Innovation perspective in education standards

Introduction

Creating a culture of innovation in contemporary Ukraine is one of the key objectives of the national economic development and Euro integration. Furthermore, the existence of effective environment for innovation in the globalized economy is actually one of the conditions for existence and development of any company in general. According to a number of research, the majority of business representatives in Ukraine are considering innovation as buying foreign technologies and equipment or purchasing off-the-shelf technologies for a song in a research institute. As a result, entrepreneurs have a very negative attitude towards most academic research and research institutes as sources of innovation projects without any practical purposes. And they are often right because most innovation projects are not integral, have nothing to do with industrial technologies and they are carried out without detailed market research. Manufacturers have to solve a number of problems related to the implementation of this technology: from legal issues to the marketing promotion strategy. They can perform none of these tasks in a good and workmanlike manner. So today in Ukraine there is hardly any comprehensive approach to the formation of innovation environment, despite the great scientific and technological potential of the country. In general innovation in Ukraine can be regarded as a set of scientific, technological,  organizational,  financial  and  commercial  measures  aimed  at  the commercialization  of  knowledge,  technologies  and  equipment.  Being  officially  a priority activity, the government support is often declarative. And the government cannot be blamed for this because the concept of innovation culture is just emerging in Ukraine. According to the legal basis of Ukraine, innovation is the activity focused on use and commercialization of scientific findings and promotion of new competitive goods and services at the market. The primary objective of national innovation policy is to create the socio-economic, organizational and legal conditions for effective reproduction,   development   and   use   of   scientific   and   technical   potential, implementation of cutting-edge, environmentally friendly, safe, energy and resource saving technologies, production and promotion of new competitive products [1 ]. 

  • In Ukraine there are several types of innovations: 
  • Technical innovations  appear in the production of new products or products with improved properties; 
  • Technological innovations appear when improved methods of production are applied; 
  • Organizational  and  management  innovations  are    related  to  the processes of optimal organization of production, transport, distribution and supply; 
  • Information   innovations   are   implemented   to   organize   rationally information flow in science, technology and innovation, to improve reliability and timeliness of information; 
  • Social innovations are aimed at improving working conditions, solving problems related to health, education and culture. 

Among innovation levels in Ukraine the level of research at universities and different educational institutions should be mentioned. This includes developments, inventions and research which are conducted in study groups at schools and in laboratories, clubs of technical creativity. Students and schoolchildren take an active part in creating and inventing new products. Ukrainian schoolchildren and students make inventions in different spheres of science and technology, and then many of these inventions are developed commercially. Unfortunately, Ukraine is experiencing economic crisis nowadays, so the government had to cut off funding to study groups and  centers  of  technical  creativity  for  young  people.  In  western  universities professors are often employed in research institutes which cooperate with private firms. Consequently, research institutes, whose goal is technology transfer, maintain a close relationship with both universities and industry. Professors are allowed by the university authorities to create private research centers, which are independent legal entities on the university campus. In Ukraine, despite the high scientific and technical potential of research organizations and universities, the most crucial issue is to create a culture of innovation exactly at this level. We need a clear policy on how to work with students and involve them in all stages of the innovation project, to form the basic knowledge about preparation and implementation of innovation projects etc. A comprehensive program for research organizations’ staff is also required because the level of their activity in the field of innovation can be characterized as "extremely  poor". The autonomy of universities needs diversifying sources of research funding, replacing government financing. The long-term goal of the autonomy is to fully reimburse the money spent on research. To fulfill this goal, universities should be converted  into  a  vehicle  to  transfer  scientific  ideas  to  industry  and  society  as implemented innovations. 

The important role of education in promoting more entrepreneurial attitudes and behaviors is  now  widely recognized.  However, the  benefits of  entrepreneurship education  are  not  limited  to  start-ups,  innovative  ventures  and  new  jobs. Entrepreneurship refers to an individual’s ability to turn ideas into action and is therefore a key competence for all, helping young people to be more creative and self-confident in whatever they undertake. The Bologna process can have a positive effect on the way entrepreneurial knowledge is spread. The 46 Bologna signatory countries met in London in May 2007, and recommended such measures as the recognition  of  non-formal  learning,  the  development  of  flexible  curricula  to accommodate   student   and   staff   mobility,   and   enhanced   university-employer collaboration in innovation and knowledge transfer [3]. At higher education level, the primary purpose of entrepreneurship education should be to develop entrepreneurial capacities and mindsets. In this context, entrepreneurship  education programs can have  different  objectives,  such  as:  a)  developing  entrepreneurial  drive  among students (raising awareness and motivation); b) training students in the skills they need to set up a business and manage its growth; c) developing the entrepreneurial ability to identify and exploit opportunities. Graduates’ start-up is one of a range of possible outcomes. Currently the teaching of entrepreneurship is not yet sufficiently integrated in higher education institutions' curricula. So the real challenge is to build inter-disciplinary approaches, making entrepreneurship education accessible to all students, creating teams for the development and exploitation of business ideas, mixing  students  from  economic  and  business  studies  with  students  from  other faculties  and  with  different  backgrounds [3].  The  demand  for  learning  about entrepreneurship is increasing. However, there is a short age of human resources and funding for this type of education; therefore it is not possible to meet this demand fully. Action-oriented teaching is labor - Intensive and costly, and require specific training. There is a need to graduate enough PhD students in entrepreneurship who can become teachers. Moreover, there is very little in terms of incentives to motivate and reward teachers for getting involved in entrepreneurial teaching and interaction with students. It is currently difficult to build a career in entrepreneurship, as research remains the main promotion criterion [3]. Developing and delivering entrepreneurship is significantly affected by the internal organizational structure of an institution. Faculties and departments tend to work quite separately, with many obstacles for students  who  want  to  move  and  for  teachers  interested  in  establishing  cross-disciplinary courses. A rigid curriculum structure is often an impediment to inter-disciplinary approaches. In terms of specific contents, programs and courses should be adapted to different target groups (by level: undergraduate, graduate, post-graduate, PhD; by field of study: economics/business, scientific/technical studies, humanities, arts & design, etc.). The best way to encourage entrepreneurship among students is by giving examples from the relevant technical area. As regards current teaching methods, there are a wide range of techniques to supplement lectures as the most basic teaching tool. However, there seems to be a gap between the methods  actually  used  and  those  that  are  viewed  as  the  most  effective  and appropriate.  Using  experience-based  teaching  methods  is  crucial  to  developing entrepreneurial skills and abilities. Traditional educational methods (like lectures) do not correlate well with the development of entrepreneurial thinking [3]. There is a need for more interactive learning approaches, where the teacher becomes more of a moderator   than   a   lecturer.   Crossing   boundaries   between   disciplines,   and multidisciplinary collaboration, are essential elements in building enterprising abilities. Getting real entrepreneurs involved in the teaching can make up for the current lack of practical experience among professors. Although entrepreneurs and business practitioners are in general involved in the teaching, there are few examples of entrepreneurial practitioners engaged in the full curricula experience. Most frequently, they come to give short presentations to students (e.g. as personal testimonials or guest lecturer) or as judges in competitions. European higher education institutions are not sufficiently involved and effective in working with alumni who have been successful in their entrepreneurial end devours, and who could bring back knowledge and funds [3]. Also, mobility of teachers and researchers between higher education institutions and business is in general very low, and this practice is not actively encouraged. There are in many cases few or no incentives, and in some cases outright  disincentives.  The  strength  that  gives  higher  education  institutions  an innovative capacity, and hence entrepreneurial potential, is their autonomy. While diversity is richness, institutions and educators will gain from exchanges and mutual learning, open sources of information, examples of good practice across Europe. Coordination is needed at a policy level to ensure that all higher education institutions are given the necessary incentives and opportunities to take on this challenge. It is very important to determine how entrepreneurship can be integrated into primary, secondary, and higher education; adopt legislation supporting relations between private business and universities; establish awards for entrepreneurial universities, teachers and students, and promote positive examples of academic spin-offs. At their level of responsibility, higher education institutions could: set up a strategy and an action plan for teaching and research in entrepreneurship, embedding practice-based activities, and for new venture start-ups and spin-offs; create an entrepreneurship education department, which would serve as an entrepreneurial hub within the institution and spread the teaching of entrepreneurship across all other departments; offer an introduction to entrepreneurship and self-employment to all undergraduate students during their first year. In addition, give all students the opportunity to attend seminars and lectures in this subject; set up incentive systems to motivate and reward  faculty  staff  in  supporting  students  interested  in  entrepreneurship,  and acknowledge the academic value of research and activities in the entrepreneurial field; develop clear institutional rules about intellectual property; award academic credits for practical work on enterprise projects outside the established courses [3]. The important role of education in promoting more entrepreneurial attitudes and behaviors, starting even at primary school. Entrepreneurial programs and modules offer students the tools to think creatively, be an effective problem solver, analyse a business idea objectively, and communicate, network, lead, and evaluate any given project. Students feel more confident about setting up their own business as they can now  test  their  own  business  ideas  in  an  educational,  supportive  environment. However, the benefits of entrepreneurship education are not limited to boosting start-ups, innovative ventures and new jobs. Entrepreneurship is a competence for all, helping  young  people  to  be  more  creative  and  self-confident  in  whatever  they undertake. 

Universities  and  technical  institutions     (e.g.  polytechnics)  should  integrate entrepreneurship as an important part of the curriculum, spread across different subjects,  and  require  or  encourage  students  to  take  entrepreneurship  courses. Special  attention  should  be  paid  to  systematically  integrating  entrepreneurship training  into  scientific  and  technical  studies  and  within  technical  institutions,  to facilitate  spin-offs  and  innovative  start-ups,  and  to  help  researchers  acquire entrepreneurial  skills.  There  needs  to  be  more  focus  on  developing  the  skills necessary  for  fully  exploiting  innovation  and  knowledge  transfer  activities  in combination with the commercialization of new technologies [2].

 

Chapter 1. Law on innovation activity in Ukraine

 

The law defines legal, economic and organizational principles of state regulation of innovation activity in ukraine [1].  The objects of innovation activity are:

  • innovation programs and projects; 
  • new knowledge and intellectual products; 
  • production equipment and processes; 
  • infrastructure of production and entrepreneurship; 
  • organizational technical decisions of production, administrative, commercial or other nature, which significantly improve the structure and the quality of production and (or) social sphere; 
  • raw materials, means of their mining and processing;
  • commodity output; 
  • mechanism of consumer market forming and sale of commodity output. 

The subjects of innovation activity may be natural persons and (or) legal entities of ukraine, natural persons and (or) legal entities of foreign states, stateless persons, their  associations,  which  conduct  innovation  activity  in  ukraine  and (or)  attract property and intellectual values, invest own or borrowed funds in the implementation of innovation projects in ukraine.

Pursuant to the law, the state regulation of innovation activity is performed as follows: 

  • definition and support of priority directions of innovation activity on state, branch, regional and local levels; 
  • forming and implementation of state, branch, regional and local innovation programs; 
  • creation of normative legal base and economic mechanisms for support and stimulation of innovation activity; 
  • protection of rights and interests of the subjects of innovation activity; 
  • financial support of implementation of innovations projects; 
  • encouragement   of   commercial   banks   and   other   financial   crediting establishments, which credit implementation of innovations projects; 
  • support   of   functioning   and   development   of   contemporary   innovation infrastructure.

The subjects of innovation activity may obtain financial support for implementation of financial projects by: 

  • full  interest-free  crediting     (under  the  conditions  of  inflation  indexation)  of priority 
  • innovation projects at the expense of funds of the state budget of ukraine, budget 
  • funds of the autonomous republic of crimea and funds of local budgets; 
  • partial (up to 50%) interest-free crediting     (under the conditions of inflation indexation) of priority innovation projects at the expense of funds of the state budget of ukraine, budget funds of the autonomous republic of crimea and funds of local budgets on condition, provided that the other funds necessary for project financing were invested by the project agent and (or) other subjects of innovation activity; 
  • full or partial reimbursement (at the expense of funds of the state budget of ukraine, budget funds of the autonomous republic of crimea and funds of local budgets) of interests paid by the subjects of innovation activity to commercial banks and other financial crediting establishments for crediting of innovation projects; 
  • granting  of  state  guarantees  to  commercial  banks  which  credit  priority innovation projects; 
  • property insurance of implementation of innovation projects by the insurers in compliance with the law of ukraine “on insurance”. 

The sources of financial support of innovation activity shall be:

  • funds of the state budget of ukraine;
  • funds of local budgets and funds of the autonomous republic of crimea;
  • own funds of specialized state and communal innovation financial crediting establishments; 
  • own or borrowed funds of subjects of innovation activity; 
  • other sources which are not prohibited by the legislation of ukraine [3]. 

Universities activities from primarily regulated by the law of ukraine "on higher education". This law hasn’t questions concerning innovative activities, innovative research, but chapter 10 of law is devoted to research and scientific activities in the universities. In this chapter discusses the purpose and objectives of scientific and scientific-technical activities in higher education, organization and management of scientific and technical activities. Also it has links to two documents - to the law of ukraine " on higher education " and the law of ukraine "on the scientific and technical activities", the second one determines legal, organizational and financial principles of operation and development of scientific and technical sphere, creates conditions for scientific and scientific-technical activities, ensuring needs of society and the state in technological development.

There are a set of laws dealing with innovations in ukraine [1]:

  • the law of ukraine "on the innovation" 
  • the law of ukraine «on the scientific and technical activities» 
  • the  law  of  ukraine     «on  priority  directions  of  innovative  activity  in Ukraine» 
  • the law of ukraine «on special regime of technological parks»
  • the law of ukraine «on the scientific and technical information»
  • the law of ukraine «on the scientific and technical expertise» 
  • the president of ukraine decree of 30.12.2005, № 1873/2005 "on the establishment of the state agency of ukraine for investments and innovations"
  • the  decree  by  ministry  of  education  and  science  of  ukraine  "on approval of the procedure of innovative educational activities" (from 07.11.00, № 522) 
  • the  decree  by  ministry  of  education  and  science  of  ukraine  «on approval of monitoring the implementation of innovative projects in the priority areas of technological parks» (from 17.04.03, № 245). 

O the decree of the president of ukraine from 07.11.2006 № 606/2006 "on the decision of the national security and defense council of Ukraine on april 6, 2006" on the state of scientific and technological areas and measures to support innovative development of Ukraine" the verkhovna rada of ukraine "on compliance for the development of scientific and technological capacity and innovation activity in ukraine" (№ 1786-vi). 

  • the civil code of ukraine (chapter iv "intellectual property") 
  • the law of ukraine «on property» 
  • the law of ukraine «on state regulation in the field of technology transfer» 

such legal documents can be divided into two groups: base and specific. Base acts are laws, which regulate economic activity in general, and these laws itself do not create the special favorable conditions for establishing of innovation business. Specific laws are laws and legal acts, which take into account the specific of scientific and  technical  and  innovation  activity,  such  normative  acts  which  more  or  less expressly determine the subjects of innovation sphere. We will consider laws of ukraine “about general principles of creation and functioning of the special economic zones (further  sez)  in  ukraine”, “about  the  special  mode  of  investment  and innovation activity of technological parks in ukraine” and statute about the order of creation and functioning of technoparks and innovation structures of other types. As ukraine  is  a  young  state,  there  is  not  enough  experience  on  establishing technoparks;   moreover   nowadays   there   are   some   confusions   in   legislation background of technoparks activity. 

So,  in  the  law  of  ukraine     “about  sez”  technopark  and  technopolis  are considered as such special economic zone. It automatically determines the order of their creation, essence of which is that technostructure is created by the parliament of ukraine after presentation of the government, president of ukraine or local governments. Such process of establishing, obviously, cannot assist to development of technostructure, as, at first, creation takes the heap of time; secondly, enterprises and other organizations can not support this technopark, and thirdly, technoparks in this terms are dependent on government.

Moreover it is not the same technopark and sez, as there is a wide difference between   them:   different   goals,   different   organizational   aspects.   So,   the representatives of universities or scientific units are necessarily presence in the organization structure of technostructure, moreover they act leading part in the management of technopark activity; unlike sez, where such role belongs to public authorities   and   local   government.   The   process   of   decision   making   about implementation of innovation & investment project changes according to it. Also approval of project of activity and constituent documents is carried out by committee for support of the technoparks and other innovation structures development and has aimed to receipt of innovation status. It means actually that a definite economy subject can be a technopark structure, but formally not be legislatively acknowledged, and consequently, do not get definite preferences [3].

 

Chapter 2. Studies of innovation perspective in ukrainian education standards

Introduction

 

According to the action plan about the development of education in the field of information technologies in 2013, approved by the Cabinet of Ministers of Ukraine dated  September 21, 2011  №  1036,  the  problem  of  increasing  importance  of innovation and entrepreneurial component in professional training for IT industry in Ukrainian Higher Education Institutions (HEIs) was analyzed by Tempus group.

In connection with Ministry of Education and Science, Youth and Sport of Ukraine the questionnaire for high schools in Ukraine was developed (Appendix A). Total number of Universities which took part in this analysis was 97 Universities of 3-4 accreditation levels that train bachelors, specialists and masters for IT industry.

The list of Master and Bachelor programs for IT professionals all over Ukraine is presented in Table 1.

 

Table 1 - List of training directions for IT professionals

 

 

The area of knowledge

Training direction of Bachelors Specialties training of Specialists Specialties training of Masters
Computer Science and Engineering 6.050102 Computer Engineering (CE)

7.05010201 Computer  Systems  and Networks (CSN)

8.05010202   System Programming (SP)

7.05010203 Specialized    Computer Systems (SCS)

8.05010201 Computer  Systems  and Networks (CSN)

7.05010202   System Programming (SP)

8.05010203 Specialized    Computer Systems (SCS)

6.050101 Computer Science (CS)

7.05010101 Information  Management Systems and Technologies (by industry) (IMST)

8.05010101 Information  Management Systems    and Technologies    (by industry) (IMST)

7.05010102 Information Design Technology (IDT)

8.05010102 Information Design Technology (IDT)

7.05010103  Systems Engineering (SysE)

8.05010103  Systems Engineering (SysE)

7.05010104   Artificial Intelligence Systems (AIS)

8.05010104   Artificial Intelligence Systems (AIS)

6.050103 Software Engineering (SE). 7.05010301 Software Systems (SS)

8.05010301 Software Systems (SS)

7.05010302 Software Engineering (SE) 8.05010302 Software Engineering (SE)
Information Security 6.170101 Information Security and Communicatio n         Systems (ISCS) 7.17010101 Information  Security  and Communication  Systems (ISCS)

8.17010101 Information  Security  and Communication  Systems (ISCS)

  System sciencesand Cybernetics   6.040302 Informatics (Inf) 7.04030201 Informatics (Inf)

8.04030201 Informatics (Inf)

7.04030202   Applied Informatics (AI)

8.04030202   Applied Informatics (AI)

7.04030204 Information and Communication Technologies(ICT)

8.04030204 Information and Communication Technologies(ICT)

 6.040301 Applied Mathematics (AP)

7.04030101   Applied Mathematics (AP)

8.04030101   Applied Mathematics (AP)

7.04030103 Mathematical             and Computer   Modeling (MCM)

8.04030103 Mathematical             and Computer   Modeling (MCM)

 

All Universities are grouped according to the cities and regions in Ukraine in Fig.1. 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Fig. 1 - Conditional distribution Ukraine by region 

 

The following problems were analyzed:

Curricula for all Master, Specialist and Bachelor programs for IT training .

Syllabus of the courses in innovation and entrepreneurship.

Syllabus   and   work   programs   in   specialty 8.18010012 “Innovation management”. 

 

2.1 Geography of IT Specialist Training

The  number  of  High  Educational  Institutions (HEI)  that  train  IT  bachelors, specialists, masters in Ukrainian cities is presented in Table 2, in diagram - Figure 2. For example, in Dnipropetrovsk 9 universities train IT bachelors, specialists, masters, which makes 9% of the total 97 universities in Ukraine that also train IT professionals.

 

Table 2 - Number of Universities that train Bachelors, Specialists and Masters of IT

 

City

Number of Universities that train Bachelors, Specialists and Masters of IT

Dnipropetrovsk

9

Donetsk

8

Luhansk

8

Kharkiv

7

Ivano-Frankivsk

2

Lutsk

3

Lviv

5

Rivne

 

2

Ternopil

2

Uzhhorod

2

Chernivtsi

3

Vinnytsia

1

Zhytomyr

4

Kyiv

14

Kirovohrad

2

Poltava

4

Sumy

1

Khmelnytskyi

2

 

 

Fig. 2- Number of Universities that train IT bachelors, specialists, masters in the cities of Ukraine 

 

According to the number of universities training IT professionals:

The 1st place goes to Kyiv - 14% 

The 2nd place - to Dnepropetrovsk - 9%

The 3rd place was shared by Donetsk, Zaporozhye, Kharkov 7% The 4th place - to Lviv - 5%

The 5th  place was shared by Zhitomir, Crimea, Odessa, Poltava -4%

The number of universities training IT bachelors, specialists, masters in Ukrainian cities is presented in Table 3, in the diagram - Fig. 3. 

 

Table 3 - Number of Universities that train IT bachelors, specialists, masters in the regions of Ukraine

 

Region

Number of Universities that train IT bachelors, specialists, masters in the regions of Ukraine

East

26

West

19

Central

32

South

20

Total

97

 

Fig. 3 - Number of Universities that train bachelors, specialists, masters of IT in the regions of Ukraine 

 

Therefore, according to the number of universities training IT professionals:

The 1st place goes to the central and northern regions -32 universities, 33% The 2nd place - to the eastern region - 27 universities, 27%. The 3rd place -to the southern region - 20 universities, 21%. The 4th place - to the western region - 19 universities, 19%.

292 syllabuses of the courses dealing with innovation and entrepreneurship in bachelor, specialist, master training at universities in Ukraine were processed.                In  addition,  curricula  and  their  contents,  syllabi  in  specialty 8.18010012 “Innovation Management” at 14 universities in Ukraine were analyzed.

 

2.2 List of courses dealing with issues of innovation and entrepreneurship in IT bachelor training

 

In the curricula of bachelor training for IT industry in different sections of the curricula (a course of vocational training, a course how to choose universities, an elective course) there are some disciplines which fall into the economic category according to their names and topics, but in the work programs of these disciplines the problems of innovation and entrepreneurship are discussed. It should be noted that the number of hours for these subjects is 2 - 3,6 ECTS, and  the classroom load is the following: 16-18 hours for lectures, 8-16 hours for practice or laboratory work. Within these courses problems of innovation and entrepreneurship take only 2 class hours.

In the curricula of IT bachelor training there are no disciplines that fully meet the requirements   for studying innovation and entrepreneurship.

The analysis is given in Tables 4 - 9 and in the diagrams are in Fig.4-9.

Consider the information in Table 4. Bachelor training in the direction 6.050102 -Computer Engineering is delivered by six universities in the east, 4 - in the west, 9 -in the center, 8 - in the south.

Within the direction 6.050102 - Computer Engineering it is planned to develop courses   which   enable   students   to   gain   knowledge   on   innovation   and entrepreneurship mainly economics and fundamentals of business management in market economy, registration of technical documentation, intellectual property.

The discipline "Economy and Business" is in the curriculum of 2 universities in the eastern region, it makes 33% of the total number of  universities in the eastern region that deliver training in the direction 6.050102 - Computer Engineering, namely (2/6 * 100%) . In the curricula of universities in the western and central regions such disciplines are not available, which makes 100%.

That is, in the east of Ukraine 2 of the 6 universities included the discipline "Economy and Business" in bachelor training curriculum in the direction 6.050102 -Computer Engineering and in this discipline according to the work program the issues of innovation and entrepreneurship are discussed.

Similarly, other disciplines were analyzed.

Table 4 - Bachelor training in the direction 6.050102

 

Disciplines dealing with innovation and entrepreneurship for Bachelor 6.050102 - Computer Engineering

  Number  of  Universities (by  region)  training Bachelors in the direction 6.050102 - Computer Engineering

Region

East 6

West 4

Central 9

South8

Economy and Business

6

%

4

%

9

%

8

%

Fundamentals of management   inmarket economy

2 33            

Registration of technical documentation

1 17            

Intellectual Property

1 17         1 13

The absence of  such subjects in the curriculum

2 33 4 100 9 100 7 87

 

Fig. 4 - Disciplines dealing with innovation and entrepreneurship in Bachelor program 6.050102 

 

Table 5 - Disciplines dealing with innovation and entrepreneurship in Bachelors program 6.050101 - Computer Science

 

Disciplines dealing with innovation and entrepreneurship for Bachelor 6.050101 - Computer Science

Number of Universities (by region) training Bachelors the direction 6.050101 - Computer Science

Region

East-7

West-5

Central-9

South-7

Management

7

%

5

%

9

%

7

%

Economy and Business

1 14            

Basics of technical creativity

3 43 1 20 3 33 2 29

Basic scientific research

1 14            

Legal support of business

1 14         1 14

The absence of such subjects in the curriculum

1 14 4 80 6 67 4 57

 

Fig. 5 - Disciplines dealing with innovation and entrepreneurship Bachelors program 6.050101 - Computer Science 

 

 

Table 6 - Disciplines dealing with innovation and entrepreneurship for Bachelor 6.050103 - Software Engineering

 

Disciplines dealing with innovation and entrepreneurship for Bachelor 6.050103 - Software Engineering

Number of Universities (by region), which train Bachelors the direction 6.050103 - Software Engineering

Region

East-4

West-3

Central-9

South-7

4

%

3

%

9

%

7

%

Economy software

2 50     2 22    

Fundamentals of Entrepreneurship and Business Planning

1 25     1 11    

Intellectual Property

1 14     1 11    
The absence of such subjects in the curriculum     3 100 5 56 7 100

 

Fig. 6 - Disciplines dealing with innovation and entrepreneurship for Bachelor 6.050103 - Software Engineering 

 

Table 7 - Disciplines dealing with innovation and entrepreneurship for Bachelor 6.170101

 

Disciplines dealing with innovation and entrepreneurship for Bachelor 6.170101  - Information  Security and Communication Systems

Number of Universities (by   region), which train Bachelors the direction  6.170101 - Information Security and Communication Systems

Region

East-4

West-3

Central-4

South-1

4

%

3

%

4

%

1

%

The absence of such subjects in the curriculum

4 100 3 100 4 100 1 100

 

Fig. 7 - Disciplines dealing with innovation and entrepreneurship for Bachelor 6.170101 

 

Table 8 - Disciplines dealing with innovation and entrepreneurship for Bachelor 6.040302

 

Disciplines dealing with innovation and entrepreneurship for Bachelor 6.040302 - Informatics

Number of Universities (by region), which train Bachelors the direction 6.040302 - Informatics

Region

East-6

West-8

Central-5

South-7

6

%

8

%

5

%

7

%

Basic scientific research

2 33            

Certification and patenting

1 17            

The absence of such subjects in the curriculum

3 50 8 100 8 100 7 100

Fig. 8 Disciplines dealing with innovation and entrepreneurship for Bachelor 6.040302 

 

Table 9 - Disciplines dealing with innovation and entrepreneurship for Bachelor 6.040301 

 

Disciplines dealing with innovation and entrepreneurship for Bachelor 6.040301 - Applied Mathematics

Number of Universities (by region), which train Bachelors the direction 6.040301 - Applied Mathematics

Region

East-6

West-5

Central-6

South-4

6

%

5

%

6

%

4

%

Essentials of Entrepreneurship and Business Planning

        1 17    

The absence of such subjects in the curriculum

6 100 5 100 5 83 4 100

 

Fig. 9 - Disciplines dealing with innovation and entrepreneurship for Bachelor 6.040301 

 

 

2.3 Disciplines dealing with issues of innovation and entrepreneurship in IT specialist and master training

 

Having  analyzed  the  curricula  for  IT  specialists  and  masters  training,  the problems of innovation and entrepreneurship are taught in the following disciplines:

- intellectual property;

- scientific and technical creativity;

- basics of marketing;

- management and marketing;

- economy and management;

- industrial economics and business management;

- economics and organization production of software;

- modern concepts of management;

- basics of patent and copyright;

- basic scientific research;

- methodology and organization of science;

- creation and commercialization of intellectual property;

- innovative training technology;

- management in education;

- methodology for industrial software development and intellectual property;

- economic efficiency of scientific research;

- philosophy of science and innovation.

The above-mentioned disciplines in different combinations but not for all IT directions are found in the curricula. Within the curricula in these disciplines the problems of innovation take 0.5 - 2 hours of the total class time.

However, it should be noted that the list of these courses is not obligatory for all universities that train IT specialists, including the discipline "Intellectual Property". According to the order of the Ministry of Education and Science, Youth and Sport in Ukraine № 811 dated from 20.10.2004 "On the introduction of the discipline “Intellectual Property”  in  higher education institutions”, the discipline "Intellectual Property was recommended by the MESYSU’s letter from June 11, 2003 N 1/9-303 to be implemented into educational and qualifying characteristics and educational and professional training programs  for specialists and masters in all specialties and directions.

Since the discipline “Intellectual Property” is obligatory for specialist and master training, it is not taken into account in the analysis.

The discipline "Innovation Policy" and "Management of Innovation Projects" are taught to masters and specialists at Berdyansk State Pedagogical University in specialties 7 (8) .05010301 - System Software and 7 (8) .05010101 - Information Management Systems and Technologies.

The discipline "Creation and Commercialization of Intellectual Property" is studied by specialists and masters at Taras Shevchenko National University of Kiev in specialties 7 (8) .05010301 - Software Systems 8.04030101 - Applied Mathematics,

8.04030201 - Informatics.

The discipline "Economic Rationale of Innovative Solutions" is studied by masters at  Donetsk  National  Technical  University  in  specialties 8.05010201  -  Computer Systems and Networks, 8.05010202 - System Programming.

The discipline "Information Systems in Innovation" is studied by masters at European University, in Kyiv in  specialty 8.05010101 -- Information Management Systems and Technologies.

The disciplines "Economic Efficiency of Scientific Research" and "Philosophy of Science and Innovation" are taught to masters at the National University of Life and Environmental Sciences of Ukraine,  in Kyiv  in specialty 8.05010101 - Information Management Systems and Technologies.

In the curricula of IT specialists training in UHEIs there are no disciplines that fully meet the requirements   for studying innovation and entrepreneurship.

In Tables 10-11 there is information about:

  • the number of  universities (by region), Number of Universities (by region), which train specialists and maters for IT industry,
  • the name and the number of disciplines in the curricula of specialist and master training which enable students to gain knowledge and skills in innovation and.

Analysis of course availability in the curricula for specialists which provides students with  gaining knowledge and skills in innovation and entrepreneurship is given in Charts 10 - 23 and Figures 10- 23.

Analysis  of  course  availability  in  the  curricula  for  masters  which  provides students with  gaining knowledge and skills in innovation and entrepreneurship is given in Charts 24 -36  and Figures 24- 36.

Analysis of course availability in the curricula for specialists which provides students with  gaining knowledge and skills in innovation and entrepreneurship given in Charts 10 - 23 and Fig. 10- 23. 

 

Table 10 - Disciplines  dealing  with  innovation  and  entrepreneurship  for  Specialists 7.05010302

 

Disciplines dealing with innovation and entrepreneurship for Specialists 7.05010302 - Software Engineering

Number of Universities with courses which have some topics of innovation and entrepreneurship for Specialists 7.05010302 - Software Engineering

Region

East

West

Central

South

3

%

2

%

2

%

1

%

Principles of Marketing

    1 50        

Economy and management

1 33 1 50        

Certification,  Standardization  and  Legal protection software

        1 50    
The absence of such subjects in the curriculum 2 67     1 50 1 100

 

Fig. 10 Courses dealing with innovation and entrepreneurship for Specialists 7.05010302 - Software Engineering 

 

Table 11 - Disciplines dealing with innovation and entrepreneurship for Specialists 7.05010301 

 

Disciplines dealing with innovation and entrepreneurship for Specialists 7.05010301 - Software

Number of Universities with courses which have some topics of innovation and entrepreneurship for Specialists 7.05010301 - Software

Region

East

West

Central

South

4

%

3

%

8

%

5

%

Principles of Marketing

    1 33 1 13    

Economy and management

1 25 1 33        

 

Fig. 11 - Courses dealing with innovation and entrepreneurship for Specialists 7.05010301 - Software Systems 

 

Table 12 - Disciplines dealing with innovation and entrepreneurship for Specialists 7.05010101 

 

Disciplines dealing with innovation and entrepreneurship for Specialists 7.05010101 - Information Management Systems and Technologies (by industry)

Number of Universities with courses which have some topics of innovation and entrepreneurship for Specialists 7.05010101 - Information Management Systems and Technologies (by industry)

Region

East

West

Central

South

9

%

2

%

6

%

5

%

Principles of Marketing

    1 33        

Economy and management

1 11 1 33        

Basics of patent and copyright

    1 34 1 17    

Innovation Policy

            1 20

Managing innovation projects

            1 20

The absence of such subjects in the curriculum

8 89     5 83 3 60

 

Fig. 12 - Courses dealing with innovation and entrepreneurship for Specialists 7.05010101 - Information Management Systems and Technologies 

 

2.4 Analysis of Higher Education Institutions which carry out training in specialty

8.18010012 "Innovation management" in Ukraine According to the information shown Fig. 37, 14 universities (which is 14.4% of 97 Universities which train IT professionals) train masters in program 8.18010012 "Innovation Management".

Three universities are located in Donetsk, which makes 22% of 14 Donetsk Universities that deliver training in specialty 8.18010012 "Innovation Management Two universities are located in Lviv and Kharkiv, which makes 14,5% of 14 Universities that deliver training in specialty 8.18010012 "Innovation Management. Thus, the distribution of universities that train in specialty 8.18010012 "Innovation Management" in the regions is the following (Table38, Fig.38):

- in the eastern region there are 7 universities which is 50% of 14 Universities that train in specialty 8.18010012 "Innovation Management”;

- in the central region there are 3 universities which is 22% of 14 Universities that train in specialty 8.18010012 "Innovation Management”;

- in the western and southern region there are 2 universities in each region which is 14% of 14 Universities that train in specialty 8.18010012 "Innovation Management”.

 

Table 37 - Number of Universities that deliver training in specialty 8.18010012

City

Number of Universities that deliver training in specialty 8.18010012 "Innovation management" in the cities of Ukraine

Dnipropetrovsk

1

Donetsk

3

Luhansk

1

Kharkiv

2

Lviv

2

Kyiv

1

Sumy

1

Khmelnytskyi

1

Crimea

1

Odessa

1

Total

14