Universiteto dėstytojų pasirengimas teikti paslaugas verslo įmonių darbuotojams tobulinant kompetencijas nuotoliniu būdu

LTStraipsnyje analizuojamas universiteto ir verslo bendradarbiavimas, teikiant mokymo(-si) paslaugas nuotoliniu būdu, tobulinant verslo įmonių darbuotojų kompetencijas. Teorinėje straipsnio dalyje pristatomi dėstytojų reikalavimai kompetencijoms dirbti nuotoliniu būdu. Empirinėje straipsnio dalyje pristatoma tyrimo metodologija ir tyrimo rezultatai, atskleidžiantys universiteto dėstytojų pasirengimą teikti nuotolinio mokymo(-si) paslaugas verslo įmonėms nuotoliniu būdu. Tyrimo rezultatai rodo, kad dėstytojai bendradarbiaudami su verslo įmonėmis dažniausiai teikia konsultavimo paslaugas, veda mokymus, tačiau rečiau vyko užsakomuosius tyrimus, rengia ir tobulina bendras programas. Dėstytojai, vertindami savo nuotolinio mokymo kompetencijas, palankiausiai vertina gebėjimą vertinti pažangą ir pasiekimus, naudotis diskusijų ir pokalbių forumais, tačiau sunkumų kelia vartotojų administravimas virtualioje erdvėje, moderavimas ir gebėjimas atsakyti į klausimus vaizdo konferencijų metu.

ENCompetition, technology and market conditions’ changes, leading to innovation and the shorter duration of process development as well as the product life cycle has changed the competitive environment of the business sector (Santoro, Chakrabarti, 2002; Schiller, Diez, 2007). This new competitive environment forces businesses to actively collaborate with universities, as they play the crucial role of creators and disseminators of knowledge in the society. Therefore, in order to develop competitive technologies and upgrade the competence of the staff, the business organizations need to develop relationships with universities while aiming at the purposeful and fruitful exchange of knowledge (Khalozadeh et al., 2011, Othman 2011, EUA, 2009). The aim of the article: to present the universities and business collaboration characteristics by the University’s ability to provide services to business companies so as to upgrade employees’ skills remotely. The methods of the research: analysis of scientific literature, written survey, statistical analysis of the data. The results obtained indicate that the teachers preferred most their access to a variety of networks, ICT in the workplace, open educational resources, but noted that at work their ICT skills are not regularly inspected or clearly defined and more attention should be paid to the Web 2.0 tools’ installation and use, preparation of User Manuals for Work with the ICT. The university and business collaborate most often by providing counselling services, conduct training, but less often commissioned research, draft and upgrade joint programmes. The teachers assess their competences in distance education most favourably in the ability to assess the progress and achievements, to practice discussion forums and chat, although they encounter difficulties with the user management in the virtual space, moderation and the ability to respond to questions during the video conferences.The results indicated that the more experienced the teachers were, the easier it was for them to provide services remotely and the greater experience of the teachers with business, the more favourably collaboration and distance education had been assessed.