Today, a graduate should not look for a job, but should think about creating a workplace. This was stated by the Deputy Minister of Science and Education Firudin Gurbanov at the official opening ceremony of the national final stage of the XV Republican Project Competition "Scientists of Tomorrow".
In this case, the question arises: do higher education institutions train students as leaders? Is the student developed to a level where they can create a workplace upon graduation?
Ilgar Orujov, Doctor of Philosophy and Chairman of the Azerbaijan Society of Young Scientists, Doctoral Students, and Masters, provided a statement to AzEdu.az on the topic.
Our interviewee stated that teaching entrepreneurship in a lecture hall is not effective:
“Approaching the issue from an academic perspective, a shift from the traditional role of higher education as a knowledge transmitter to an entrepreneurial university model is observed. I would like to comment on the matter from the perspective of international experience and scientific research.
The development of a student as a leader or a job creator is not merely an individual quality but an institutional goal. In international practice, successful higher education systems are based on university-industry-government cooperation. In this model, the university not only trains personnel but also becomes a central agent of economic development. The scientific works of students and faculty are patented and transformed into real business projects. That is, students, together with their instructors, create startups and implement innovations.
It is beneficial to look at international experience. The examples I mentioned are approaches of already established universities. However, I believe that entrepreneurial and “smart university” models should also be established in Azerbaijan.
For example, business incubators operating at universities such as Stanford and the Massachusetts Institute of Technology provide support to students at all stages, from idea generation to company formation. Modern universities have business incubation centers, and students leave the university not only with specialized knowledge but also with additional competencies. This knowledge shapes them as individuals who establish businesses and create workplaces”.
Students should test leadership skills such as team management and resource allocation by solving real market problems:
“In addition to theoretical knowledge in their specialization, universities should also provide knowledge in practical areas such as tax, legal, and financial management. This is an ecosystem. If there are no incubation centers and startup laboratories within the university, where will the student acquire this knowledge?
Students should also be provided with psychological preparation. The ability to accept risks and take responsibility in the face of potential failure should be developed. Simply saying “this idea came to my mind, I'll implement it tomorrow” is not enough; the responsibility for it must also be borne.
Academic research indicates that teaching entrepreneurship in a lecture hall is not effective. The traditional 90-minute lecture format should now be relegated to the archives in modern university development. Different methods are being applied worldwide in this direction.
Students must solve real market problems and acquire practical skills such as team management and resource allocation. At the same time, they should be guided not by theorists, but by mentors with real business experience. Student startups that receive mentor support tend to have a longer lifespan. Theoretical knowledge alone is not sufficient; practical skills and real business experience are crucial”.
There is a significant difference between graduates of traditional universities and graduates of third-generation universities:
“Academic literature emphasizes that the goal of a university is not to make everyone a leader, but to instill an entrepreneurial mindset in everyone. A graduate with an entrepreneurial mindset views problems as opportunities.
Graduates of traditional universities usually do not possess the ability to create workplaces. This is because the system has largely trained them in a spirit of security and subordination, failing to cultivate the habit of taking responsibility.
It must be openly stated that there is a difference between graduates of traditional universities and graduates of “third-generation universities.” Third-generation universities send graduates off with a ready business plan or an operational startup, and results emerge at that point.
Regardless of whether they are called a university, institute, higher school, or academy, all higher education institutions must synchronize their curricula with the market. Students should be provided with a safe laboratory, i.e., an incubator environment, for making mistakes. Unfortunately, almost none of these exist in our universities. Only in some higher education institutions is it possible to find episodic examples”.
