополнены определенными трудовыми действиями, направленными на обеспечение экономической безопасности.…”

Organizational Citizenship Behavior Among Employees of Public Higher Learning Institutions

“…Employees, students, communities, governments, institutions, and partners are all stakeholders of HEIs. Higher education institutions have several corporate obligations (Jongbloed et al, 2008;Galvis, 2018;Valk & Kratovitš, 2021), however, the most important ones are the employees (Adu-Gyamfi et al, 2021). Thus, higher education's corporate social responsibility must benefit its workers more than any of the other stakeholders (Adu-Gyamfi et al, 2021;Atatsi et al, 2021;Cek & Eyupoglu, 2020).…”